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 * Class:** Spanish IV
 * Project Title**: Sponsor Welcome Glog
 * Objective/s:**
 * The learner will use //interpretation// when appropriate and //translation// when appropriate.
 * The learner will understand the multiple meanings of English and Spanish words when used in a variety of contexts.
 * The learner will apply the technology appropriate for group communication and video recording and editing.
 * PSSA Anchor:**
 * R11.A.11 – The learner identifies and/or applies the meanings of multiple meaning words in context
 * Standards:**
 * 01.06A4 The student speaks with intermediate mid fluency (ACTFL Speaking Guidelines) with self correction.
 * 01.06F4 The student understands the use and effect of specific word choices in the target language (e.g. jargon, dialect, multiple meanings, idiomatic expressions).
 * 01.06I4 The student writes in a variety of formats in the target language. (Informative)


 * Due Date**: 1 April 2012 / electronically
 * Work**: In groups
 * Value**: Summative - 50 points
 * Rubric/s:** In Teacher Folder on Edmodo & Attached

Estudiantes, As you know, it can take a long time to learn all of the special //jargon// we use here at MHS. Imagine if English were your second language. That could be very intimidating for some people. In order to be accepted as a student here, a child must be born in the USA and speak English as his/her primary language, but does that mean that his/her parents must be English speakers? No. In fact, many of our Hispanic students are //first generation//. Do you remember calling your Sponsors to share a story with them and taking twice as long on the phone as you had intended because you needed to explain VPA, Founder's Hall, the hopper, Clocktower Kids and Friday School? How long would that have taken in Spanish? You certainly cannot say "ve pe a", "el corridor de los fundadores", "los niños del torre del reloj" and "escuela de viernes". Why? That would be //transliteration//. With this Marking Period's collaborative project, we will focus on //interpretation// and //translation,// the differences and similarities between the two, and when to use which.


 * Goal**: Create a glog that Admissions will link to the school home page for Hispanic parents and sponsors. The glog will:
 * welcome sponsors to our community with a short video focusing on one of the topics below:
 * Home Life
 * Scholastics
 * Extracurricular Clubs & Associations
 * VPA/Athletics
 * define a list of 5-10 MHS-specific words, phrases and acronyms such as House Parents, Infinite Campus, AEE and "being on novice".
 * summarize one of the above categories in 1-2 Spanish paragraphs. (For inspiration, refer to Acropolis, our yearbook).
 * introduce sponsors to faculty and staff in each field and identify Hispanic community members to which they can turn for support.


 * Graded Components & Checkpoints:**
 * **Glog**: This is your summative grade which will include the video, paragraph, staff contacts, vocabulary and effort (visuals/format of glog).
 * **Video**: The video grade will stand alone in the gradebook as a formative assessment //until// the glog is complete. We will not "double dip" your grade.
 * **Paragraph**:The paragraph grade will stand alone in the gradebook as a formative assessment //until// the glog is complete. No double dipping.
 * **Contacts**: Your communication with your contacts will be supervised and given a participation grade.
 * **Student-created Vocabulary Quiz**: You will be asked to use your translations/interpretations in context for an in-class speaking quiz grade (formative).
 * **Classwork:** Your weekly Effort & Participation grade will be based upon appropriate use of classroom time for the duration of this project.
 * **Feedback Sessions**: Feedback given during the group feedback sessions will be credit towards your weekly EP grade.


 * Resources:**
 * **WordReference** (as always, consult with me before posting in or using replies from the forums)
 * **Glogster** (Click for a sample glog)
 * **edmodo** (Check the library for all standard rubrics not included on this wiki)
 * VideoToolbox(You will have to convert your video from .mov to .wmv to upload it to WMM)
 * Audacity (You will need to record your narration and upload it to WMM)
 * Windows Movie Maker
 * Microsoft Outlook
 * LRC Website / AP Images (this is the //only// external source of images permitted apart from Glogster's stock images)
 * Canon FS400 Digital Video Camera (user's manual download)
 * Other technology/websites as appropriate with teacher approval.

Weight: Summative (60% of MP grade) Requirements: Glog was turned in on time. || Visuals are relevant, appropriate and illustrate the theme of the glog. Glog was turned in on time. || Visuals are relevant and appropriate. Glog was turned on time. || Visuals are inapproriate according to school handbook OR Glog was turned in late. || with video rubric. || Unacceptable in accordance with video rubric. || The names, phone numbers and email addresses of 2+ Hispanic contacts are included. Hispanic contacts signed off on the publication of their information after a formally scheduled and conducted face-to-face conversation **in Spanish**. || All of the factors from Excellent, except communication was conducted via email. || All of the factors from Excellent or Satisfactory except that fewer than four contacts were published. || Contacts are published without permission. ||
 * Glog Rubric**:
 * Video introducing Sponsors to the MHS community and lifestyle
 * Paragraph introducing your category (What is it all about? Where does it take place? What are the routines and procedures? What jargon can you expect to hear? How do the students feel about it?)
 * Creative and enticing but relevant visuals from AP Images or Glogster that support your main idea.
 * List of 5-10 vocabulary terms that Sponsors will need in order to understand stories shared with them by their students relevant to this category (ie: Home Life: hopper, Scholastic: Medical, VPA: Black Box, etc...)
 * 4 MHS staff contacts and their phone numbers and email addresses. Two must be relevant to the category (ie VPA: Mr. Stephen & Mrs. Nielsen), two must be Spanish-speaking staff willing to answer questions and and help Sponsors with language barriers (ie Ms. Nieves & Mr. Zapata)
 * || **Excellent - 4** || **Satisfactory - 3** || **Needs Improvement - 2** || **Unacceptable - 1** ||
 * **Task Completion** || Visuals are relevant, appropriate and support the reader's understanding of the text.
 * **Video**
 * x2** || Excellent in accordance with video rubric. || Satisfactory in accordance with video rubric. || Needs Improvement in accordance
 * **Student-Selected**
 * Vocabulary**
 * x2** || Words are interpreted into Spanish in such a way that Hispanic Sponsors have an equal understanding of the term as Anglo Sponsors. || Words are interpreted into Spanish in such a way that Hispanic Sponsors clearly understand the definition and use of the term. || Words are interpreted into Spanish in such a way that Hispanic Sponsors have a general idea of the term's definition and use. || Words are translated into Spanish in such a way that Hispanic Sponsors would be confused about their definition and/or application. ||
 * **Informative**
 * Paragraph**
 * x2** || Excellent in accordance with the informative paragraph rubric. || Satisfactory in accordance with the informative paragraph rubric. || Needs Improvement in accordance with the informative paragraph rubric. || Unacceptable in accordance with the informative paragraph rubric. ||
 * **Contacts** || The names, phone numbers and email addresses of 2+ contacts relevant to the category are included. Contacts signed off on the publication of their information after a formally scheduled and conducted face-to-face conversation in English.
 * **Technology**
 * x2** || Student used appropriate combination of listed resources //and// additional pre-approved technology as needed. Student showed mastery of all chosen programs. || Student used appropriate combination of listed resources. Student showed mastery of all chosen programs. || Student's project could have been enhanced, simplified or improved by using a different or more extensive combination of technology. Student did show master of chosen programs. || Student used little technological variety or did not show mastery of more than two programs. ||


 * Projected Timeline (Watch for alerts on edmodo if/when I make changes to the timeline. Changes will be marked with** ):**

Blue text: Graded work, weight & value in parenthesis (S=summative, F= formative, P= participation) __All rubrics are in my edmodo library__.
**Day 13:**
 * Day 1:**
 * Introduce project
 * Choose topics
 * Create groups
 * Explore sample Glog
 * Q&A
 * HW: ** Mind Map (P, 5) **. Brainstorm video, glog and vocabulary ideas
 * Day 2:**
 * Confirm groups and topics
 * Share brainstorming
 * Team planning time:
 * What is our goal?
 * What would Hispanic parents need? Who can we interview for ideas?
 * What problems may we come across?
 * How can we contact Sra. di Febo if we need her?
 * What "feel" will our Glog have? (trendy, classic, cute, edgy, etc)
 * What are our individual roles?
 * HW: Brainstorm video ideas. **Email Sra. di Febo with locations for tomorrow's field day**
 * Day 3:**
 * **Field day**: Check in at class time for a special pass, pick up clipboard and partner. Report to "field" and jot down ideas for video.
 * Pay special attention to relevant vocabulary!
 * HW: Brainstorm a vocabulary list for your area
 * Day 4:**
 * Share results of field day with class.
 * ** Peer feedback (P, 5): ** ideas for video- what's missing? what's extra? what's cool?
 * Team planning time:
 * Compile a topic-relevant list of MHS jargon that could potentially confuse Sponsors and not translate well into Spanish
 * Day 5:**
 * Class sharing:
 * Present vocabulary lists and help other teams add/remove/change items
 * Lesson: Translating vs Interpreting - the hows, whys and whens
 * HW: Divide vocabulary list and come up with 2-3 proposed interpretations for each word
 * Day 6:**
 * Work with team to come up with interpretations for each term
 * ** Present interpretions ** to the class (P, 10 - PPT, Prezi, etc)
 * Peer **feedback (P, 5)**
 * Compile class vocabulary list and get teacher approval
 * HW: Memorize class vocabulary list
 * Day 7:**
 * **Speaking Vocabulary Quiz (F, 20):**
 * I will play the role of confused sponsor and ask you to define 5 terms from the class list. Use //circumlocution// to //interpret// terms.
 * While peers participate in quiz, begin "Play with Glogster" session. //If we can arrange it, we will invite Native speakers to evaluate your Spanish interpretations. We will include adults and students from a variety of countries. They will act as a panel to judge your speaking. Please see the Native Feedback Panel rubric on edmodo.//
 * Create a glogster account for your team.
 * Experiment with tool box and share ideas with all classmates.
 * HW: Glog-off: Create a glog using the following tools (any school-appropriate topic) to present to class tomorrow:
 * Text
 * Image
 * Video
 * Animated & still graphics
 * Audio
 * Day 8: **
 * **Glog off** : ** (P, 6) **Share your glog with peers.
 * Objective: learn how to use the five main features, share tips and shortcuts, get feedback on layout and formatting
 * **Glog off feedback (P, 5)** and Q&A session
 * Team planning: Expand on Day 2 brainstorming about your area.
 * List details and specifics about your area of MHS life.
 * Write an **outline (F, 5)** for your paragraph and get it approved by me.
 * Day 9:**
 * Team writing: Write your paragraph for the glog.
 * HW: Finish paragraph
 * Day 10:**
 * ** Peer edit paragraphs (F, 5) **
 * Begin typing paragraphs into Glogster
 * HW: ** Paragraphs & Vocabulary lists posted to Glogster (F, 15: 10= Paragraph, 5= Vocabulary) **
 * Day 11:**
 * Decide on and begin to contact faculty and staff contacts.
 * Offer link to glog or text version of paragraph to contact to help clarify goal.
 * "Play with Camcorder" & "Play with WMM" Sessions
 * Record 5 minutes of video
 * Upload the raw footage to your student laptop
 * Upload the video to WMM (you may have to use Zamzar to convert the file extension)
 * "Play" with the following features:
 * Edit the video down to 1 minute (55-65 seconds)
 * Add music/sound effects
 * Add transition effects
 * Add visual effects
 * Add subtitles or voice-over dubbing to a 5-10 second clip
 * Add a title
 * Add credits
 * Optional: Additional editing effects with teacher approval
 * HW finish 1 minute video
 * Day 12:**
 * ** WMM Off (P, 6): **
 * Share your video with peers.
 * Objective: learn how to use the effects listed under Day 11, share tips and shortcuts, get feedback on focus, volume, angle, etc
 * **WMM off feedback (P, 5)** and Q&A session
 * Begin storyboards and scripts for video.
 * HW: Finish storyboards and scripts for peer feedback and teacher approval. Get excited. The fun part is coming!!
 * Present ** storyboards (P, 5 - presentation) **
 * Storyboard **feedback (P, 5)** from peers and teacher **.**
 * Be prepared to cut and paste your storyboard - literally.
 * Polish and perfect storyboard (F, 10)
 * Check-in: Have you met with your contacts yet?
 * Day 14:**
 * **Storyboards** due for teacher approval by the end of class ** (F,9) **
 * HW:** Email Mrs. di Febo an updated list of field locations **
 * Days 15 & 16:** Field Days - filming
 * Days 17 & 18**: Editing (possible field time if necessary)
 * Day 19:**
 * Present rough cut video
 * Peer ** feedback (P, 5) **
 * Begin final edits
 * Check-in: Have you met with your contacts yet?
 * Days 20 - 22:**
 * Field time and editing time
 * **Edit video and post it to Glogster (F,10)**
 * Day 23:**
 * **R**eceive video grades
 * Finish glog and post link to class edmodo page.
 * Day 24:**
 * Glog ** feedback (P, 5) **
 * Surf all class glogs and provide constructive criticism using the rubrics posted on this wikipage.
 * This is your only comprehensive feedback. Remember, friends tell you when you have broccoli in your teeth, they don't just say "Oh, you look great. Go get 'em tiger!"
 * Day 25:**
 * Final edits
 * ** Glog (S, 40) ** is due electronically by tonight at 11:59 pm


 * Day 27:**
 * Decompress with a casual class conversation day about our whirlwind month.
 * Wait patiently for phone call from Jay Garvey in Admissions to find out if our glogs will be linked to the MHS intranet page!

All photos and images used under license. AP Images. Learning Resource Center. Milton Hershey School, Hershey PA.