Project Design Template
Target Audience:
Subject: Spanish II
Grade level: High School
Proficiency level: Novice Mid
Project Title: Healthy Lifestyle Commercial
Author: Connie Vicars and Marjorie Snyder
What should students know, understand, and be able to do? Use the language by giving
commands and discussing healthy choices; use, create, edit and present a product with
technology, work with their peers
What do I want them to remember about this after they complete the unit? How to conduct
research, work with a group effectively, use target language in real-world situations, how to
use technology in a meaningful way
Project Idea: Students have the task of researching, writing and producing a “commercial” in the
target language promoting a healthy lifestyle.
Entry Event: Memo/letter from the office of Michelle Obama asking our students to develop a
television commercial promoting healthy lifestyle choices which will target Spanish-speaking youth.
Power Standard: Students will create a healthy-lifestyles commercial in the target language for
elementary- aged limited proficiency students by learning appropriate vocabulary and employing
technology to create, produce and edit their product.
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.O.LII.1.01 exchange brief oral
and written information about a
variety of topics incorporating
level-appropriate vocabulary.
FL.O.LII.1.03 give and follow
basic directions, instructions and
commands in common social
settings.
Identified Learning
Targets
Evidence of Success in Achieving
Identified Learning Target
Using cues from research,
students will learn appropriate
Spanish vocabulary including
food, exercise, marketing, etc.
Teacher will assess with vocabulary quizzes.
After conducting internet research
with their jigsaw groups, individual
students will present their
research findings to their project
groups.
Teacher will evaluate with a research form
checklist.
Working individually and in small
groups students will complete
SAS Project 425 – Do’s and
Don’ts including Advice Guide
Teacher will assess proper form and use of
commands with Advice Guide/Commands
rubric.
Peers will assess with rubric.
FL.O.LII.1.12 create and present
spoken and written
communications based on levelappropriate vocabulary and
structure
(presentations,notes,paragraphs).
Working in small groups students
will write a script for their
commercial using the advice
guide as a starting point.
Teacher will assess with script rubric/checklist.
1439.5.5 (Business) Identify the
functions of marketing.
Students will work in jigsaw
groups to conduct research on
marketing and targeting youth with
television commercials.
Teacher will evaluate with a research form
checklist.
HE.HS.3.01 identify and evaluate
the validity of health information,
products and service (e.g., books,
magazine advertisements,
infomercials/TV, internet,
newspaper advertisements,
billboards, radio).
Students will work in jigsaw
groups to conduct research on
healthy lifestyle choices such as
eating and exercising habits and
how these can be affected by
television commercials.
Teacher will evaluate with a research form
checklist.
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
Teaching
Strategies
Evidence of Success
21C.O.9-12.1.LS.3
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a
variety of oral, written and
multimedia
communications that target
academic, professional and
technical audiences and
purposes.
21C.O.9-12.2.LS.4 Student
visualizes the connection
between seemingly
unrelated ideas and
independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment
to completion, and
persistence to develop
unique and cogent
products.
21C.O.9-12.3.LS.6 Student
maintains a strong focus on
the larger project goal and
frames appropriate
questions and planning
processes around goal.
Prior to beginning work,
student reflects upon
Students will work in
project groups to create
an original Spanish
language commercial.
Other Spanish teacher or
professional native speaker will
assess with the commercial rubric.
Students will work in
project groups to present
commercial to adult
assessment panel (in
English).
Teacher will assess with
commercial project rubric with input
from adult assessment panel.
Students will work in
project groups to
develop a storyboard for
their commercial.
Teacher will assess with
commercial storyboard
rubric/checklist.
Students will be
responsible for creating
their own group
contracts and keeping a
weekly project
management log.
Teacher will evaluate with group
contracts, individual and group
learning logs and with group
observation checklist.
possible courses of action
and their likely
consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Performance Objectives: What must all students know and be able to do as a result of this PBL
experience?
Know:
Spanish vocabulary
How to use and form commands in Spanish
How to use Windows Movie Maker to create a commercial
How to write a storyboard
How to write a script
How to use a video camera
How to capture video for editing
How to edit video
How to conduct research
How to take notes
How to make a professional presentation
Do
Create a “television commercial”
Conduct research on healthy lifestyle choices
Write a storyboard
Write a script using proper Spanish grammar, vocabulary and commands
Use a video camera to film the commercial
Use Movie Maker to edit the commercial
Give a presentation of the commercial to an adult panel
Maintain a project management log
Driving Question: How can media be used to motivate children to make healthy choices?
Assessment Plan:
We will be using several rubrics and checklists as referenced in the Evidence for Success sections of
the above charts.
Major Group Products
Major Individual Projects
Commercial
Commercial storyboard
Commercial script
Presentation of commercial
Vocabulary quizzes
Research
Jigsaw presentations
Peer evaluation
Self evaluation
Project management logs
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
Written Communication
Content Knowledge
Other
Practice presentations
Notes
Checklists/observations
Concept maps
Focus Group
Task Management Chart
Other - Debriefing
Map the Project:
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Students will work in groups of 4 assigned by the teacher.
Each student will have a role: Director of Marketing, Director of Technology, Director of Nutrition,
Director of Sports/Training
Each group is also responsible for maintaining a project management log.
Students will work in director jigsaw groups to research their assigned topic.
Teacher will present pertinent Spanish vocabulary.
Students will individually present research findings to project groups.
Students will work individually and in project groups to complete SAS project 425 and Advice Guide
Students will work in project groups and, using the Advice Guide, will write the commercial script in
Spanish.
Students will work in project groups to develop and write the commercial storyboard.
Students will use cameras to film the commercial and then edit commercial using Movie Maker.
Students will present commercial to adult panel.
Product: Healthy lifestyle choices television commercial
Knowledge and Skills Needed
1.Pertinent Spanish vocabulary
2.Healthly lifestyle choices
3.Form and use of commands in Spanish
4.Storyboarding
5.Development of commercials/marketing
6.Camera operations
7.Windows Movie Maker
8.Editing
Resources:
School-based Individuals:
Other Spanish Teacher
Already Have
Learned
x
Taught Before
the Project
Taught
During the
Project
x
X
X
X
X
X
x
x
x
x
x
x
x
x
x
Business Education Teacher
Physical Education Teacher
Cooks and/or County Nutrition Director
Technology:
Video cameras
Internet
Computers
Windows Movie Maker
Community:
County Nutrition Director
Marketing Director(s) from local television station or other similar business
Advertising Agency employee
Parents
Materials:
SAS Project 425 and Advice Guide
Rubrics and checklists
Websites for jigsaw research
Manage the Process:
 Teacher will assign groups and roles within each group.
 Students will write group contracts.
 Teacher will monitor group progress.
 Teacher will assess students throughout process via quizzes, checklists and rubrics.
 Prior knowledge of Spanish grammar and some vocabulary is necessary.
Project Evaluation: How will you and your students reflect on and evaluate the project?
We will have a debriefing session:
 Students will participate in a self-evaluation survey.
 Students will participate in a project evaluation survey.
 Teacher will participate in a project evaluation survey.
 Groups will participate in a group evaluation survey.
 Class will participate in discussion of the overall process and project.
P R O J E C T
C A L E N D A R
Implementation Tools
Project Milestones:
Project
Milestone
Project Management Logs
Reflective pieces
Jigsaw presentation evaluations
Self evaluation survey
Group evaluation survey
Project evaluation survey
Student
Date
— s e e
b e l o w
Project: Healthy Lifestyles Commercial
M O N D A Y
Start Date: Middle of term
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
PROJECT WEEK ONE
Entry event
Need to know
discussion
Project Guidelines
Form groups
Group contracts
Review Spanish
vocabulary and
structures.
Introduce project
vocabulary and
structures with TPR.
Library to begin
research.
Review vocabulary
and grammar via
oral, aural and
written
communication and
practice.
SAS Activities to
practice vocabulary
and grammar.
Groups given time to
do some “house
keeping”
Library to continue
research.
PROJECT WEEK TWO
Group time
Group time
Group time
Story board and
script
Group time
Filming
PROJECT WEEK THREE
Group time
Filming and editing
Group time
Editing
Group time
Editing
Panel presentations
1600 Pennsylvania Avenue
NW Washington, DC 20500
Dear Students,
My name is Michelle Obama, and I recently embarked on a campaign to promote healthy life styles among elementaryage children. I decided to undertake this all-important task to raise awareness of the benefits of eating right and
exercising.
I strongly believe that the sooner we educate younger generations of this fact, then health-related issues will become
more and more infrequent in our society regardless of ethnicity and gender. Imagine a world with fewer cases of
diabetes and heart disease.
Yet, despite all of my efforts, I still need your help. That is why I am asking you to aid me in this endeavor.
Sincerely,
Michelle Obama
PSA Video
Rubric
Storyboard
Organization
and Content
Editing
Technical
Features
Below Standard
At Standard
A
 The storyboard does not include thumbnail
sketches of each scene and/or text for each
segment of the presentation, descriptions of
background audio for each scene, and/or
notes about proposed shots and dialogue.
 The storyboard includes thumbnail sketches of each scene and
includes text for each segment of the presentation,
descriptions of background audio for each scene, and notes
about proposed shots and dialogue.
 The storyboard inc
transitions, specia
tracks (including te
graphics, fonts, etc
dialogue and/or na
0……………………………………………………………..17
18……………………………..…………………………………44
45……………………………
 The introduction is not clear or coherent and
may not evoke interest in the topic.
 Information is not presented in a way that is
connected to the topic.
 Details are not logical.
 Supporting information does not contribute to
the development of the topic.
 The content does not include a clear point of
view.
 Does not propose specific actions the viewer
can take
 The conclusion is not clear or coherent.
 No contact information is given
 Performers/presenters/narrators do not
express appropriate voice projection and tone
or show adequate rehearsal.
 The introduction is clear and coherent and evokes interest in
the topic.
 Information is presented in a way that is connected to the
topic.
 Details are logical.
 Supporting information contributes to the development of the
topic.
 The content includes a clear point of view
 Proposes specific action(s) the viewer can take
 The conclusion is clear and coherent
 Contact information is given.
 Performers/presenters/narrators express appropriate voice
projection and tone and show adequate rehearsal.
 The introduction is
content that hook
 A rich variety of su
understanding of t
 All elements of the
professional produ
 The conclusion pro
of the main point.
 Performers/presen
enthusiasm, clear
0……………………………………………………………..17
18……………………………..…………………………………44
45……………………………
 Filmed material contains poor or distracting
shots remain.
 Most video clips are not edited to remove
slack time or to emphasize action or emotion.
 Shots are not fast enough to maintain
audience interest or long enough to tell a
complete story.
 A variety of transitions are not used.
 Pacing and timing are not appropriate to the
subject matter or for the audience.
 Audio track is not clear, not synched and does
not assist in communicating the main point.
 Filmed material is edited and only quality shots remain.
 Most video clips are edited to remove slack time and to
emphasize action or emotion.
 Shots are fast enough to maintain audience interest and long
enough to tell a complete story.
 Transitions are used.
 Pacing and timing are appropriate to the subject matter and
for the audience.
 Audio track is clear, synched and assists in communicating the
topic.
 The video moves s
scene.
 A variety of transit
idea or to establish
 Digital effects are
 Audio track effecti
material
0……………………………………………………………..17
18……………………………..…………………………………44
45……………………………
 Color scheme used for backgrounds and
clothing do not enhance the topic.
 Additional lighting is not used; shadows or
glare are apparent; most scenes are dark or
murky.
 The camera is not held steady; pans and
zooms are not limited; most shots are not
clearly focused and well framed.
 Multimedia elements do not enhance
understanding.
 Color scheme used for backgrounds and clothing enhance the
topic.
 Additional lighting is used; few shadows or glare are apparent;
most scenes are lit clearly.
 The camera is held steady; pans and zooms are limited; most
shots are clearly focused and well framed.
 Multimedia elements are appropriate and enhance
understanding.
 The color scheme
careful attention t
mood.
 Lighting is used to
 The main subject i
of thirds.”
 Special effects are
a mood.
 Multimedia eleme
0……………………………………………………………..17
18……………………………..…………………………………44
45……………………………
Taken from Language Arts PBL from Teach 21 site
Oral Presentation Rubric : Panel Presentation
Teacher Name: Mrs. Vicars
Student Name:
________________________________________
4
3
2
Content
Shows a full
understanding of the
parts of the project
parameters and/or
the topic.
Shows a good
understanding of the
parts of the project
parameters and/or
the topic.
Shows a limited
Does not seem to
understanding of the understand the topic
parts of the project
very well.
parameters and/or of
the topic.
Comprehension
Student is able to
accurately answer
almost all questions
posed by panel
members about the
topic.
Student is able to
accurately answer
most questions
posed by panel
members about the
topic.
Student is able to
accurately answer a
few questions posed
by panel members
about the topic.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Attire
Business attire, very Casual business
professional look.
attire.
CATEGORY
Rubric
Casual business
attire, but wore
sneakers or seemed
somewhat wrinkled.
1
Student is unable to
accurately answer
questions posed by
panel members
about the topic.
General attire not
appropriate for
audience (jeans, tshirt, shorts).