JUNIOR YEAR- SPANISH ENDANGERED SPECIES BROCHURE
Performance Outcomes:
For my AP Spanish IV class, we were assigned a country to selected an endangered species that inhabits it. I received Argentina, and decided to advocate for jaguars. This brochure project was very informative, since I had never extensively learned about Argentina, nor focus on a single animal to talk about. The twist on this assignment was that I had to research about the animal through Spanish sources only. On top of this, I had to create the brochure in purely Spanish, to ensure I was practicing my Spanish skills and not simply faking it. Lastly, the brochure tied in with investigating the world, because I was given a topic to address facing a foreign country, and I had to search for the information on my own, then crafting an accurate and appealing product.
- Identifies a local, regional, or global issue significant to the target language community, and poses specific researchable questions that reflect substantial knowledge of language and culture.
- Selects and uses multiple domestic and international sources and experiences in the target language to identify evidence relevant to a research question.
- Develops a clear position on a globally significant issue based on knowledge of the target language and culture, and evidence from sources that reflect multiple perspectives and draws reasonable conclusions.
For my AP Spanish IV class, we were assigned a country to selected an endangered species that inhabits it. I received Argentina, and decided to advocate for jaguars. This brochure project was very informative, since I had never extensively learned about Argentina, nor focus on a single animal to talk about. The twist on this assignment was that I had to research about the animal through Spanish sources only. On top of this, I had to create the brochure in purely Spanish, to ensure I was practicing my Spanish skills and not simply faking it. Lastly, the brochure tied in with investigating the world, because I was given a topic to address facing a foreign country, and I had to search for the information on my own, then crafting an accurate and appealing product.
SOPHOMORE- ENGLISH II & WORLD HISTORY TEACH FOR A DAY
Performance Outcomes:
Within both my Sophomore English class and World History class, we worked on a project that included reading a novel that reflected the culture of country, then we had to draw historical ties, and teach a lesson that tied in the novel and historical context. The Book my group read was "In Cuba I Was a German Shepherd", which followed multiple storyline lines of Cuban families that reflected what many Cubans go through; whether it be struggles, or political events, or food dishes. In History, we had to find historically related events that occurred in the country (ours being Cuba), to incorporate in a powerpoint. So on top of exploring a country through literature, we also had to research the history of one specific country, then making a teachable lesson for middle schoolers.
- Selects relevant primary and secondary sources that represent a variety of formats, and domestic and inter- national perspectives other than one’s own.
- Makes connections between sources by grouping similar positions or identifying differences between sources, demonstrating a substantial understanding of the issue.
- Analyzes explicit and inferred themes/central ideas in domestic and international text(s) and media.
Within both my Sophomore English class and World History class, we worked on a project that included reading a novel that reflected the culture of country, then we had to draw historical ties, and teach a lesson that tied in the novel and historical context. The Book my group read was "In Cuba I Was a German Shepherd", which followed multiple storyline lines of Cuban families that reflected what many Cubans go through; whether it be struggles, or political events, or food dishes. In History, we had to find historically related events that occurred in the country (ours being Cuba), to incorporate in a powerpoint. So on top of exploring a country through literature, we also had to research the history of one specific country, then making a teachable lesson for middle schoolers.