This assignment was given by Mr. Buck in December 2011 at Triton Central. The task was to prepare a traditional Spanish dish and create a video explaining how to prepare it. Hayden Duncan and his team developed a script, collected the necessary items, prepared the dish, and edited the video. In this particular assignment Hayden Duncan received a 100% meeting ALL of the criteria on the rubric. This showed Hayden Duncan that it is possible to get a perfect grade all you have to do is make the rubric king. To this day Hayden Duncan knows how to prepare a native Spanish dish and knows some basic Spanish etiquette. Knowing basic culinary skills is essential for life beyond living with your parents, With this project I gained some necessary life skills.
STANDARDS
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures
11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 8: Communities
11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures
11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 8: Communities
11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.
This assignment was given by Mr. Buck in October 2011 at Triton Central. The task was to create a Spanish book for children based on a historical Spanish event. Hayden Duncan and his team developed a script, drew and photoshopped illustrations, recorded narration and edited the video. In this particular assignment Hayden Duncan received a decent grade minus having a flawed translation of the story. This taught Hayden Duncan that it is important to never copy and paste into a translator at the last minute. To this day Hayden Duncan knows the story and persons involved in the Alamo. Knowing Spanish history is very important, By doing this project I now know what the Alamo really was.
STANDARDS
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
This assignment was given by Mr. Buck in August 2011 at Triton Central. The task was to suggest a supplemental program for Rosetta Stone. Hayden Duncan and his team developed a script, recorded narrations and edited the video. In this particular assignment Hayden Duncan received a good grade coming back from summer break. This taught Hayden Duncan that Mr. Buck will give higher grades to videos during the first project because he forgot what they looked like. To this day Hayden Duncan knows Blooms Taxonomy and how it applies to Spanish class. Knowing Blooms Taxonomy is important while in school because you are always trying to achieve synthesis and evaluation when working.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
This assignment was given by Mr. Buck in may of 2011 at Triton Central. The video was for the TCHS Spanish Street Fair where my topic was Spanish Film. Hayden Duncan and his team developed researched famous Spanish Film and decided on Pans Labyrinth. After watching Hayden Duncan and Co. a script, recorded greenscreen footage and edited the video. In this particular assignment Hayden Duncan received a good grade but failed to go deeper into the subject. This taught Hayden Duncan that without the higher tiers of Bloom's Taxonomy you are destine to fail. To this day Hayden Duncan knows that going deeper into an idea is very important.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
This is the end of the year project in 2012 that made it into the Student Fair. This is probably one of Hayden Duncan's favorite projects he has ever done in any class because he learned so much from it and it actually changed his personal political views. Hayden Duncan chose the topic of Drug Cartels and how they operate in Mexico. This wasn't anything new in terms of project ideas, but the stance he took on it was. Not very many people would see a problem like what is happening in Mexico and think "Hey lets legalize meth in the United States". Mr. asked for controversial so Hayden Duncan him controversy.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
This assignment was given by Mr. Buck in January of 2012 at Triton Central. The task was to create a weather forecast and create a video to present it. Hayden Duncan and his team developed a script, collected the necessary items, filmed the forecast, and edited the video. In this particular assignment Hayden Duncan received a high grade and had his project displayed before the rest of the class. This showed Hayden Duncan that creating a project that is pleasing to the eye always helps and never hurts your grade. To this day Hayden Duncan knows some basic weather related Spanish vocab. Knowing basic everyday vocabulary is essential for life in a Spanish speaking country. With this project I gained some necessary life skills.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
This assignment was given by Mr. Buck in January of 2012 at Triton Central. The task was to create a weather forecast and create a video to present it. Hayden Duncan and his team developed a script, collected the necessary items, filmed the forecast, and edited the video. In this particular assignment Hayden Duncan received a high grade and had his project displayed before the rest of the class. This showed Hayden Duncan that creating a project that is pleasing to the eye always helps and never hurts your grade. To this day Hayden Duncan knows some basic weather related Spanish vocab. Knowing basic everyday vocabulary is essential for life in a Spanish speaking country. With this project I gained some necessary life skills.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
This assignment was given by Mr. Buck in 2010 at Triton Central. The task was to create an overview of a Spanish children's book. Hayden Duncan and his team collected information, gathered photos and edited the video. In this particular assignment Hayden Duncan and his group received a proficient grade, covering all necessary items in the rubric.. This project helped Hayden with his video editing skills and gave Hayden some background on what Spanish children's books are like.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
The Don Quijote project was assigned in April of 2013. Hayden Duncan and group first had to read a section or two from the book, then decide on how they wanted to "tilt the windmill." This project ranks toward the top along with the litmis Music Video on the list of craziest projects Hayden's ever done. Unlike buying a goat for the litmis project Hayden Duncan and his group rented a Super 8 motel room to film in. Turns out we were the weirdest people there. Hayden learned that if you don't pissing off your mom trying to get an A then you aren't trying hard enough.
Standards
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
This project was assigned in October of 2012. The purpose was to demonstrate knowledge of the differences between Castillian and Spanish and make a choice as to which should be taught at Triton. The class divided into 3 and created several projects included in an exhibit after school. The format the third years chose was a tri-fold, while many other groups had websites on display. Entering this project Hayden had no idea what Castillian was. Know he realizes it is an early, slightly different, less in use version of Spanish.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
The Spanish Shop project was assigned in March of 2013. Hayden and group conceived what our shop would look like and executed a promo video, an interactive menu and a 3-D rendering. What Hayden learned from this is that usually projects assigned by Mr. Buck start out confusing and impossible and then slowly turn into something you're proud of.
Standard
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
The Apocalypto project that took place in April of 2013 was one of the larger projects of the year where the class was split into 3 newspaper production companies. The class had to choose a Mexican civilization that has meet their demise and create a full paper that would have been released during their last days. Hayden Duncan and team chose the Mayans. Hayden learned that sometimes when working in a group you gotta crack the whip and not feel regret.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 6: Comparisons II
11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.
11.6.2 Use digital media and culturally authentic resources to study target cultures.
Standard 8: Community
11.8.2 Investigate and share with others the influences of the target language and cultures on the community.
This Monument project was assigned toward the end of 2011-2012 school year. This project was very hands on and visual. Hayden had to make a Mount Rushmore for a Spanish speaking country. First Hayden and group chose their influential people then sculpted their faces and then created a backdrop of a famous Spanish landmark for the heads to go. Hayden actually created a flowing waterfall and river for this project, and experience that he found very rewarding and frustrating. To this day Hayden knows a little bit about Octovio Paz and the beautiful Sumidero Canyon.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures 11.4.1 Investigate and report on cultural practices of the target cultures.
11.4.2 Describe products, perspectives, and symbols of the target cultures.
11.4.3 Describe factors that influence practices, products, and perspectives.
11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.
11.4.5 Discuss significant events unique to the target cultures.
11.4.6 Describe contributions from other cultures.
11.4.7 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Words cannot express how much Hayden Duncan hates this project. This project was assigned in November of 2012 by Mr. Buck. The goal was to make a tool that people could use to learn how to conjugate Spanish verbs. The rubric called for a use of melody and vocals and unfortunately the only person that could sing in our group, Megan Shea, forgot to stay after school, leaving me to sing. The most obvious thing I re-learned was that I cannot sing. I also learned a little about how to conjugate the verb luchar. Hayden Duncan also leaned that Jarrett Leland is proficient with Source Filmmaker, a 3D animation software.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 8: Communities
11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
Standard 8: Communities
11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.
The Dia De los Muertos project was an exclusive project during November of 2013 for only selected 3rd year students. Hayden's Job during this Project was to create a video detailing the customs of day of the dead. Hayden learned that this was a recruiting opprotunity for Franklin College and that Ping Pong is fun.
STANDARDS
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
In this project assigned in April of 2013. The task was to find a Famous Hispanic and create a facebook (or equivalent) page for them. Hayden Duncan decided to base the project around his favorite comedian Louis C.K.. Hayden gathered information, pictures, interviews and then create a website layout on Photoshop then finally added and organized the information. Hayden Duncan learned that Louis C.K. is one of the most interesting people in stand up comedy. Hayden also learned some useful Spanish texting vocab.
Standards
Standard 1: Communication
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.
11.1.2 Exchange detailed information and opinions orally.
11.1.3 Exchange detailed information and opinions in written form.
Standard 3: Communication
11.3.2 Present prepared material and student-created material on a variety of topics.
11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation
Standard 4: Cultures
11.4.6 Discuss significant events unique to the target cultures.
11.4.7 Describe contributions from other cultures.
11.4.8 Investigate elements that shape cultural identity in the target cultures.
Standard 5: Comparisons
11.5.1 Investigate and report on objects and concepts from other content areas.
11.5.2 Integrate content area concepts and skills through relevant activities.