Project Design Template
Project Title: Spanish 1, grades 9-12
Spanish ACTION News Now!!!
Author: Audrey Weaver and Bradley Newell
Proficiency-Based Language Functions:
 What should student know, understand, and be able to do? Provide a description of a
person that includes both physical characteristics and personality traits.
 What is worthy of understanding? Vocabulary related to physical and personality
descriptions. Grammar related to correct subject-adjective agreement and subject-verb
agreement. Correct conjugation of the verbs “ser” and “tener.”
 What do I want them to remember about this unit after they complete the unit? Correct
usage of descriptors and agreement to be able to describe people in Spanish. For example, in
a conversation with a native speaker, student will be able to describe family members and
friends accurately.
Project Idea: Describing people by using physical and personality cues. Students will create a video
newscast in which they will be a reporter or community member (details will be found on the content
page). During the newscast the reporter will interview the community member and the citizen will
describe a person, place, or thing in the community.
Entry Event: You are a field reporter on your first field assignment. You will be reporting on recent
community events in Spanish. See entry event document for details.
Power Standard:
1. Communication
Standard 1.1: Students engage in conversations,
provide and obtain information,
express feelings and emotions, and exchange
opinions.
Standard 1.2: Students understand and
interpret written and spoken language on
a variety of topics.
Standard 1.3: Students present information,
concepts, and ideas to an audience of
listeners or readers on a variety of topics.
2. Communities
Standard 5.1: Students use the language
both within and beyond the school setting.
Standard 5.2: Students show evidence of
becoming life-long learners by using the
language for personal enjoyment and
enrichment
Content Standards & Objectives: Identify the objectives explicitly taught or learned through
discovery within this project design; identify the learning targets and the evidence of student mastery
for each learning target within each objective. Be sure the project meets the criteria for standardsfocused PBL.
Objectives Directly
Taught or Learned
Through Discovery
FL.S.1.02
(descriptions and
biographical)
FL.S.2.01
(recognizing general
beliefs)
FL.S.2.02
(generalizations
about the culture)
FL.S.3.04 (recognize
connections between
target and native
culture)
Identified Learning Targets
Learning of vocabulary and
grammar related to personal
descriptions.
Understanding similarities and
differences between cultural
practices of 2 cultures.
Evidence of Success in Achieving
Identified Learning Target
Ability to describe other people in Spanish
using personality and physical adjectives.
Describe to class.
21st Century Skills: Identify the Learning Skills and Technology Tools Standards that students will
practice in this project.
21st Century Skills
Information and
Communication
Thinking and
Reasoning Skills
Personal and
Workplace Skills
Learning Skills &
Technology Tools
White board, projector,
web cam, laptop,
video camera, internet
Identifying differences
and similarities of
cultures. Using vocab
and grammar related
to descriptions
Team work and
cooperation
Teaching
Strategies
Evidence of Success
Modeling behavior
and pronunciation.
Observation, proximity, final
video product.
Comparative
analysis. Modeling.
Story board, delegation of
roles and assignments.
Correct usage of grammar
and vocabulary in context.
PBL
Working together to create
the video.
Performance Objectives: What must all students know and be able to do as a result of this PBL
experience?
Know: Describe personality traits and physical characteristics of people in Spanish using
adjectives and proper conjugation of simple verbs “ser” and “tener.”
Do: Create a video newscast (Period 3 news at 9) in which they describe several different
people in differing situations. Students will collaborate to create a news cast in which they will
describe the participants of various situations (robbery, lost child, kidnapping, an animal in a school,
fictional or historical Hispanic character sighting, or visiting a Spanish-speaking country). Role
playing will occur in which one student will play the part of the news reporter and the others will be the
witnesses at the scene. The witnesses will describe the people in response to the reporter’s
question.
Driving Question: Why is it important to be able to describe people in another language? How are
descriptions of people and things in Spanish similar to or different from descriptions in English?
Assessment Plan: Throughout the course of this project students will be introduced to the
necessary vocabulary and grammar concepts (i.e. simple verbs) to describe people, places, and
things. There will be individual quizzes and daily homework assignments to assess understanding of
general concepts. Each student will be held responsible for individual learning of the vocabulary and
grammar concepts in order to produce a coherent and polished final project. A rubric will be provided
to each student that will detail the specific requirements of exemplary performance. While small
assessment activities will show that students have acquired a grasp of the basic structural knowledge
related to the concept, the culminating project and accompanying rubric will be the true test of student
mastery.
Video news cast including interviews of three witnesses.
Major Group Products
Individual scripts and story boards for each newscast.
Short vocabulary and conjugation quizzes each week. A
test will be given at the end of this assignment as well.
Major Individual Projects
Assessment and Reflection:
Rubric(s) I will use: (Check all
that apply.)
Other classroom
assessments for learning:
(Check all that apply)
Reflections:
Collaboration
Critical Thinking & Problem Solving
Oral Communication
Quizzes/ tests
Self-evaluation
Peer evaluation
Online tests and exams
Survey
Discussion
Journal Writing/ Learning Log
x
x
x
x
x
x
x
x
x
Written Communication
Content Knowledge
Other
Practice presentations
Notes
Checklists/observations
Concept maps
Focus Group
Task Management Chart
Other
x
x
Map the Project: During the course of the project, students will create a news broadcast that they will
record and/or present live to the class. In order to develop a high-quality product, each group of
students will select a “reporter” among the four members. The remaining three group members
decide which scenario or community member to portray. This requires constant collaboration in order
for students to make choices and support one another. To produce the final product, students must
know how to use adjectives and simple verbs in Spanish to ask and answer questions one to another.
These skills will be presented throughout the course of the project beginning on day one. Students
will be given the vocabulary and grammar pertinent to the project and will be given opportunities to
practice those concepts during class time. The final product of producing a video will give all students
the opportunity to demonstrate what they have learned.
Product:
Knowledge and Skills Needed
1. vocabulary related to descriptions of
people, places, and things
2. simple verb conjugations in present
Already Have
Learned
Taught Before
the Project
Taught
During the
Project
x
x
x
tense of verbs “ser” (to be) and “tener”
(to have)
3. work cooperatively in a group
4. presentation skills related to creating a
newscast
x
x
x
x
Resources:
School-based Individuals: teachers, administrators, media specialists, IT assistants
Technology: video camera, computer with internet, LCD projector
Community: parents, journalism professionals (reporters, photographers, collegiate
professors, etc.)
Materials: paper, pencil/pen, and technology previously listed
Manage the Process:
Students will be grouped by the teacher in regards to their skill level. Students will have previously
learned how to work together and will continue to learn this skill as the project continues. Teacher will
be present and walk around the room monitoring the progress and answering questions that may
arise. Teacher will be there to “coach” the students but not give them answers. Students will be
discussing different ideas in regards to their projects but the teacher will intervene if things are not
progressing in a positive way for all group members.
In regards to the diverse learners that would be in the class the teacher would group those students
with higher level skills so that they can learn and benefit from each other. This way every member of
the group will be able to master the skills necessary for successful completion.
Project Evaluation:
Students will complete a post-project survey to evaluate their learning during the course of the
project.
Entry Event
Spanish 1 Action News 3 (period!)
http://www.univision.com/content/videoplayer.jhtml?cid=1990025
WMTB Martinsburg: CONGRATULATIONS! You have been selected for the position of lead field reporter for
Martinsburg’s (or enter your town’s name here) premier news station, WMTB. Your responsibilities will
include: reporting daily events, describing people places and things in Spanish, and questioning community
members. You will be the lead reporter in the field and will be featured in all evening news casts and breaking
news reports.
Qualifications: You were chosen for this position out of all of the millions of applicants because you showed
proficiency in the following areas:
1. Ability to conjugate simple verbs in the present tense in Spanish such as “ser” and “tener.”
2. Use Spanish adjectives to describe a person’s physical characteristics and personality traits, as well as
describing places and things.
Assignment: As a field reporter you will have many opportunities to use Spanish in the field to interview and
communicate with native speakers. Your first assignment will be to report on several recent community
events for the evening newscast. You will have to decide which events are important enough to include in the
newscast since there are too many to include in the same segment. Once you decide which events are more
important, you will interview the people involved. Get started because the clock is ticking. News waits for no
one and time is money!
MAP of project
Week 1:
Day 1:
 Introduction to project
 Assign groups
 Share entry event (questioning)
 Show project table
Day 2:
 Handout project packet
 Review project requirements
 Go over driving question
 Introduce necessary vocabulary needed for project
 Students complete a handout on Vocabulary for homework.
Day 3:
 Check homework with students on vocabulary
 Review vocabulary
 Introduce endings for gender
 In groups, students choose the scenario for the final project.
 Groups choose who will be the reporter and who will be the witnesses.
 Students turn in selected scenario and group members’ role.
 Students will then begin writing the group contact and turn those in.
 For homework, students create a list of adjectives to describe each person for the scenario they have
chosen.
Day 4:
 Review homework with students
 Introduce verbs “ser”(to be) and “tener” (to have).
 Complete a WS in classroom on “ser” and “tener” and be able to answer correct questions based on
when you use the verbs.


In groups, students describe what adjectives each person will possess in their chosen scenario.
At the end of class for a grade, they will turn in these papers.
Day 5:
 Vocabulary quiz over descriptive words
 Introduce how to pose questions in regards to describing people.
 Go over with students the correct way to ask and answer questions in the target language.
 Review with students the correct way to write a complete sentence in Spanish. (The correct
subject/verb agreement and placement).
 Then in student groups, they will begin writing their rough drafts of project. They will write out a
storyboard outline.
 At the end of class students will complete a student reflection.
Week 2:
Day 6:
 In groups, students continue to work on scripts for final presentations.
 When rough drafts are finished, turn it into the teacher to check.
 Students make modifications if necessary.
 Once students are given the okay, then they start working on their final drafts and start preparing for
final presentations.
 When the final draft is complete students turn those in for a grade as well.
Day 7:
 Students continue to work on final scripts for project.
 Begin practicing presentations
 Discussing on props/multimedia if necessary.
Day 8:
 All students should have a completed final draft at this stage.
 Students will continue to practice for final presentations.
 Memorizing lines being ready to present without notes or not reading notes.
Day 9:
 Dress rehearsal for final project
 Make sure students are all prepared
 Last day before presentations to the public and each other.
Day 10:
 Presentations
Week 3
Day 1:
 Evaluations:
1. Self assessment log from student
2. Group assessment for other group members
3. Extra Credit option
 Whole class Evaluation
1. Fishbowl
Day 2:
 Watch video of final presentations in class
1. Evaluate themselves by what they see on the tape by responding to questions.
2. Self reflection by watching the video
Day 3:


Review what has been learned throughout the unit.
Prepare for test
Day 4:
 Test over vocabulary and grammar learned throughout unit.
Project Resources Form
Websites:
http://www.univision.com/content/videoplayer.jhtml?cid=1990025
Instructional Materials:
 Lecture/Notes
 Quizzes/Tests
 Daily home works
 Final Project
Other Technology:
 White board
 Projector
 Computer with internet access
Parent and Community Volunteers
 Parents of students
 Community members who have had experience with team work
Consultants/Experts:
 College journalism professor(s) from Shepherd
 Staff advisor/mentor/college students of Shepherd College News/Newspaper
 NBC 25 newscasters (Local News affiliate in the Martinsburg area).
 Local reporters from The Journal
 Administrators from the school to come and watch
Business and Community Groups
 NBC 25
 The Journal Newspaper
 Shepherd University
Student Implementation Tools









Student Weekly Planning Sheet
Student Learning Log
Student Presentation Brief
Project Milestones
Progress Report following an investigation
Group Observation Checklist
Group Contribution Self-Assessment
Group Leaning Log
End-Of Project Self Assessment
Rubrics to use for project:
Collaboration:
Collaboration
Below Standard



At Standard
Student plays a passive role,
Student generates few new ideas
Student tends to only do what they are told to
do by others.
Leadership
Cooperation
Attitude &
Demeanor
Facilitation &
Mediation




Student plays an active role in generating new ideas.
Student takes initiative in getting tasks organized.
Student delegates responsibilities when required.
Student keeps group/class on task and on schedule.


Student understands and articulates goals of class/group.
Student accepts responsibilities for his or her actions and
the actions of the group.
0……………………………………………………..17
18………………………………………………………………35


Student does not willingly follow directions.
Student vocalizes intense opposition to group or
classroom goals.

Student does not comply with group, classroom
and community rules.

0……………………………………………………..17
18………………………………………………………………35


Student does not display positive attitude in
words, expression or body language

Student does not provide positive feedback.

Student does not dress, act or respond
appropriately to the task at hand.
Student follows directions from group leaders, group
members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt
to the goals of the group, even when those goals may be
different than their own.

Student complies with group, classroom and community
rules.
In addition to meeting the cri
 Student thoughtfully orga
group members.
 Student monitors progres
 Student adapts easily to c
36…………………………………………
In addition to meeting the cri


Student encourages coo
Student creates or initia
encourage cooperation.

Student willingly switch
by the situation.
36…………………………………………
Student displays positive attitude toward individual and
group tasks in words, expression and body language

Student provides positive feedback to peers and adults

Student dresses, acts and responds appropriately to the
task at hand.
In addition to meeting the cri

Student models approp
at the risk of breaking pee

Student goes out of the
attitude.
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………


Student is passive in the face of individual or
group conflict.

Student encourages discord.

Student does not seek or encourage facilitation
or mediation of conflict.




Empathy
Abo
Student seeks to resolve conflicts between individuals or
groups by listening to both sides.
Student encourages peers and adults to listen to each
other.
Student never attempts to cause conflict by false
reporting.
Student only engages in private side conversations when
attempting to reduce discord.
Student is willing to accept facilitation or mediation in the
event they are involved in a conflict.
In addition to meeting the cri

Student serves as facilit
individuals.

Student volunteers to fi
between individuals or gro

Student, alone or in con
initiates activities that furt
groups.
0……………………………………………………..17
18………………………………………………………………35

Student does not express empathy for the
feelings of others.

Student displays a lack of awareness or disregard
for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others
through words, body language or deeds.

Student displays awareness of diversity and the needs of
different ethnic/social/religious groups.

Student demonstrates ability to look at issues from
multiple points of view.
In addition to meeting the cri

Student engages in actio
others a primary concern.

Student attempts to bro
inclusive.
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………
Oral Presentation Rubric:
36…………………………………………
PRESENTER:
___________________________________
PROJECT:
___________________________________
ORAL PRESENTATION
SCORING RUBRIC
EVALUATOR: ________________ DATE:
___________
ADVANCED
CRITERIA
Structure and
Organization
UNSATISFACTORY
PROFICIENT
WEIGHT
(Below Performance Standards)
(Minimal Criteria)
30%
 No formal introduction or
introduction had no clear thesis
statement nor offered any
preview of topics to be discussed
 Main ideas were not separated
into a logical progression
 Important ideas were not
supported with references or data
 No conclusion or conclusion did
not adequately summarize
presentation
 Presentation did not use time
allotted
 Introduction had clear thesis
statement and a preview of
topics to be discussed
 Main ideas were separated
into a logical progression
 Speaker supported important
ideas and viewpoints through
accurate and detailed
references to text or other
works
 Conclusion restated thesis
statement and summarized
the ideas presented
 Time requirement was met for
specific assignment (neither
too long or too short)
21 - - - - - - - - - - - - 24 - - - - - - - - - - - 26
In addition to meeting the PROFICIENT
criteria …
 Clever attention getting introduction or
an imaginative thesis and preview
 Ideas connected by original transitions,
logical throughout; creative pattern
 Conclusion tied speech together and
left audience with memorable message
 Speaker used logical, ethical and
emotional appeals that enhanced a
specific tone and purpose
 Speaker was easy to hear and
understand
 Tone was conversational, but
with purpose
 Voice sounded natural, neither
patterned nor monotone
 Speaker pronounced words
clearly, correctly and without
verbal fillers
14 - - - - - - - - - - - - 15 - - - - - - - - - - - 17
In addition to meeting the PROFICIENT
criteria …
 Speaker was enjoyable to hear; used
expression and emphasis
 Speaker used voice to create an
emotional response in audience
 Strong eye contact with entire
audience
 Posture conveyed confidence
 Gestures and movements
were natural and effective
 Attire was appropriate for
audience and purpose
9 - - - - - - - - - - - - 11 - - - - - - - - - - - 12
In addition to meeting the PROFICIENT
criteria …
 Posture was commanding and
purposeful
 Attire was chosen to enhance
presentation
 Speaker obviously considered
the audience and used
appropriate language and
examples
 Speaker displayed a clear
understanding of assignment
requirements and content
 Speaker understood purpose
of presentation
9 - - - - - - - - - - - - 11 - - - - - - - - - - - 12
In addition to meeting the PROFICIENT
criteria …
 Examples and words were creative and
well chosen for target audience
Introduction
Main ideas
Supporting materials
Conclusion
Length requirement
TIME:
0 - - - - - - - - - - - - 10 - - - - - - - - - - - 20
Vocal Expression
20%
Rate and Volume of
Speech
Pitch, Articulation and
Pronunciation
 Speaker was hard to hear or
understand
 Voice or tone distracted from
purpose of presentation
 Excessive use of verbal fillers
0------------6-----------12
Physical
Characteristics
15%
Eye Contact, Posture,
Gestures, Movement,
Attire
 Little eye contact with audience
 Poor or slouchy posture
 Movements were stiff or
unnatural
 Attire was inappropriate for
audience
0------------5-----------8
Appropriateness
of Content and
Language
For audience, purpose,
and assignment
15%
 Speaker used inappropriate
language, content or examples for
this audience
 Speaker did not demonstrate a
clear understanding of the
assignment or purpose of
presentation
0------------5-----------8
(Demonstrates Exceptional
Performance)
27 - - - - - - - - - - - - 28 - - - - - - - - - - - - 30
18 - - - - - - - - - - - - 19 - - - - - - - - - - - - 20
13 - - - - - - - - - - - - 14 - - - - - - - - - - - - 15
13 - - - - - - - - - - - - 14 - - - - - - - - - - - - 15
10%
Overall Impact
Energy, Enthusiasm,
Sincerity
Originality/Creativity
10%
Features
Multimedia, Visuals,
Audio
 Speaker appeared bored by the
message or presented without
conviction
In addition to meeting the PROFICIENT
criteria …
 Overall presentation was creative and
exciting
0------------3-----------6
 Speaker appeared to believe
strongly in message and
demonstrated desire to have
audience listen, understand
and remember
7------------------------8
 Materials detracted from content
or purpose of presentation or
were of such low quality as to
discredit speaker
 Materials added, did not
detract from presentation
 Materials used were quality
products; easy to see and hear
In addition to meeting the PROFICIENT
criteria …
 Speaker creatively integrated a variety
of objects, charts and graphs to amplify
the message
0------------3-----------6
7------------------------8
9 - - - - - - - - - - - - - - - - - - - - - - - - - 10
9 - - - - - - - - - - - - - - - - - - - - - - - - - 10
ADDITIONAL COMMENTS:
Presentation Rubric
Presentation
Below Standard
Knowledge → Comprehension
Physical
Attributes
Oral & Verbal
Skills
Organization
& Structure
Technical
Attributes
Response to
Audience




Student(s) do not dress appropriately.
Student(s) do not maintain proper body language.
Student(s) eat or drink during presentation
Student(s) fidget, hiding behind objects, and play
with objects, etc.
 Student(s) do not face audience.
At Standard
Application → Analysis




Student(s) dress appropriately for the presentation.
Student(s) maintain proper body language.
Student(s) do not eat or drink during presentation
Student(s) refrain from fidgeting, hiding behind objects,
playing with objects, etc.
 Student(s) face audience.
Abo
Evaluat
 In addition to the At Stand
 Student(s) dress to enhanc
 Student(s) use body langua
presentation.
 Student(s) use physical spa
purpose of the presentatio
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………




 Student(s) use minimum of oral fillers (uh, ok, etc.)
 Student(s) pronounce words correctly and in Standard
English.
 Student(s) speak loudly and clearly.
 Student(s) speak at a pace and in a tone that allows clear
communication to the audience.
 Text displayed during the presentation is free of spelling,
usage or mechanical errors.
 Student(s) possess notes but do not read from them.





Student(s) use oral fillers (uh, ok, etc.)
Student(s) pronounces words incorrectly.
Student(s) do not speak loudly and clearly.
Student(s) uses tone and pace that obscures
communication.
 Text contains errors.
 Student(s) reads from notes.
In addition to the At Stand
Student(s) modify pronunc
Student(s) modulate volum
Student(s) modulate pace
Student(s) use slang, jargo
presentation.
 Student(s) speak from mem
notes or cards.
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………
 Student(s) do not begin and end on time.
Student(s) do not provide clear and definable opening
and closing.
 Student(s) do not have all required materials ready.
 Student(s) have not practiced presentation.
 Student(s) do not demonstrate flexibility.





In addition to At Standard crit
 Students(s) provide written
 Student(s) create an openi
audience) and a closing tha
 Student(s) demonstrate pla
problems.
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………
 Technical features of display boards, Power Points,
websites, audio, video, etc., distract audience from
the content and purpose of presentation.
 Technical features do not demonstrate care in
creation, including editing, proofreading, finishing.
 Technical features of display boards, PowerPoints, websites,
audio, video, etc. do not distract audience from the content
and purpose of the presentation.
 Technical features demonstrate care in creation, including
editing, proofreading, finishing.
In addition to At Standard crit
 Technical features of displa
video, etc. enhance the pu
 Technical features demons
careful planning.
Student(s) begin and end on time.
Student(s) provide clear and definable opening and closing.
Student(s) have all required materials ready for use.
Student(s) have practiced order of presentation.
Student(s) demonstrate flexibility in the face of technical or
contextual problems.
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………
 Student(s) do not provide appropriate oral
responses to audience questions, concerns,
comments.
 Student(s) do not adapt their presentation based on
questions, concerns or comments from audience.
 Student(s) provide appropriate oral responses to audience
questions, concerns, comments.
 Student(s) make minor modifications to their presentation
based on questions, concerns or comments from audience.
In addition to At Standard crit
 Student(s) incorporate aud
into their presentation.
 Student(s) display willingne
script/plan and modify pre
0……………………………………………………..17
18………………………………………………………………35
36…………………………………………