Grade 12: Level 6 Spanish – Museo del Barrio – Ventures into Abstract Art en Español (Poulos)

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http://www.modelclassroom.org/blog/2013/08/connecting-with-museums-case-study.html

COMMON CORE STANDARDS

Content Standards English Language Arts

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

DESCRIPTION OF UNIT

This Grade 12 unit titled “Museo del Barrio | Ventures into Abstract Art en Español” developed by Connecticut teacher, Chris Poulos, is intended to be completed in 3-4 weeks of integrated ELA/literacy and Spanish instruction. This unit engages students in an authentic learning task that challenges them to apply their Spanish language abilities to create an interpretive tour that museum visitors can experience both in-person and online.  Throughout this project students:  use a range collaborative tools for sharing ideas, initial drafts, images, and research topics; develop and implement production plans for interpretative videos; and create a website incorporating videos and QR codes for their final product.

CAUTIONS

Connecticut teachers should be aware that this authentic performance task requires close collaboration with a local museum.  Student access to and familiarity with technology and social media is instrumental for student success. Teacher notes and preparation materials will require familiarity to be used effectively. In addition, teachers replicating this task will need to create a Common Core aligned rubric that provides sufficient guidance for interpreting student performance on the summative assessment.

RATIONALE FOR SELECTION

This authentic performance task is a good example of a CCSS-aligned curricular unit that fully integrates world language (Spanish) content with literacy. The interdisciplinary approach to learning is exemplary; it enables students to produce a portfolio-quality end product while integrating technology through the use of the social network, mobile devices, and digital media. The unit includes a progression of learning where concepts and skills advance and deepen over time.  It provides the appropriate scaffolding for students to build background knowledge about a topic and to advance toward independent reading and speaking in Spanish at the college-and-career readiness (CCR) level.   Specific instructional strategies are described that support students’ abilities to create their final products.  The unit regularly assesses whether students are mastering the targeted Common Core ELA/Literacy standards.