Author:
Erin
Subject:
World Languages
Material Type:
Assessment
Level:
Middle School
Tags:
  • Lesson Plan
  • Project
  • Spanish
  • project
  • spanish
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English, Spanish
    Media Formats:
    Text/HTML

    Documenting Daily Routines Through Film in Spanish 2

    Documenting Daily Routines Through Film in Spanish 2

    Overview

    This is a project for Spanish 2 that is the culmination of a unit on reflexive verbs/daily routines. To show their understanding of reflexive verbs and speaking about routines, students will use iMovie to create a "day in the life" video describing their routines. This lesson is intended to be used with iPads, specifically with the applications Pages and iMovie. 

    Creative Commons image credit: "film" by popturfdotcom is licensed under CC BY 2.0.

    Summary

    This lesson is a final project for a daily routines unit in Spanish 2. The project should take about 7 days to allow time for the pre-production, production, and post-production process of an iMovie film where a group of students describe their daily routines. This lesson is designed for face-to-face classrooms with iPad technology.

    Author: Erin Jaojoco (Sanislo)

    Creative Commons image credit:

    "film" by popturfdotcom is licensed under CC BY 2.0.

    Background for Teachers

    To teach this lesson, you will need an understanding of how to use the following apps on an iPad: iMovie, Pages, Notes, and Garage Band. A great way to familiarize yourself with these applications is the Apple Education program for iPad. The following iMovie for 2023 Youtube tutorial may also be helpful. 

    You will also need to have addressed reflexive verbs and daily routines verbs and vocabulary for 2-3 weeks in the classroom before assigning this final project. Here is a blog post by Spanish with Stephanie with some ideas for teaching reflexive verbs and here is another blog post by Srta. Spanish with more ideas.

     

    Step 1 - Goals and Outcomes

    Learning Intentions:

    • Students will be able to communicate 5-7 activities from their daily routines using reflexive verbs in a presentational speaking register.
    • Students will understand the pre-production, production, and post-production process on making a film on iMovie.

    Success Criteria:

    • Students will produce a polished 2-minute iMovie containing descriptions in Spanish of daily routines of each group member using reflexive verbs (about 30 seconds per group member). 

     

    Step 2 - Planning Instruction

    Student Background Knowledge

    Prior to this lesson, students will need to have an understand of the following standard: NM:PS.4 - I can tell about my daily activities using words, phrases, and memorized expressions. This final project will be assessing student mastery of this standard. Students should know how to conjugate reflexive verbs, differentiate reflexive verbs from regular verbs, and use connecting words and times to describe their daily routines in the first person. To prepare students in advance of this final project, it is recommended that teachers provide communicative speaking activities such as find someone who, task cards in pairs with daily routine questions, speak and swap activities with daily routine questions, Flipgrid recordings to practice describing daily routines, etc. 

    Strategies for Diverse Learners

    One option for diverse learners is to provide sentence scaffolds for the script writing of the video to help learners construct sentences using reflexive verbs. Another strategy is precision partnering and peer editing in the video production groups so that learners with a variety of strengths and weaknesses support one another. Additionally, teachers can chunk the project into small steps to accomodate diverse learners that may need increased structure and manageable amounts of work at a time. Finally, checklists could be used by the teacher to scaffold the project and help students who need additional support keep track of each step and due dates.

    Step 3 - Instruction

    1. Students will do a review of speaking about daily routines with a quick interpersonal speaking activity. The teacher will set a timer for 1 minute seconds where each partner has 30 seconds to speak about their daily activities using reflexive and regular verbs. Every time a minute is up, the students will repeat the activity with a new partner. The teacher will model the activity beforehand and sentence starters will be provided on the board so all learners are successful. 

    2. The teacher will introduce the final iMovie project by showing a fun exemplar film of his or her own daily routine to engage the students. 

    3. The teacher will assign groups of 3-4 students for the project. The students will use the Notes application on their iPad to brainstorm group member roles and content for the film. Precision partnering should be used to ensure all students are equally supported. 

    4. The groups of students will write a script for their film on a collaborative Pages document. They should include a variety of reflexive verbs, regular verbs, times and connecting words to show their mastery of speaking about daily activities. 

    5. Each group will peer edit and provide suggestions to another group's script with a comment, a question, and a compliment added along with grammar proofreading.

    6. The students will use the Pages storyboard template attached below shared by Brian Phillips on Apple Education to begin storyboarding the scenes of their film. 

    7. Each group will turn in their script and storyboard to the teacher as a form of formative assessment to receive feedback before making the final film.

    8. Once the script and storyboard have been approved, the groups will begin rehearsing the screenplay of their film and practicing the presentational speaking parts and acting. 

    9. Groups will bring costumes and props and receive 2-3 days for filming at school. 

    10. The class will re-watch the teacher exemplar video to discuss different tools that were used to enhance the film. The class will also disucss missed opportunities of what else could have been used so the students get ideas for their own video editing.

    10. Groups will receive 2-3 days for editing on iMovie to add transitions, music, text, sound effects, trim clips, special effects, and more.

    11. The final films will be publishing on the class Canvas page and shown at a class film festival party to celebrate the students' work.

    Step 4 - Assessments

    As we move through the learning steps in Step 5, the following formative assessments will be used:

    • Questioning to each group about video content and reflexive verbs structures being used
    • Student metacognitive journaling and reflection denoting group member roles, progress with the project, challenges, and triumphs
    • Film script rough draft submitted for teacher approval 
    • Film storyboard submitted for teacher approval 
    • Observation of filming rehearsal

    The summative assessment of this project will be the final film described in Step 5 where students document their daily routines using a variety of reflexive verbs. Please see the rubric below for a suggestion on how to grade the film:

    Daily Routine