Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Grade Level(s) 11th-12th

Content Area AP Spanish

Time line January 10-March 19 (9-10 Weeks)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect
students to gain? Are there connections to other curriculum areas and subject area benchmarks? )

Content Standards: Georgia Performance Standards:

MLVI.IP1 The students exchange oral and written information and ideas in the target language on topics related to
contemporary, historical and literary events and issues utilizing cultural references where appropriate. The students:
B. Relate personal information.
C. Elicit and express opinions, preferences and other topical information.
D. Exchange personal reactions to spoken and written information related to the target culture(s).

MLVI.IP2 The students communicate original thoughts and react to conversational input using sentences and strings of
sentences. The students:
A. Participate in extended oral and written activities reflecting the present tense, with some usage of past and future
tenses.
B. Exchange ideas using level-appropriate material.
C. Use paraphrasing, circumlocution, body language, and other creative means to convey and comprehend
messages.
D. Use self-correction.
E. Demonstrate Intermediate-Low to Intermediate-Mid proficiency in oral and written exchanges with respect to
proper pronunciation, intonation, and writing mechanics.

MLVI.INT1 The students comprehend level appropriate spoken and written language on topics related to contemporary,
historical and literary events and issues utilizing cultural references, where appropriate, presented through a variety of media
in the target language, including authentic materials. The students:
A. Understand subtleties of meaning in a variety of level-appropriate works, including idiomatic expressions and
figurative language.
B. Demonstrate comprehension of current and historical events.
F. Demonstrate Intermediate-Mid to Intermediate-High proficiency in listening, viewing and reading
comprehension.

MLVI.P1 The students present previously learned as well as newly acquired information on topics related to contemporary,
historical and literary events and issues utilizing cultural references where appropriate using sentences and strings of
sentences. The students:
A. Summarize and communicate main ideas and supporting details from a variety of authentic language materials.
B. Produce brief oral presentations (minimal errors in present tense, some errors with past and future tenses), using
visual and technological support as appropriate.
C. Write short, organized compositions (minimal errors in present tense, some errors with past and future tenses),
using visual and technological support as appropriate.
D. Give prepared presentations (near full control of present tense, partial control of past and future tenses), using
visual and technological support as appropriate.
E. Demonstrate Intermediate-Low to Intermediate-Mid proficiency in oral and written presentations with respect to
proper pronunciation, intonation, and writing mechanics.

MLVI.P2 The students present student-created as well as culturally authentic stories, poems, skits, and/or short plays in the
target language. The students:
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 A. Produce well-organized presentations suitable for the audience and the purpose.
B. Use appropriate verbal and non-verbal presentational techniques, including visual and/or technological support.

MLVI.CU1 The students understand, describe, and discuss perspectives, practices, and products of the cultures studied and
how they are interrelated. The students:
B. Differentiate between cultural patterns of behavior.
C. Research and report on contemporary or historical events and issues.
D. Recognize target culture influences on the products and practices of the culture(s).

MLVI.CCC2 The students examine the similarities and differences that exist within and among the cultures studied. The
students:
A. Discuss the influences of events and issues on the relationships between countries where the target language is
spoken and the students own culture.
B. Discuss local, regional, and national differences in the countries where the target language is spoken.

MLVI.CCC3 The students expand knowledge of the English language through the study and analysis of linguistic elements of
the target language. The students:
A. Compare target language pronunciation, vocabulary, and colloquial usage in various countries and regions with
English language usage.
B. Compare linguistic elements of the target language and English, such as the different structures used to express
time, tense, and mood.

MLVI.CCC4 The students use language skills and expand cultural understanding by accessing information beyond the
classroom setting for recreational, educational, and occupational purposes. The students:
B. Apply interpreting skills to oral and written target language.
C. Augment cultural knowledge and linguistic skills through contact with individuals and organizations accessible
through the community or the Internet, to reinforce cultural understanding.

ISTE*S Standards:

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.

1b - Students build networks and customize their learning environments in ways that support the learning process.
1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning
in a variety of ways.
1d - Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
6b - Students create original works or responsibly repurpose or remix digital resources into new creations.
6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
6d -Students publish or present content that customizes the message and medium for their intended audiences.

7. Global Collaborator - Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

7a - Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning.
7b - Students use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
7c - Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively
toward a common goal.
7d - Students explore local and global issues and use collaborative technologies to work with others to investigate
solutions.
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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

El Proyecto de Entrevista is meant to encompass all the components of language learning reading, writing, listening,
speaking, and culture.

AP Spanish students will interview a native Spanish-speaker for 18-20 minutes in Spanish. The interviewee must meet the
following criteria:
1) Be a native Spanish-speaker who was born in a Spanish-speaking country and must have lived there for at least
15 years before immigrating to the United States (or other country).
2) Be a native Spanish-speaker who is currently living in a Spanish-speaking country.

Students will be provided with a list of pre-written, guiding questions (see attached at the end) from the teacher to use in the
interview. Students should organize the questions into a logical sequence and use appropriate level of respect (T vs. Ud.
form), and should omit questions that may not be applicable to their interviewee. Additionally, students will write 5-7 of
their own questions to tailor specifically to their person.

After recording the interview using digital voice recorders, Skype, or a video camera, students will transcribe their complete
interview. After the transcription, students will write a 2-3 page paper covering the following topics:
1) A biography of their person and a detailing of their first impressions of the United States.
2) A cultural comparison students will have learned about a specific cultural aspect/celebration/tradition/etc. of
their persons country and will make a connection or contrast to their community here in the U.S.
3) The students personal description of their learning journey what did they like/dislike about the project? What
lessons did they learn? What would they change about the project or do differently next time? What surprised
them about the project? What parts were hard/easy for them?
4) An analysis of the grammar or vocabulary use. Students will pick an example of grammar/vocab they learned in

the contextualized setting of the interview.

Finally, students will give a 5-minute oral presentation in front of the class, which will essentially be a brief summary of
their paper. Students will also provide a 30-second audio snippet from their interview to be included in their presentation so
that the class may hear the diversity of the dialects and accents of the Spanish-speaking world.

Essential Questions (What essential question or learning are you addressing? What would students care or want to
know about the topic? What are some questions to get students thinking about the topic or generate interest about the
topic? What questions can you ask students to help them focus on important aspects of the topic? What background or
prior knowledge will you expect students to bring to this topic and build on?)

Can students formulate and correctly write questions in Spanish using the appropriate level of respect (T vs. Ud.
form).
Can students use digital recording equipment (digital recorder, video camera, or Skype) to document their
interviews?
Can students create an accurate transcription of their interview, considering previously learned vocabulary and
grammar?
Can students utilize Audacity to edit, trim, and export audio files?
Can students use Google Drive and associated products (Docs, Slides)?
Can students give a 4-5 minute oral presentation in Spanish from memory?
Can students follow a guided template to write an essay in Spanish?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they
produce or do? How will you differentiate products?)

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What will students do or produce to illustrate their learning?
Through this project, students will produce:
-An 18-20-minute interview in Spanish this will demonstrate their question-making and speaking skills.
-A full transcription of the interview this will demonstrate their listening skills as well as their ability to construct a written
record of the conversation. This also tests and grows their vocabulary and grammar skills as all this work will be
contextualized in a conversation.
-A 2-3-page essay to be turned in to the teacher This will demonstrate their summarizing and synthesizing skills, as well as
their ability to write an essay in Spanish.
-An oral presentation This will demonstrate their speaking skills, and their ability to teach the class about anothers
culture, language, and heritage.

What can students do to generate new knowledge?

Students can select a native-speaker that will teach them new things about their culture, language, and identity. In order to
generate new knowledge, students should tailor specific questions to their person so that the student can take advantage of
all they can learn from their native speaker and their country of origin.

During the transcription process, students can work together during our Transcription Days to help one another out on the
listening process. Sometimes students arent sure about what tense or work a speaker might be saying. Students may also
type what they think they are hearing into WordReference.com to see if they heard correctly or can see if that word makes
sense in the context of the sentence.

How will you assess how students are progressing (formative assessment)?
I have various checkpoints set up over the course of the semester for when certain parts of the assignment must be
submitted. For example, the transcription is submitted in 5 (3-4 minute) chunks. I will be assessing their work throughout
the process. I have also designated 5 Wednesdays in a row to be Transcription Days. Each student will use a school-
provided laptop and will use the entire class period to transcribe. During this time, I am available for questions, explanation,
and assistance with the transcription process.

How will you assess what they produce or do? How will you differentiate products?
Students will be given 4 major grades for this project, and I have a rubric for each of the products (attached at the end).

Differentiation is somewhat difficult to account for, but students do have a lot of freedom to work with within the parameters
of the project. For example, students create 5-7 of their own questions, which allows them to take their interviews in
whatever direction they would like. They also select only some of the teacher-directed questions to use, which allows them
to further direct their interviews.

During the editing and clean-up process many students will trim down their audio. I tell them that I will only listen to 20-
minutes max, so they need to get their interviews down to that. Students often take out extended pauses or questions they
didnt feel are worth sharing in this way, they control the quality and quantity of their work. They must decide what is
important to share, and what can be let go.

During the transcription process, students can slow down their audio to a level they are comfortable listening. Many
students still struggle with listening, and they can be much more successful when they control the speed at which they listen.

Finally, a component of the oral presentation and the written essay is to make a cultural comparison/contrast between their
interviewees country and our community here in the U.S. Students must also teach about a word, idiom, grammatical
structure, or dialectical feature that their speaker used during the interview. Students are allowed the freedom to choose for
themselves what they want to teach and share with their classmates.

Each student product will include:

-An 18-20 minute interview in Spanish
-A full transcription of the interview
-A 2-3 page essay to be turned in to the teacher
-An oral presentation

Resources (How does technology support student learning? What digital tools, and resourcesonline student tools,
research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or explain the
content or allow students to interact with the content? What previous technology skills should students have to complete
this project?)

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What digital tools, and resourcesonline student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc.help elucidate or explain the content or allow students to interact
with the content?
1) Digital Recorders will allow students to record a high-quality mp3 file of their interview.
2) (Possibly) Skype will allow students to record video/voice for their interview.
3) Google Drive, Docs, & Slides will allow students to create, store, and share their documents and
presentations with the teacher.
4) Audacity will allow students to edit their interview audio (if necessary) and to snip a 30 second sample of
their interview to integrate into their oral presentation (on Google Slides).
5) VLC Player / Windows Media Player will allow students to control the playback speed of their interview.
Students can find a comfortable listening speed to facilitate easy transcription work.
6) I also provide assessment rubrics, and show 2-3 exemplars from previous students.
7) www.notengoenie.com

What previous technology skills should students have to complete this project?
Given that these students are older, I assume that they are comfortable using Google Drive (and Docs, Slides,
etc.). They should know how to add accented characters into documents.

If a student is hoping to Skype with someone in another country, I assume they have the program and know how
to record a video conversation

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson?
How can you find out if students have this foundation? What difficulties might students have?)

What student needs, interests, and prior learning provide a foundation for this lesson?
Since students select their interviewee there is likely prior knowledge of this persons life and experiences. If the
student has previously learned something about the interviewees particular culture, they can delve deeper in
their interview. This project is really a culmination of previous semester work in regards to vocabulary, grammar,
and culture.

How can you find out if students have this foundation? What difficulties might students have?
Their ability to write their 5-7 questions will tell me a bit about their language abilities. Students will likely have
difficulty understanding the interviewees full responses in real time. They will likely be shell-shocked by the
experience. In many cases, this will be their first extended conversation with a native Spanish-speaker. They
will likely stick to their script and miss out on opportunities for spontaneous interjections and adding their own
input. Some students will thrive in this situation, but I suspect most will feel unprepared and afterward will be
kicking themselves for not having said more. This project is one that really causes students to put themselves
out there with a native speaker without anyone else there to support them. They have to make the
communication happen, and for many, that is very scary and challenging.

Management Describe the classroom management strategies will you use to manage your students and the use of
digital tools and resources. How and where will your students work? (small groups, whole group, individuals, classroom,
lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe
what technical issues might arise during the Internet lesson and explain how you will resolve or troubleshoot them?

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I have 30 digital recorders that were purchased through a PTSA grant. Students may check one out to complete
their interview project. The vast majority will use these recorders, fewer will opt to use Skype because they know
someone who lives in another state or country. Students are given about a month to find and interview their
person. This gives them ample time and preparation to make the arrangements.

Interviews must be complete by a certain date, and then the following week students are given 5 consecutive
Wednesdays to transcribe their interviews during a whole class period each week. Students are provided with
laptops and headphones. All needed programs (such as Audacity) are provided on these laptops. 1 chunk (3-4
minutes of transcribed audio) of transcription is due on Sunday night each week. I will grade their work throughout
the week using the comments feature in Google Docs. I will highlight incorrect areas sometimes I will give them
the answer and/or further explanation if needed (sometimes a speaker will use a verb tense we have not yet seen,
or will make reference to something that is country-specific that we have not yet discussed in class).

My rubrics include criteria for timeliness and completion. If a student has special circumstances or limitations with
the technology, some other arrangements may need to be made. I anticipate if time is used wisely the vast
majority of the weekly transcriptions should be complete during class time each week.

This is mostly an individual project, but I have found that when students are stuck on what theyre hearing theyll
often ask a friend or one of the native speakers in the class to assist them. They will also ask me for assistance if
needed.

Technical issues that may arise are network connectivity problems, dead laptop batteries, and unfamiliarity with
using Audacity. I have created tutorial videos that students can reference when needed.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will use
with this lesson. How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Blooms
Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities
and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and
resources to communicate and collaborate with each other and others? How will you facilitate the collaboration?

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Describe the research-based instructional strategies you will use with this lesson. How will your
learning environment support these activities?

Authentic/Meaningful students will create interview questions and perform an interview with a native-speaker
Standards-based hits nearly all Modern Language Georgia Performance Standards
Challenging It is a multifaceted project, and requires a lot of detailed work
Student-directed Students must self-regulate and may take the interview in any direction they choose
Culturally responsive Students funds of knowledge will vary greatly depending on if the student is a
native/heritage speaker vs. a non-native speaker. Students often help one another in
completing a project (i.e. a native speaker will help a non-native speaker with a particularly
tough portion of the interview to understand maybe its an idiom, or the speech was too fast
or garbled. Non-native speakers help the native/heritage speakers with their spelling,
accentuation, and grammar)
Student Roles- Students take multiple roles throughout this process
Collaborative must collaborate with a native-speaker outside of school hours
Performance-based students produce many products at the end, all of which are performance-based
Ongoing this project takes 3 months+ to complete
Generative students must correct their errors based on teacher feedback (for the transcription)

What is your role?

My role is one of feedback and support. Students are mostly self-directed with this project and have to meter
their time and assignments.

What are the students' roles in the lesson?

Students must meet the deadlines and perform the various parts of the project. They are the co-creators, the
analyzers, synthesizers, and the teachers.

How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Blooms
Taxonomy?

I think this project focuses mostly on these higher-level skills because they have the students must create their
questions, analyze and evaluate the most important parts to keep for their transcription, then create a
transcription based off what they hear using all their vocabulary and grammatical resources that they have
acquired over the years, and then they must synthesize, compare and contrast, and summarize what theyve
learned in their paper and oral presentation.

How can the technology support your teaching? What authentic, relevant, and meaningful learning activities
and tasks will your students complete?

1) Most students will use digital voice recorders (provided by the school) to conduct the interview in person.
2) Students may also use Skype, a video camera, or a cell phone app to record a conversation with someone in a
different location.
3) Each student will have a Google Drive account and an AP Spanish folder within their account that is shared with
the teacher, and will submit all work through the shared folder. The teacher will highlight and provide feedback
in regular intervals (every Friday ~4 mins of transcription will be turned in) by using the comments
4) Students will also write their paper and create their oral presentations using Google products as well.
5) Students will utilize the program Audacity provided on all school computers to edit the interview audio (if
necessary), and will also pull a 30-second audio snippet and insert it into their powerpoint (Google Slides).

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How will they build knowledge and skills?

This project builds interpersonal communication skills, self-advocacy skills, vocabulary and grammar
knowledge skills, and technological literacy skills. They will build knowledge about the Spanish language and
culture through authentic interaction with a native Spanish speaker.

How will students use digital tools and resources to communicate and collaborate with each other and others?

Communication and collaboration will take place between individual students and their teacher as this is an
individual project. The students and teacher will utilize Google Docs and the highlight and comment feature to
provide feedback.

How will you facilitate the collaboration?

Collaboration will be facilitated through weekly checkpoints and feedback. I have also allowed for 1 day each
week to be solely dedicated to this project during which students can request help and assistance from their
teacher or peers.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How
will you help students learn independently and with others? How will you provide extensions and opportunities for
How will you differentiate content and process to accommodate various learning styles and abilities?
Students have the freedom to choose their interviewee and the types of questions that they ask. Students can
focus and direct their interviews to topics of personal interest.

How will you help students learn independently and with others?
This project, in and of itself, forces students to learn independently of their classroom teacher. The classroom
teacher may guide them in their question-writing, but the whole interview process is performed outside of school
hours and of their own accord. They have to find their interviewee, set up a time and a place, and conduct their
interview. Should they need extra help, the student may return to talk to or meet with their person to expand upon
their interview or request further clarification.

How will you provide extensions and opportunities for enrichment?

This project leads into one of the larger topics that is covered in AP Spanish, which is Personal and Public
Identities. From this project, students gain perspective on a personal identity of a native Spanish speaker, and
through their stories and experiences also gain greater knowledge of the country that person comes from. At the
end of the semester, students also complete a cultural presentation over some sort of celebration, product,
tradition, etc. from the Spanish speaking world. The interview project serves as a base for further exploration of a
cultural topic.

Language enrichment also happens, because students are seeing the grammar and vocabulary authentically
contextualized outside of a textbook. One component of the project is students sharing/teaching an expression,
grammar point, new vocabulary, etc. to the class about what they learned about the linguistic aspect of the
language.

What assistive technologies will you need to provide?

I will need to provide the appropriate technology to complete this project digital recorders, Audacity, VHL Player,
or Windows Media Player (so the audio can be slowed down as needed to make the transcription process easier).
Being that this is an AP class (and the 6th course that these students are taking) I have never had a student need
any special adaptations to complete the project.

enrichment? What assistive technologies will you need to provide?)

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to
provide feedback on the assignment itself? What will be your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?

Will there be a closing event?

Yes, the closing event will be their turned in transcriptions and essays. The finale will be their oral presentations
that summarizes their work.

Will students be asked to reflect upon their work?

Yes, there is a section on the essay and in the oral presentation that asks students to reflect upon this assignment.
Students are asked to talk about what was difficult/easy about the process, how it could be improved for the future,
and what did they feel they learned from the process.

Will students be asked to provide feedback on the assignment itself?

Yes, and their feedback will inform how I approach the assignment the next time.

What will be your process for answering the following questions?

I will take the student feedback into consideration, and consider the quality of work that I received. This is a
project I have been doing for a couple of years now, but I beefed it up for this class. Each year I have taken
student feedback into consideration and have morphed the process a little. I think this year has been the
smoothest to date, and the feedback from my students this year was overall very positive, and I feel that my
students were very proud of their work.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?
This year, I broke the transcription process into 5 chunks, which I think went really well. Previously, students
turned in the whole transcription to me at once, which made it tough to grade in a timely manner (its about 8-
10 pages per student), so breaking it up into 1-2 page chunks at a time made it easier for me to give timely
feedback and for students to look at what they were missing and mistaking earlier on in the process. The
transcribing becomes easier as the students grow accustomed to the particular accent and speech patterns of
their interviewee.

As for advice I would give to others who want to duplicate this project, I would say that they need to be
organized, and have a complete calendar for when things will be done and give it to students from day 1. I
was careful to plan out everything over the months and block off time with the laptop carts well in advance.
Students could count on these firm deadlines and plan accordingly so that they could prioritize their work. I
felt that this was one of the strengths of this project for this year. In the past, I was more flexible with the
timeline, and it ended up being more difficult on me and the students.

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 Presentational Writing: Interview Essay (2-3 pages)

Effective treatment of topic within the context of the task all 3 parts of paper present with details.
Demonstrates a high degree of comprehension of the interviewees viewpoints, with very few minor
inaccuracies.
5 Essay is developed with coherence and detail.
Strong Organized essay; effective use of transitional elements or cohesive devices.
Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility.
95-100% Varied and appropriate vocabulary and idiomatic language.
Accuracy and variety in grammar, syntax, and usage, with few errors.
Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex
sentences.
Generally effective treatment of topic within the context of the task all 3 parts of the paper present with
some details.
Demonstrates comprehension of the interviewees viewpoints; may include a few inaccuracies.
4 Essay is developed and coherent and some detail.
Good Organized essay; some effective use of transitional elements or cohesive devices.
Fully understandable, with some errors which do not impede comprehensibility.
88-94% Varied and generally appropriate vocabulary and idiomatic language.
General control of grammar, syntax, and usage.
Develops mostly paragraph-length discourse with simple, compound, and a few complex sentences.
Suitable treatment of topic within the context of the task all three parts are present, but may be filled with
fluff or lacking in some areas.
Demonstrates a moderate degree of comprehension of the interviewees viewpoints; includes some
3 inaccuracies.
Fair Essay is somewhat coherent.
Some organization; limited use of transitional elements or cohesive devices.
77-87% Generally understandable, with errors that may impede comprehensibility.
Appropriate but basic vocabulary and idiomatic language.
Some control of grammar, syntax, and usage.
Uses strings of mostly simple sentences, with a few compound sentences.
Unsuitable treatment of topic within the context of the task parts missing, little relevant content, not
enough effort given.
Demonstrates a low degree of comprehension of the interviewees viewpoints; information may be limited or
2 inaccurate.
Weak Essay is incoherent.
Limited organization; ineffective use of transitional elements or cohesive devices.
72-76% Partially understandable, with errors that force interpretation and cause confusion for the reader.
Limited vocabulary and idiomatic language.
Limited control of grammar, syntax, and usage.
Uses strings of simple sentences and phrases.

Almost no treatment of topic within the context of the task significant parts missing, barely any relevant
content.
Demonstrates poor comprehension interviewees viewpoints; includes frequent and significant inaccuracies.
1 Mostly repeats statements from the interview.
Poor Essay is undeveloped or incoherent.
Little or no organization; absence of transitional elements and cohesive devices.
71% & below Barely understandable, with frequent or significant errors that impede comprehensibility.
Very few vocabulary resources.
Little or no control of grammar, syntax, and usage.
Very simple sentences or fragments.

Mere restatement of language from the prompt.

0 Clearly does not respond to the 3 parts of the essay; completely irrelevant to the topic.
Unacceptable I dont know, I dont understand, or equivalent in any language.
Not written in Spanish.
Blank.

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 Interpersonal Speaking: Interview Conversation

Maintains the conversation with interjections, spontaneous questions, and/or personal opinion/anecdotes.

Goes beyond the script on the paper.

Provides required information: all relevant teacher-created questions + 5-7 high-quality student-created
5 questions.
Strong Fully understandable, with ease and clarity of expression; occasional errors do not impede
95-100% comprehensibility.
Length is 18-20 minutes of continuous, fluid, and natural-sounding speech.
Accuracy and variety in grammar, syntax, and usage, with few errors
Consistent use of register throughout (T vs. Ud. form) and is appropriate for the conversation
Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede
comprehensibility
Clarification or self-correction (if present) improves comprehensibility.

Maintains the conversation with occasional interjections, spontaneous questions, and/or personal
anecdotes. Attempts to go beyond the teacher-generated questions on the paper.
Provides required information: all relevant teacher-created questions + 5-7 good-quality student-created
questions.
Fully understandable, with some errors which do not impede comprehensibility.
4 Length is 18-20 minutes of mostly continuous, fluid, and natural-sounding speech. Occasional pauses or
Good halts may be present, but is not burdensome to the listener.
88-94% General control of grammar, syntax, and usage.
Generally consistent use of register (T vs. Ud. form) appropriate for the conversation, except for
occasional shifts.
Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede
comprehensibility.
Clarification or self-correction (if present) usually improves comprehensibility.

Maintains the conversation, but does not show creativity. Sticks with the teacher-generated questions
and misses opportunities for further/deeper questioning.
Provides required information: all relevant teacher-created questions + 5-7 student-created questions
3 (may be too basic or boring questions).
Fair Generally understandable, with errors that may impede comprehensibility.
77-87% Length is 18-20 minutes, but may have frequent and long pauses causing the listener to become bored.
Some control of grammar, syntax, and usage.
Use of register (T vs. Ud. form) may be inappropriate for the conversation with several shifts.
Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally
impede comprehensibility.
Clarification or self-correction (if present) sometimes improves comprehensibility.

Partially maintains the conversation by only sticking with the teacher-generated questions. The
conversation is one-sided.
Provides some required information. Some teacher-created or student-created questions may be missing.

2 Student-created questions are basic and lacking in substance.

Weak Partially understandable, with errors that force interpretation and cause confusion for the listener.
72-76% Length requirement was not met (under 18 minutes), task is only partially completed and frequent and/or
long pauses may be present. Shows unpreparedness.
Limited control of grammar, syntax, and usage.
Use of register (T vs. Ud. form) is generally inappropriate for the conversation with uncontrolled shifts.
Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede
comprehensibility.
Clarification or self-correction (if present) usually does not improve comprehensibility.

Unsuccessfully maintains the conversation by only sticking with the teacher-generated questions, and only

uses some of the questions.

Provides little required information. Few (if any) student-created questions. Teacher-generated questions
1 missing.
Poor Barely understandable, with frequent or significant errors that impede comprehensibility.
71% & below Length requirement not met (under 16 minutes), task is minimally completed with halting and choppy
speech. Frequent and/or long pauses present. Clearly shows unpreparedness.
Little or no control of grammar, syntax, and usage.
Minimal or no attention to register (T vs. Ud. form).
Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede
comprehensibility.
Clarification or self-correction (if present) does not improve comprehensibility.
Mere restatement of language from the prompts
0 Clearly does not respond to the prompts
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Unacceptable I dont know, I dont understand, or equivalent in any language
Not in Spanish
Blank (although recording equipment is functioning)

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 Presentational Speaking: Cultural Comparison

Required components:
1. Picture of interviewee
2. Short bio of interviewee
3. Cultural contrast/comparison between interviewees country & U.S.
4. ~30 sec. audio snippet embedded in presentation
5. A reflection on your learning journey/process
6. An observation on the Spanish language use that surprised, confused, or interested you. Have a slide with
examples/sentences from your interview.

All required components are present (see above list).

Relevant, detailed, and clear comparison/contrast between interviewees country and the U.S.
Organized presentation; effective use of transitional elements or cohesive devices
Fully understandable, with ease and clarity of expression; occasional errors do not impede
5 comprehensibility
Strong Accuracy and variety in grammar, syntax, and usage, with few errors
95-100% Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede
comprehensibility
Clarification or self-correction (if present) improves comprehensibility
Meets length requirement (5+ minutes)
Slides do not contain sentences, conjugated verbs, or excessive wording. Text is used to guide and direct
the presentation (except for the Language Use slide).
Missing 1 required component (see above list).
Clear comparison/contrast between interviewees country and the U.S. with some detail
Generally organized presentation; mostly effective use of transitional elements or cohesive devices
Fully understandable, with some errors that do not impede comprehensibility
4 General control of grammar, syntax, and usage
Good Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede
88-94% comprehensibility
Clarification or self-correction (if present) usually improves comprehensibility
Meets length requirement (5+ minutes)
Slides may be slightly too wordy or contain a few conjugated verbs. Text is used to guide and direct the
presentation (except for the Language Use slide).
Missing 2 required components (see above list)
Basic comparison/contrast between interviewees country and the U.S.
Some organization; limited use of transitional elements or cohesive devices
Generally understandable, with errors that may impede comprehensibility
3 Some control of grammar, syntax, and usage
Fair Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally
77-87% impede comprehensibility
Clarification or self-correction (if present) sometimes improves comprehensibility
Length is 4:00-4:59 mins.
Slides may contain too many words, sentences, or conjugated verbs. Text is relied upon too heavily.

Missing 3 required components (see above list)

Presents information about the students own community and the target culture, but may not compare
them; consists mostly of statements with no development
Limited organization; ineffective use of transitional elements or cohesive devices
2 Partially understandable, with errors that force interpretation and cause confusion for the listener
Weak Limited control of grammar, syntax, and usage
72-76% Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede
comprehensibility
Clarification or self-correction (if present) usually does not improve comprehensibility
Length is 3:00-3:59 mins.
Slides are too wordy and may include sentences and conjugated verbs. Student reads from the slide.

Missing 4+ required components (see above list)

Presents information only about the students own community or only about the target culture, and does
not develop a comparison or contrast
Little or no organization; absence of transitional elements and cohesive devices
1 Barely understandable, with frequent or significant errors that impede comprehensibility
Poor Little or no control of grammar, syntax, and usage
71% & below Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede
comprehensibility
Clarification or self-correction (if present) does not improve comprehensibility
Length is less than 3 minutes
Student reads from the slide, makes no attempt to make eye contact with or engage audience
istening: Transcription Accuracy Rubric

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 Transcription: Listening Accuracy

Turned in on time and section is completed.

Accuracy and precision shown in spelling, accentuation, and punctuation.
5 Transcription is fully understandable; occasional errors do not impede comprehensibility.
Strong Transcription format is correct and easy to read. Margins line up, everything is evenly spaced, and font is
consistent throughout.

Turned in on time, but section is only ~90% complete / Submitted 1 day late, but is completed.
Transcription contains some errors in spelling, accentuation, and punctuation which do not impede
comprehensibility.
4 The majority of the transcription is fully understandable, with some errors which do not impede
Good comprehensibility.
Transcription format is mostly correct and easy to read. May need minor adjustments to margins,
spacing, or font consistency.

May be turned in on time, but section is ~80% complete / May be submitted 2 days late, but is
completed.
3 Transcription contains errors in spelling, accentuation, and punctuation that may impede
Fair comprehensibility.
Generally understandable, with errors that may impede comprehensibility.
Transcription format is ok. Needs changes to margins, spacing, or font.

May be turned in on time, but is ~70% complete / May be submitted up to 3 days late, but is completed.
Transcription contains frequent errors and limited accuracy in spelling, accentuation, and punctuation.
2 Errors impede comprehensibility.
Weak Partially understandable, with errors that force interpretation and cause confusion for the reader.
Transcription format is sloppy, and difficult to follow. Needs significant changes to margins, spacing, or
font.

May be turned in on time, but is ~60% or less complete / May be submitted up to 4 days late, but is
completed.
1 Transcription contains little to no attention to spelling, accentuation, and punctuation. Comprehensibility
Poor is significantly impeded.
Barely understandable, with frequent or significant errors that impede comprehensibility.
Transcription format impedes readability and is unattractive. Guidelines for margins, spacing, or font not
followed.

Not turned in after 4 days.

0 No attention given to spelling, accentuation, and punctuation.
Unacceptable Unintelligible; not written in Spanish.
No attention to formatting given.

There are 4 criteria that you will be graded on for your transcription:
1 Turned in on time & completeness
2 Spelling, accentuation, and punctuation accuracy
3 Accuracy of the content in the transcription
4 Formatting

Each that is marked on the rubric will represent the points you will be awarded for your work. You may
earn up to 20 points possible per submission. You will submit the transcription in 5 parts for a total of 100
points for the transcription. The submission dates are listed below.

2/3 _______ / 20
2/10 _______ / 20
2/17 _______ / 20
3/3 _______ / 20
3/10 _______ / 20
Total _______ / 100

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 Nombre ________________________________

Proyecto de Espaol V

Direcciones: Repasa las preguntas antes de hacer la entrevista. Tendrs que preguntarle por los menos
15 preguntas incluyendo 5-7 de las tuyas que habrs escrito. Hay algunas que se pueden eliminar porque
no le pertenece al entrevistado. Haz preguntas que sean inteligentes, que tengan valor, y que sean
interesantes.

1. Para Ud./ti, Cul es la diferencia entre los trminos latino e hispano? Con cul trmino
identifica(s) ms? Qu significa ser hispano/latino para Ud./ ti?

2. Cundo lleg/llegaste aqu y a qu ciudad? Cuntos aos tena(s)?

3. Descrbame / Descrbeme su/tu primera impresin de los Estados Unidos.

4. Cmo ha/has tenido que adaptarse/te o asimilarse/te a la cultura norteamericana?

5. Cree(s) que los ciudadanos nuevos de nuestro pas se adaptan o asimilan fcilmente a los estados
unidos?

6. Qu dificultades tuvo/tuviste al mudarse/te a un lugar nuevo?

7. Cmo ha/has compartido su/tu cultura con la gente no hispana?

8. Cmo pueden aportar o contribuir los hispanos a este pas?

9. De qu tiene(s) orgullo?

10. Cunteme/cuntame de su/tu experiencia ms bonita o asombrosa. Y de su/tu susto ms grande que
haya(s) tenido aqu en los estados unidos.

11. Qu quiere(s) lograr antes de graduarse/te de la escuela/universidad?

12. Cunteme/cuntame de su/tu pas o ciudad. Cmo ha/s cambiado y que hara(s) por su/tu pas?

13. Piensa/s Ud./t regresar a su/tu patria (pas)? por qu s o por qu no? Cmo cambiara la vida si
tuviera(s) que regresar?

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14. Qu quisiera/quisieras lograr antes de ser muy mayor o antes de regresar a su/tu patria?

15. Qu obstculos ha/has superado? Cmo lo super/superaste?

16. Qu temas sobre los derechos de la comunidad hispana/latina le/te preocupan? Si tuviera(s) la
oportunidad de hablar con los candidatos presidenciales, Qu les dira(s)?

17. Quiere(s) conservar sus/tus tradiciones? Cules y por qu?

18. Qu costumbres mantiene su/tu familia? Cul es el origen de esas costumbres?

Cree(s) que es importante mantenerlas?

19. Cmo se imagina(s) su/tu vida en diez aos? Qu har(s)?

20. Qu piensa(s) de la forma en que las personas hablan el espaol en Georgia?

21. En su/tu opinin Hay un buen sistema de educacin bilinge? Debera el espaol ser obligatorio junto
al ingls?

22. Ha(s) tenido algn problema por hablar espaol en Georgia?

23. ____________________________________________________________________________________

____________________________________________________________________________________

24. ____________________________________________________________________________________

____________________________________________________________________________________

25. ____________________________________________________________________________________

____________________________________________________________________________________

26. ____________________________________________________________________________________

____________________________________________________________________________________

27. ____________________________________________________________________________________

____________________________________________________________________________________

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28. ____________________________________________________________________________________

____________________________________________________________________________________

29. ____________________________________________________________________________________

____________________________________________________________________________________

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 PROYECTO DE ENTREVISTA
ESPAOL 5

Tendrs que entrevistar a un hispanohablante de primera generacin que haya vivido y estudiado en su pas
natal por lo menos 15 aos. Tambin puedes entrevistar a un hispanohablante que todava vive en su pas por
Skype o un programa parecido. No podrs entrevistar a los maestros ni a los estudiantes de Hillgrove (al menos
que sea un(a) estudiante de intercambio o recientemente llegado(a) a los EEUU). Dos estudiantes no pueden
usar la misma persona para hacer sus entrevistas. Es preciso que aproveches la oportunidad de conocer a
nuestros vecinos hispanos/latinos que viven en nuestra comunidad.

Algunos aspectos a tener en cuanta respecto al lugar son comunes a todas las tcnicas conversacionales
y son:
o - Escoger el lugar y el momento adecuados.
o - Que el lugar sea cmodo y agradable.
o - Que no se den (a ser posible) interrupciones ni ruidos.
o - Que sea un lugar conocido para el entrevistado o que le genere confianza.

Es importante que el equipo de grabacin que se utilice sea de buena calidad, que el/la entrevistador/a
est familiarizado/a con l y que se pruebe siempre antes de iniciar la entrevista.

Pedir permiso y proveer una fotografa de la persona entrevistada.

Oral: Graba la entrevista usando las preguntas incluidas en este paquete y aadiendo tus propias
preguntas personales 5-7. La conversacin grabada debe durar entre 18-20 minutos con habla continua.
1. Las preguntas deben responder a los objetivos del estudio.
2. Formuladas en lenguaje claro y comprensible.
3. Utilizar preguntas abiertas y descriptivas sobre todo al principio.
Seguir con preguntas ms concretas. De lo general a lo particular.
4. Las preguntas deben tener una secuencia lgica.
5. Ms directivo e incisivo al final.
6. No preguntar por qu?; mejor cmo? o qu?
7. Que el lenguaje y la expresin est adaptado a la persona (usando la forma de Ud. / t)

Los requisitos y los componentes del proyecto:

1. La transcripcin: demonstrar comprensin de la entrevista:

Entregar una transcripcin completa de la entrevista hecha por computadora. Todo lo que haya sido dicho
debe ser incluido ehm, uhhhh, (pausa) TODO! Debo poder leer exactamente palabra por palabra lo que
dijeron las dos personas en la entrevista.

Ejemplo:
Yo:De dnde es usted y cuando vino aqu?
Jasiel: Pues, de Granada, Espaa y vine aqu en, ummm, mila vernovecientos y noventa.

2. Composicin: Escribe una evaluacin de tu experiencia detallando tus pensamientos personales y de lo que
hayas aprendido sobre la vida cotidiana de esta persona. La composicin tendr que tener los siguientes
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componentes:
A. La portada: Poner el ttulo del proyecto, nombre, fecha de entrega final, y nombre de maestra con el
n de bloque. Ejemplo:
Proyecto de Entrevista
Jon Doe
3/17/2017
Bowers 1er bloque

B. 2-3 pginas escritas con 1 mrgenes - doble espacio. Times New Roman Font 12.

1. Introduccin:
-Introducir al entrevistado, dando los hechos personales y un resumen de lo que hayas
aprendido de la entrevista.
2. Cuerpo:
-Hacer una comparacin/contraste de ambas culturas segn lo que el/la entrevistado(a)
dijo durante la entrevista
-Incluir tus pensamientos/sentimientos sobre lo que aprendiste de esta experiencia

3. Conclusin:
- Hacer un comentario sobre algn aspecto del uso de la gramtica, vocabulario o el
lenguaje en general. Qu aprendiste sobre la lengua que ya no sabas?
- Dar recomendaciones para mejorar este proyecto

3. Presentacin Oral:

Dar una presentacin enfrente de la clase de 4-5 minutos sobre tu experiencia. Bsicamente es un resumen del
ensayo que ya habrs escrito.
- Mustranos una foto de tu persona
- Dinos un poco de la persona y su historia
- Dinos sobre un aspecto cultural del pas del entrevistado(a) y haz un comparacin a contraste a nuestra
comunidad aqu en los EEUU.
- Comenta de tu experiencia con el proyecto. Cules partes fueron difciles o fciles? Cmo fue tu
experiencia y piensas que vale la pena continuar el proyecto en el futuro?
- Mustranos un clip de 30 segundos de tu audio para compartir con la clase
- Explica algn aspecto sobre el lenguaje que aprendiste en el proyecto. Puede ser el uso de los tiempos
verbales, una(s) palabra(s) de vocabulario, etc.

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