web viewthe students only receive a numerical grade for the presentation because there are more...

Chapter Enhancement ProjectTeresa McCann

For the chapter enhancement project, I have chosen to create activities using the textbook that I currently use in my classes. I also chose to create activities using the same chapter that I critiqued in the textbook review (chapter 1). I chose this chapter and textbook because I feel that I will get the most use and the students will benefit the most from this.

In the first three (3) activities that I have created, I focused on –AR verbs. The activities are a variety utilizing exercises, presentation and 1-on-1 work with the teacher. All activities are evaluated using the same rubric. This is to help the students see their progress over the course of the topic. The rubric evaluates the students based on emerging, developing and proficient. Students are not evaluated using points or grades. This will also help motivate the students to improve over the course of the topic. Also, the three activities associated with –AR verbs are created and are meant to be done in sequential order. Students are expected to start out by identifying verbs and progressing to speaking and describing pictures using –AR verbs and complete sentences.

In the next two (2) activities, I focused on the topic of articles and nouns. I chose this topic because, although it seems easy, many of my students do not have a strong knowledge of English which can impede their learning of Spanish; therefore, it is essential that I focus on the basics in order to help them improve their English while at the time learn Spanish. Again, the activities are to be done in sequential order. The students begin by learning what nouns and articles are. They are introduced to the importance of agreement in Spanish and finish the lesson by differentiating between definite and indefinite articles.

In the final three (3) activities, I chose to discuss the verb Estar, a few forms and when to use the verb. The students have already been exposed to the Ser and now the students are given the opportunity to learn more regarding this topic. I chose a variety of activities (group work, listening to songs and creating a video) to help the students learn the material as well as keep their attention and motivation high. The students only receive a numerical grade for the presentation because there are more components. With the other two activities, a similar rubric used in the previous activities is used. The students again are evaluated and given a score of emerging, developing or proficient. The purpose of using the same, if not similar, rubric is to provide consistency which will help the student determine his/her own strengths and weaknesses. The final activity is to create a video. The students enjoy using technology and I feel that this activity utilizes their knowledge of technology and gives them the opportunity to express themselves creatively. By doing so, I hope to keep motivation and learning high.

Lesson Plan #1: -AR verbs (introduction of –AR verbs in Spanish)

Professor: Teresa McCann

Level: Level 1

Objectives:

1. Identify regular –AR verbs presented in the chapter2. Associate regular –AR verbs with pictures

National Standards:

1. Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

2. Standard 1.2 - Students understand and interpret written and spoken language on a variety of topics

3. Standard 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

Materials:

1. Mosaicos Textbook2. List of a variety of regular verbs (included below)3. Clip art pictures (included below)4. Pen/pencil

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After the students have demonstrated a basic knowledge of what are –AR verbs and

which ones are associated with each picture, they will be asked to do the same activity on their own to turn in (using a different picture than the ones used in groups)

3. Students will be given a grade of Emerging, Developing, or Proficient using the rubric below.

Emerging Developing Proficient-AR verbs (identify and associate with picture)

Does not/Cannot identify –AR verbs; does not/cannot associate –AR verbs with picture

Identifies –AR verbs (with minor errors); associates –AR verbs with pictures (minor errors)

Identifies all –AR verbs; associates –AR verbs correctly with pictures

Instructions (for the professor):

Students should be placed into groups of 3-4 students. The groups should include students that are at a variety of levels. After the students have been placed into groups, give the students the list of verbs (given at the end of this lesson plan). Students should be asked to circle all of the –AR verbs. Give students approximately 5-10 minutes (or until 75% of the class has completed the task). Ask students to write how the –AR verbs were determined. Show the list of circled –AR verbs. Ask the groups to discuss how they decided which verbs were –AR verbs. After this activity, each group should receive 6 clip art pictures (given below). Students are asked to identify 2 –AR verbs from the previous list that can be associated with the picture. This should be discussed as a group but one student should be writing the verbs down. After approximately 15 minutes (or until 75% of the class has completed the task), students will present their list of verbs that they associated with the pictures. Students will then be evaluated on this activity. Students will be given a sheet (given below) and asked to do two similar activities alone to evaluate their knowledge of this material. Teachers will use the rubric above to give the student feedback regarding their answers.

Instructions (for the student):

1. Students are to be placed in groups of 3-4 students by the teacher.2. The teacher will hand out a sheet with a list of verbs on it. Students should circle the

verbs that are –AR verbs.3. Students should discuss in groups how they decided which verbs were –AR verbs.4. Students will discuss their findings with the class.5. Students will receive 6 pictures and will be asked to write down a minimum of 2 –AR

verbs (from the previous list) that can be associated with each picture.6. After students have compiled a list, they will present the list to the class.7. Students will be asked to do this activity again but alone in order to evaluate the

knowledge that they have acquired during this activity.

Activity Directions: Please circle all of the –AR verbs listed below. (Please ignore the fact that some are capitalized).

Aprender asistir

Bailar beber

Buscar caminar

Comer comprar

Comprender conversar

Correr deber

Escribir escuchar

Estudiar hablar

Leer llegar

Mirar montar en bicicleta

Necesitar participar

Sacar buenas notas tomar

Tomar apuntes trabajar

Ver vivir

Activity directions: Please write 1-2 sentences as to how you determined which verbs were –AR

verbs.

Activity Directions: Please write down 2-3 –AR verbs (from the previous list) that can be associated with each picture. Verbs may not be repeated more than twice.

___________________ _____________________ _____________________

___________________ _____________________ _____________________

___________________ _____________________ _____________________

___________________ _____________________ _____________________

Evaluation Activity: From the list below, please circle the –AR verbs.

Aprender caminar

Llegar mirar

Ver vivir

Asistir montar en bicicleta

Beber bailar

Evaluation Activity: Using the picture below, write 4 –AR verbs that can be associated with it.

______________________ _____________________ ____________________

The following rubric will be used by your teacher to evaluate the knowledge you have learned regarding this material.





Recommendations for improvement:

Lesson Plan #2: -AR verbs (identify forms and use in sentences)


Level: Level 1

Objectives:

1. Identify the regular –AR verb form endings2. Summarize how to form regular –AR verbs according to the subjects3. Create sentences (basic) using regular –AR verbs

National Standards:



3. Standard 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.


Materials:

1. Mosaicos Textbook2. Paragraph with –AR verbs (in the respective verb forms) bolded and underlined (included

below)3. Clip art pictures (included below)4. Pen/pencil

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After the students have demonstrated a basic knowledge of what are –AR verb endings

and have written a few basic sentences, they will be asked to do the same activity on their own to turn in (using a different picture than the ones used in groups)







Students will receive a brief (basic) paragraph utilizing vocabulary and –AR verbs (with their respective forms) from Chapter 1. The verbs will be bolded and highlighted. Students will be asked to determine the verb endings for each of the subjects given. Once the students have determined the endings, they will be asked to write a brief description (2-3 steps) on how to form –AR verbs based on the subject given. The students will then have the opportunity to discuss their findings with the class and ask any questions they might have. After students have determined the endings, students will be asked to write 3-4 sentences on what they do in the classroom. All of the above listed activities are to be done in groups.

Afterwards, students will be given 3 pictures. 2 pictures will have various sentences under it asking what the individual(s) are doing in the picture. In the 3rd picture, students are asked to answer a question using the picture.

Instructions (for the students):

The teacher will place the students in groups of 3-4. Students will receive a paragraph with verbs bolded and highlighted. Students are asked to make educated guesses regarding how to form –AR verbs regarding the different subjects. Students will then have the opportunity to discuss their findings with the class and ask for clarification if needed. Students are then asked to write sentences based on what they do in the classroom using the –AR verbs that they have been exposed to.

Afterwards, students will be given 3 pictures. 2 pictures will have various sentences under it asking what the individual(s) are doing in the picture. In the 3rd picture, students are asked to answer a question using the picture.

Activity Directions: Please read the following paragraph discussing the activities that individuals do in the classroom. Pay special attention to the bolded and underlined words. In groups, make educated guesses as to how to form –AR verbs based on the subjects given. When finished, students will have the opportunity to discuss this with the class.

¡Buenos días! Me llamo Elena y yo estudio mucho en la clase. Mi amiga no participa mucho en clase y saca malas notas. En clase, nosotras hablamos mucho y escuchamos a la profesora. Otros estudiantes no conversan mucho con nosotras. Y tú ¿Estudias mucho en clase?

Pleasewritehow–AR verbs are formed based on the subject pronouns (yo, tú, él, ella, usted, nosotros, nosotras, ellos, ellas, ustedes

______________________________________________________________________________

______________________________________________________________________________

Activity directions: Using the knowledge that you have learned, please write 3-4 sentences regarding what you do in the classroom. You may use the picture below as a guide if you would like. The sentences should incorporate –AR verbs.

1. Yo _________________________________________________________________

2. Yo __________________________________________________________________

3. Yo ___________________________________________________________________

4. Yo ___________________________________________________________________

Activity directions: There are three sentences under the first two pictures. Please choose the sentence that best describes the picture. There is only one correct answer. For the third picture, answer the question using the picture provided.

1. A. Los estudiantes estudias en clase.B. Los estudiantes estudian en clase.C. Los estudiantes estudio en clase.

2. A. La chica escucha música.B. La chica escuchan música.C. La chica escuchamos música.

3. ¿Qué hace el chico? (what is the boy doing?)__________________________________________________________________

The following rubric will be used by your teacher to evaluate the knowledge you have learned regarding this material.






Lesson Plan #3: -AR verbs (speak basic sentences using –AR verbs)


Level: Level 1

Objectives:

1. Describe what people do according to the pictures given using –AR verbs

National Standards:



3. Standard 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.


5. Standard 5.1 - Students use the language both within and beyond the school setting

Materials:

1. Mosaicos Textbook2. Clip art pictures (included below)

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After students have discussed what is happening in the pictures using –AR verbs,

students will be asked to do a similar activity alone (1-on-1 with the teacher)3. Students will be given a grade of Emerging, Developing, or Proficient using the rubric

below.






Students will be placed into groups of 3-4. Students will be given 6 pictures (given below) and asked to discuss what is occurring in the pictures using –AR verbs and vocabulary from Chapter

1. Students should pay attention to the message as well as the form. Although the purpose of this activity is to learn and utilize the –AR verb forms correctly, comprehension by the other students is also important. Students should be given approximately 15-20 minutes (or until 75% of the students have completed the activity) to complete this activity. Students should then give examples to the class. In order to ensure comprehension, students should work 1-on-1 with the teacher. The teacher will show the student a picture and the students should state a sentence or two to describe what is occurring in the picture. Students should receive up to three different tries (with three different pictures) to complete this task. Teachers will use the rubric given to evaluate the students.


The teacher will place the students into groups of 3-4. Each group will receive 6 pictures. The group will have approximately 15-20 minutes to state 1-2 sentences (using –AR verbs and vocabulary from Chapter 1) describing the picture. After the students have completed the activity, each group will give 1-2 examples of one of the photos for the class.

Following this activity, each student will work 1-on-1 with the teacher using the same pictures. The teacher will hold up 1 picture and the student will have the opportunity to describe what is occurring in the picture (using –AR verbs and vocabulary from Chapter 1).

Activity Directions: Please say 1-2 sentences describing what is going on in each picture (using –AR verbs and vocabulary from Chapter 1). Although proper form is important, students should also focus on getting their point across.

Activity Directions: Students will be shown one of the previously used pictures (in the prior activity) by the teacher. Students are asked to state 1-2 sentences describing that picture. Students will be evaluated using the following rubric:






Lesson Plan #4: Articles and Nouns in Spanish


Level: Level 1

Objectives:

1. Identify definite articles and nouns in Spanish2. Determine agreement of articles (masculine/feminine)

National Standards:




Materials:

1. Mosaicos Textbook2. Pen/Pencil3. List of a variety of nouns with articles (included below)

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After the students have demonstrated a basic knowledge of what are nouns and articles,

they will be asked to do a similar activity on their own.


Students will be placed into groups of 3-4. For the first activity, students will be given a list of nouns and their respective articles in Spanish. For the first part of this activity, students will determine what a noun in English is (as it is the same in Spanish). After, students are asked to circle all of the nouns on the list. Students will then be asked what is remaining. They are to make an educated guess (based on reading the information before class). Now that students have identified nouns and their respected articles, they will be asked to come up with two general rules regarding which nouns have masculine articles and which nouns have feminine articles. The list will be set up so that only nouns ending in –o or –a will be included; however, singular and plural nouns and articles will be present as well. This will expose the students to the most basic nouns and their respecting articles. After the students have hypothesized the rules, they will discuss them as a class. The class will decide which rules are correct (clarified by the teacher). The students will then receive a worksheet asking the students to identify nouns and

articles and to choose the appropriate article. The teacher will show the students the answers (without giving a grade) and ask for questions and/or clarification.


Students will be placed into groups of 3-4 by the teacher. Students will be given a worksheet and asked to identify and discuss what a noun is (and how it is the same in Spanish). After students have identified nouns, they are to circle all of the nouns on the worksheet. Students are then given time to discuss what the other words (not circled) are. Following this, students are asked to theorize how students can determine whether a noun is masculine or feminine. Students will then discuss it as a class. To ensure understanding, students will be asked to do a similar activity alone after.

Activity Directions:

Please answer the following question. Once you have agreed on a definition, look at the list given and circle all of the nouns. There will be words not circled. What are they? Why are they different? Using the list, write two rules as to how students can identify if a noun is masculine or feminine.

What is a noun in Spanish (hint: it is the same in English)? _____________________________

Please circle the nouns in the list below:

La antropología el compañero

La historia la playa

El alumno el gimnasio

La casa el laboratorio

Please list the words that were circled: ______________________________________________

Please list the words that were not circled: ___________________________________________

What do we call the words that were not circled? _____________________________________

Some words have feminine articles (la) while others have masculine (el). Please write two rules that you can use to determine if a noun is masculine or feminine.

1. _______________________________________________________________________

2. _______________________________________________________________________


This activity will be done alone. This activity is to evaluate your knowledge of nouns and articles in Spanish. In the first part of this activity, please circle all of the nouns. In the second part of the activity, using the knowledge that you have acquired regarding nouns and articles, write the appropriate article (el, la) in the blank.

La geografía El bolígrafo

El cesto la silla

La plaza la sociología

La puerta el escritorio

Please write in the appropriate article (el, la).

_____ calculadora _____ pantalla

_____ cuaderno _____ tiza

_____ economía _____ gimnasio

_____ compañero _____ discoteca

Your teacher will discuss the answers with you at the end of the activity.

Lesson Plan #5: Articles and Nouns in Spanish


Level: Level 1

Objectives:

1. Identify the difference between definite and indefinite articles2. Utilize indefinite articles to determine what classroom items are needed

National Standards:




Materials:

1. Mosaicos Textbook2. Pen/Pencil3. List of nouns with definite and indefinite articles4. List of situations that require the students to determine what classroom items are needed

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After the students have demonstrated a basic knowledge of the difference between

definite and indefinite articles, they will be asked to do a similar activity on their own to turn in.


Emerging Developing ProficientNouns and Articles Does not/Cannot

identify nouns and their respecting articles

Identifies nouns and articles (with minor errors)

Identifies all nouns and articles correctly


The teacher should place the students into groups of 3-4. The students will receive a worksheet with a list of nouns with definite and indefinite articles. Students will be asked to determine what the difference in meaning between the two is. Students will then write down their

hypothesis to discuss with the rest of the class. After the class has agreed on the difference, students will be asked to read sentences and write down a classroom object that a student may need. Students will have to determine whether an indefinite or definite article should be used. They will also have to discuss why. There is no follow-up activity with respect to this lesson plan.


Students will be placed into groups of 3-4. The teacher will pass out a worksheet with a variety of nouns (using definite and indefinite articles). The students will discuss the difference in meaning between the two. After, the students will discuss their findings with the class. Once the class has agreed on the difference, the students will then be asked to read a series of sentences and write what classroom object will be needed to accomplish the task. The students will have to determine if the noun should be accompanied by a definite or indefinite article. Finally, the students will need to determine why one is used over the other.

Activity Instructions:

Students will be placed into groups of 3-4. Please read through the list of objects below and determine the difference between each set of objects. Write down what the group believes is the difference between the two sets.

La calculadora Una calculadora el examen un examen

El bolígrafo Un bolígrafo el alumno un alumno

El diccionario Un diccionario la profesora una profesora

What is the difference between each set? ____________________________________________

What is the difference in meaning? ________________________________________________

Activity Instructions:

Students will now read each sentence and write what classroom object is needed to complete the task.

1. La estudiante necesita estudiar las matemáticas. ________________________________

2. El alumno necesita mirar un video para su clase. _______________________________

3. Los estudiantes necesitan tomar apuntes. ______________________________________

4. Las chicas necesitan decir la hora (tell time). ___________________________________

5. Los chicos necesitan estudiar para un examen de computación. ____________________

For all of the above answers, did you use a definite or indefinite article? Why?

Lesson Plan #6: Estar and its use


Level: Level 1

Objectives:

1. Identify when to use the verb Estar (1 reason)

National Standards:



3. Standard 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied


5. Standard 4.2 - Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

Materials:

1. Mosaicos Textbook2. Song lyrics of “Estar Contigo” with blanks (given below)3. Pen/pencil4. Computer with internet (visit site: http://www.youtube.com/watch?

v=Mxpy1CyXr6Q&ob=av3e to watch video)

Evaluation:

This is an introductory exercise; therefore, no evaluation will be given.


Students will receive a copy of the lyrics of the song with blanks (as to where the verb Estar is stated). Students will listen to the song as well as watch the video (two times total). During this time, students are asked to fill in the blank with the words that they here. They will hear the song twice. After the students have had the opportunity to fill in the blanks, the teacher will put them into groups of 3-4. Students will compare their answers. At that time, the teacher will show a copy of the lyrics with all of the words. Students can then check their answers. Once the answers have been confirmed, students will be asked to make an educated guess as to what the main chorus means, Estar contigo. After educated guesses are made, students will discuss it as a class. At this point, students will be asked to give a reason as to why Estar is used here (the

http://www.youtube.com/watch?v=Mxpy1CyXr6Q&ob=av3e

http://www.youtube.com/watch?v=Mxpy1CyXr6Q&ob=av3e

students were introduced to the verb Ser briefly in the preliminary chapter; therefore, they should be able to develop a reason). After 5-10 minutes of group discussion, the class will present their reasons. The teacher will guide the students to the reason of location should they stray off course or their reasons are not on target.


Students will receive a sheet with the lyrics of a song, Estar contigo. Students will listen to the song and fill in the blank with the word or words they here. After, students will be placed into groups and compare answers. At that time, the class will discuss as a group the answers and come to an agreement. Students will then (as a group) have the opportunity to make educated guesses as to what Estar contigo means and why the verb Estar was used. Following group discussion, each group will present their findings to the class. The class as a whole will determine a proper reason as to why this verb was used.

Activity Directions: Please fill in the blanks with the appropriate word(s) you hear.

______ contigoes como tocar el cielo con las manoscomo el primer día en veranocomo en un cuento

_____ contigo

_____contigoes ver en tu….tus secretosdescubriendo tú el dolor que llevas dentro

lo dejo túpor un momento_____ contigo

yo siento que tu compañíaes el mejor regalo que me dé dio la vidala fuerza que me empuja a seguir adelantede todo lo que tengoes lo más importante

_____ contigoes como un sueñodel que no quiero despertarcierro los ojos y no estás

vivir contigo es mi deseoes todo lo que quiero hacer

y a tu lado puedo ser

_____ contigoes que cada día sea diferentesiempre hay alguien que consigue sorprendermees como un juego que me divierte

_____ contigo

siento que tu compañíaes el mejor regalo que me dio la vidala fuerza que me empuja a seguir adelantede todo lo que tengosolo es importante

_____ contigoes como un sueñodel que no quiero despertarcierro los ojos y no estás

vivir contigo es mi deseoes todo lo que quiero hacery a tu lado puedo ser

solo yo mismosolo yo mismasolo yo mismo

What word did you write in the blank?

What is the meaning of the phrase ______________ (given by teacher after the above is determined)?

Why is this verb used?

Lesson Plan #7: Estar and its forms


Level: Level 1

Objectives:

1. Identify the forms of the verb Estar (and review words of location and classroom objects vocabulary)

National Standards:




Materials:

1. Mosaicos Textbook2. Whiteboard3. Picture of the classroom4. Pen/pencil

Evaluation:

1. Students will be grouped together to do the first set of activities. 2. After the students have demonstrated a basic knowledge of verb forms, they will be asked

to do a similar activity on their own to turn in.3. Students will be given a grade of Emerging, Developing, or Proficient using the rubric

below.

Emerging Developing ProficientEstar and its forms Does not/Cannot

identify verb formsIdentifies verb forms (with minor errors)

Identifies all verb forms correctly


For this activity, students will be placed into groups of 3-4. The teacher will show the students of a traditional classroom. The teacher will ask the students some questions regarding where certain classroom objects are. Some questions will be true/false while some will require an answer. The teacher will help the students write sentences (using the whiteboard). The students will be able to use these examples later to create their own sentences.


The teacher will place the students in groups of 3-4. The teacher will show the students a picture and ask the students questions regarding the picture. The students will answer the questions and help the teacher write the complete sentence on the board. The students will use these examples as guides to answer questions on their own later. After this activity is completed, the students will do the same activity (using a similar picture with different questions) on their own.

Activity directions:

Please view the picture below:

The teacher will ask the following questions:

1. Clase, cierto o falso, ¿el reloj está cerca de la computadora? (falso)2. Cierto o falso, ¿los libros están debajo del escritorio?3. ¿Dónde está el calendario? (The teacher will help the students form an answer and write

it on the board – one example, el calendario está a la izquierda del reloj.)4. ¿Dónde están los libros? (example answer - Los libros están debajo del globo.)

The students are now able to see examples on the board regarding how to form sentences and the singular and plural 3rd person forms. Students will now be shown a different picture with similar questions and asked to respond accordingly. They will do this activity in groups.


Please use the picture and answer the questions that follow.

1. ¿Dónde está la pizarra? __________________________________________________

2. ¿Dónde está la profesora? _________________________________________________

3. ¿Dónde están los libros? __________________________________________________

4. ¿Dónde están los números? ________________________________________________

Now compare and contrast your answers with your classmates.


Students will be evaluated based on their knowledge of the verb estar and its 3rd person singular and plural forms. Please look at the picture and answer the questions accordingly.

Please choose the appropriate answer.

1. A. La planta está a la izquierda de la puerta.B. La planta estoy a la izquierda de la puerta.C. La planta están a la izquierda de la puerta.

2. Cierto Falso Los libros están debajo de los escritorios.

3. Cierto Falso El cesto está cerca de la profesora.

Please answer the questions accordingly.

4. ¿Dónde está la computadora? _______________________________________________

5. ¿Dónde están los estudiantes? _______________________________________________

The students will be evaluated using the following rubric:





Lesson Plan #: Estar and its forms and uses


Level: Level 1

Objectives:

1. Discuss the verb Estar and its uses2. Identify the forms of the verb Estar

National Standards:




4. Standard 5.1 - Students use the language both within and beyond the school setting

Materials:

1. Mosaicos Textbook2. Computer with camera (or a video camera)3. Pen/pencil (to create script)

Evaluation:

1. Students will be grouped together to do the activities. 2. Students will be given a grade of Emerging, Developing, or Proficient using the rubric

below.





Students will be placed into groups of 3-4. Students will be asked to create a 1-2 minute video regarding Estar, its forms and its uses. The video should contain all of the information that was covered in the previous two activities. The video will be graded on creativity, content, use of media and originality. Students may speak in English and Spanish. The purpose of the video is to use it as a tool or reference for teaching Estar. Students may create mini-plays, songs, raps, rhymes, etc to accomplish this task. Students will be given class time to work on this project; however, it will be due one week from the assigned date. The project is to be videotaped (using

a video recorder or computer with camera) and uploaded to YouTube. The class will review all of the videos on the stated due date.


Students will be placed into groups of 3-4 students. Students will create a 1-2 minute video regarding estar, its forms and uses. The video will be graded using the rubric below. Students will be given some class time to work on it; however, the majority of the work will be done outside of class. Students are encouraged to be creative and use a number of props to create the video. The video may be done in English and Spanish. The objective is to create a resource for students to help learn the material. Once the video has been created, it needs to be uploaded to YouTube by the stated due date. All videos will be viewed in class on that date. For information or instructions regarding uploading to YouTube, please contact your instructor.

Rubric has been obtained from the following site: http://www.google.com/imgres?q=presentation+rubrics&um=1&hl=en&sa=N&rls=com.microsoft:en-us:IE-SearchBox&biw=1280&bih=843&tbm=isch&tbnid=CIffJwmzihhVCM:&imgrefurl=http://niscomputers9.wordpress.com/2010/03/&docid=5jYhfEsw11taIM&imgurl=http://niscomputers8.files.wordpress.com/2010/03/rubric-present.png&w=1224&h=610&ei=aGahT8idM8r50gGxv-D9CA&zoom=1&iact=hc&vpx=844&vpy=488&dur=2058&hovh=158&hovw=318&tx=128&ty=81&sig=104255986230209661284&page=2&tbnh=100&tbnw=200&start=24&ndsp=30&ved=1t:429,r:4,s:24,i:136

http://www.google.com/imgres?q=presentation+rubrics&um=1&hl=en&sa=N&rls=com.microsoft:en-us:IE-SearchBox&biw=1280&bih=843&tbm=isch&tbnid=CIffJwmzihhVCM:&imgrefurl=http://niscomputers9.wordpress.com/2010/03/&docid=5jYhfEsw11taIM&imgurl=http://niscomputers8.files.wordpress.com/2010/03/rubric-present.png&w=1224&h=610&ei=aGahT8idM8r50gGxv-D9CA&zoom=1&iact=hc&vpx=844&vpy=488&dur=2058&hovh=158&hovw=318&tx=128&ty=81&sig=104255986230209661284&page=2&tbnh=100&tbnw=200&start=24&ndsp=30&ved=1t:429,r:4,s:24,i:136



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