Spanish

**The Foreign Language Iditarod Project:**
==== We will be focusing on the topics of Climate under this topic will focus on the different seasons, and learn the proper vocabulary for climate. After students have the basic understanding of climate will will continue discussing climate from two different perspectives. The first will be from "la ropa" which is clothing, will learn about what clothing is appropriate for different types of weather. The second will be focused on "viajar" which is travel. In the portion of the unit we will focus on the different modes of transportation, and we will include which modes of transportation is appropriate for various weather conditions. ====

**The Project for this Unit:**
==== Students will be in charge of producing their own weather forecast just like the ones they see on tv. We will take some time to first compare weather forecasts from spanish speaking countries with those from the US. Once studnets have an idea of what a weather forecast looks like and how it's presented differently depending on the countires you are watching it from we will then embark on the journey of creating our own. Students will choose what role they will want to be charge of. Studnets will need to use of the previously learned vocabulary because they are to do the project ONLY in spanish. They will have time in class to work on their assigned roles. ====

**1. Who and what will you need for this project to be successful? (77)**
==== We will need assistance from the technology teacher, in order to help students with the editing portion of the project. We will need video cameras. We will need to set up a set, that looks like a news room. For the set we will need the assistance of the wood shop teacher and also the drama teacher because they might have props in storage that could also be useful. We will also need computers that are equipped with video-uploading software. ==== We will also need to collaborate with the administration to approve having the broadcast aired on the morning announcements once weekly.

**2. Create a project calender with key events, due dates, etc. (78)**
|| Clothing review. What kinds of clothing are worn in what weather?
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Begin by introducing climate vocabulary.

|| Geography lesson. Which places have cold/warm climates? || Geography lesson. Where we live and how that affects us. What other things does where a person lives affect? Activity: with cutouts of jackets and shorts, have students adhere a jacket cutout or the shorts cutout to parts of the world depending on their climate during that time of year. Students will explore the kinds of adaptations necessary for the climate. || Students will learn about sports in different countries (Soccer in different European countries, football in the US, baseball in Latin America…etc.). Students will learn sports vocabulary in Spanish. ||
 * Students will learn about the Iditarod race in Alaska. They will use their knowledge of sports and climate adaptation to disucss challenges posed by the Iditarod race.

Mushing [|Mushing; El deportes Invernal] || Students will work on video broadcast. The video will be a "Noticias" broadcast (mock version of the evening news). The class will be divided into two groups. One group will work on the sports broadcast and the other will work on the weather report. || Students will work on video broadcast. || Students will work on video broadcast. || Students will finalize video broadcast. Also, we will begin to discuss different common pasttimes. || The video project: Example of a "real" spanish weather forecast: media type="youtube" key="XPAdJmmknu4?version=3" height="390" width="640"

media type="youtube" key="JZXK68NS7gU" height="390" width="480"





**3. How will you meet the needs of all learners and how will you make sure that each learner is responsible for the team's success? (79)**
==== In order to meet the needs of our of all our students will are allowing for them not only choose the role they are interested in doing but we will be guiding them to choose the role that they know they will be successful at. We want students to use their own strengths, in order to be successful in this project. Some students may know a great deal about the use of computers and therefore they are more likely to choose to be behind the scenes and editing the footage that is collected. Some students may be into drama and they are actors in the school plays, they could be on camera and they could be the new people. By allowing for students to use their strengths we are meeting their needs as learners.In order to make sure that each student is responsible for their portion of the project they will have to hand in a journal entry in spanish about the work they have been doing throughout the week along with anything they have created for the project. ====

The formative assessment will come from the students personal journals, as they embark on this project.
==== The summative assessment will be the production of the weather forecast based on the final project we will be able to measure the level of understanding of the students in reference to climate and how it affects people. ====

Student needs : Method of managing their time and keeping due dates. Method of seeking assistance. Method of getting proper feedback.
====**           ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ ﻿ 6. Students should be involved in activities that will allow for them to inquire, study, plan, evaluate, compare, collaborate, manage, create, and present. What does this look like in you project? (95)**==== ==== Once the students have chosen their roles they will be given a specific checklist with all their roles and responsibilities. There might be more than one person working collaboratively on the same "role." They will need to manage their time wisely because they will have a Friday deadline. They will be creating their own scripts and characters. They will be able to present this weather forecast to the rest of the school. ==== Additionally, students will have the option to "star" in, and work on one or more videos that will air over the school P.A. system

**9. In the end, how will you tell you story? (111)**
==== We will use a wiki page to save the video forecasts to. A letter will be sent out to all the students participating, and the rest of the school to let every know where they will be able to see all the hard work of the students working on this project. If possible we could get the school to play the video during the morning announcements. ====

**10. How will you incorporate the web 2.0 tools Richardson speaks of?**

 * ==== video ====
 * ==== wiki ====
 * ==== editing ====

media type="custom" key="8510066" Mushing [|Mushing; El deportes Invernal]