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Preamble

Students at Calgarys newest Spanish Bilingual High School are getting involved with the
schools exchange program wherein students from Latin America or Spain are invited to
participate in a cultural exchange with a student from Seton High School. As their maker
project, students will collaborate to create a promotional video utilizing green screen
technology to showcase their school, city, and province to convince students to elect to
participate in the program. Students will work with the necessary technology to plan,
film, and edit a short video that will be shown to prospective students and displayed on
the school website. This example allows for three classes to be designated to this project,
our staff recognizes that reality would demand much longer for a project of this
magnitude.
Lesson # 1 of 3
Course: Spanish Language Arts 10
Date:
Goal: Introduce students to the project and to the green screen technology they will be
using.
Essential Question: What makes the place we live home? This branches out into smaller
questions for consideration like: What is culture in Calgary, Alberta, and Canada? How
might it differ from where our target audience lives? What might we want to know about
a place we would be visiting for the first time? How can we communicate our enthusiasm
for this project?
Learning Outcomes from Program of Studies:
General Outcome 1 Students will listen, speak, read, write, view and represent in
Spanish to explore thoughts, ideas, feelings and experiences.
Seek information to add to their current understanding of the opinions and ideas
of others
Reflect on changing personal viewpoints and anticipate possible consequences
General Outcome 2 Students will listen, speak, read, write, view and represent in
Spanish to comprehend and respond personally and critically to oral, print, visual, and
multimedia texts.
Use prior knowledge to analyze and explain connections between diverse
experiences in a variety of texts
Discuss how word choice and supporting details in oral, print, visual, and
multimedia texts affects purpose and audience
Explore appropriate and inappropriate uses of slang, colloquialism, and jargon
Create original texts to communicate and demonstrate understanding of forms and
techniques
General Outcome 3 Students will listen, speak, read, write, view and represent in
Spanish to manage ideas and information.
Develop focused inquiry or research questions to anticipate personal and audience
needs on a topic
Collaborate to identify group knowledge base and to determine the inquiry or
research topic focus
Identify a range of diverse information sources to satisfy inquiry or research

needs
Identify a variety of factors, such as organizational patterns of text, page layouts,
font styles, colour, voice-over, and camera angles, that affect meaning and use
effective listening, reading, and viewing techniques
General Outcome 4 Students will listen, speak, read, write, view and represent in
Spanish to enhance the clarity and artistry of communication.
Consider personal needs, topic, purpose, and audience when generating ideas
Use organization structures and techniques [] to enhances their own [] visual
and multimedia texts
Analyze drafts and revise them to enhance the clarity and creativity of expression
General Outcome 5 Students will listen, speak, read, write, view and represent in
Spanish to celebrate and build community.
Discuss and analyze ways in which oral, print, visual, and multimedia texts reflect
cultural and attitudinal influences
General Outcome 7 Students will explore, understand, and appreciate the cultures of
the Spanish-speaking world for personal growth and satisfaction and for participating in,
and contributing to, our multicultural Canadian society and the world.
Participate in and contribute to community-based activities reflecting Spanishspeaking cultures, using knowledge and skills related to language and culture
Examine the cultural diversity of Spanish-speaking communities in the local
context
Explore ways in which peoples and nations are linked in an interrelated global
system
Examine attitudes and values that contribute to cross-cultural understanding
Prerequisites: Some experience with computers is necessary. Students will have been
critically examining different texts in Spanish all year and will have background
knowledge on how to create a persuasive text.
Materials and Technology:
Differentiation:
Video cameras
Students can choose a topic to focus on that
Laptops with appropriate programs
is important to them, keeping them
Green screen
engaged in the task at hand.
Lesson Plan
Time:
Activities:
5 mins
Students will be introduced to the
project and will co-create a rubric.
20 mins
As a class, students will brainstorm and
create mind maps of what would be
important to include in their video,
drawing on personal experience and
what they know about Spanish speaking
cultures.
40 mins
In groups, students will draft a plan for
their video including the key points they
will focus on, some mock still frames

Formative Assessment:
Observation and scaffolding
student ideas to provoke new
insights or a deeper
understanding of questions.
Observation during the planning
period, conferencing with each
group to ensure theyre on the

and how these will prove effective, and right track and covering the
a profile of what their audience
basics.
requires.
15 mins
Introduction to the use of the
technology equipment including the
green screen by an expert from the
school library.
Summative Assessment: None
Reflection and Modification: By reflecting on what they would like to know in a video
students will be able to empathize with their audience to make a more effective video.
Lesson # 2 of 3
Course: Spanish Language Arts 10
Date:
Goal: Students will view a few videos in the style they are creating to determine some of
the characteristics of this persuasive multimedia text that they can explore in their work.
At the end of the class they will present or submit their plans to their peers for feedback
to help them improve their final product.
Essential Question: What is important in a persuasive video?
Learning Outcomes from Program of Studies:
See Lesson plan # 1
Prerequisites: Having studied different text types. Students will have studied some of the
technical elements of filming a video that they will incorporate to give their project
artistic flair.
Materials and Technology:
Differentiation:
Video camera and microphone
Students will have the opportunity to view
Green screen
a variety of video projects and can choose a
Scripts/plans
style that most suits their preferences,
whether its a professional informational
video or a laidback, informal video. Within
these styles, students will have control over
the complexity of the dialogue in their
video.
Lesson Plan
Time:
Activities:
Formative Assessment:
5 mins
Students go over the peer assessment
they received as a group and put
forward new ideas.
20 mins
View sample videos as a class to gain
Popcorn activity at the end to
understanding of what a final product
summarize one thing that left an
might look like and what the key
impression on each student.
elements are.
50 mins
Students have time to continue working Continue to conference with
on their maker project prototypes it is groups and make note of if they
important to note that the final product
have taken their peer evaluations
will take longer to produce and that they to heart and set to change

are only expected to produce a rough,


yet still polished idea.

anything, how they are improving


and focusing their project as they
gain knowledge.

Summative Assessment: None


Reflection and Modification: Introduction to the green screen technology would be
beneficial prior to beginning the project to allow more time for students to work on their
maker projects.
Lesson # 3 of 3
Course: Spanish Language Arts 10
Date:
Goal: By the end of this class, students will have a prototype to present to an audience of
their peers and staff members from the school. The final product will combine the best
elements from all the projects and will be finalized at a later date. As part of the Design
Thinking process, students will present their prototype and then repeat the process to
create the best project they can.
Essential Question: What is important in a persuasive video? How does the intended
audience receive this video? What might they think? What might they want to see more
or less of?
Learning Outcomes from Program of Studies:
See Lesson # 1
Prerequisites: Students will have already spent time with the green screen, some of their
work may have been done out of class time. They will have received peer feedback and
formative feedback from their instructor.
Materials and Technology:
Differentiation:
Green screen
Video camera and microphone
Computer with editing software
Lesson Plan
Time:
Activities:
Formative Assessment:
50 mins
Students will be putting the final
touches on their prototypes in order to
present them to peers and
administration.
15 mins
Students in groups will write a group
By analyzing their own learning
self-reflection detailing the work they
students will realize their
did on this project using the rubric cocompletion of necessary
created previously. They must highlight outcomes.
where their work was particularly
strong and some areas for improvement.
25 mins

Students are invited to share their


Students will receive feedback
prototypes, no matter what stage of the
from experts which they can
process they are in.
incorporate into their project.
Summative Assessment: Students will be evaluated according to the rubric co-created in

class previously. Their self-reflections will also form a portion of their grade.
Reflection and Modification:

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