Final project for COETAIL Course 1

1. A Tour of AISC
COETAIL Course 1 Final Project
Description of the Unit:
This unit is designed for grade 8 MS students enrolled in Spanish (intermediate level). Students have
already learned the verbs ser, estar and haber; in this unit, they will focus on the difference in usage of
these verbs. They will also learn prepositions of location and vocabulary related to the school facilities.
Students will participate in a series of learning activities that will prepare them to describe places in
detail (location, appearance, function). For the unit assessment each student will be assigned an area
of the school and will film a tour of that area using JumpCam . JumCamp is an application that allows
collaboration in the creation of a video, either in real time or when the authors have a chance to
contribute their clips. For assessment purposes, all students will be simultaneously filming and
uploading their videos to the “Tour of AISC”.
Standards Met:
NETS-S Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
d. Contribute to project teams to produce original works or solve problems
AERO Standards:
Presentational mode
1.3 Students will present information, concepts, and ideas to listeners and/or readers on a variety of
topics in the language studied.
1.3.b.Deliver short oral messages or written reports and exchange information with another language
class, either locally or at a distance.
1.3.e. Produce and present audio- or video-recorded announcements, posters, advertisements, skits and
short plays.
Connections
3.1 Students will use the foreign language to reinforce and further their knowledge of other disciplines.
3.1.b. Use the target language to present written and oral reports on topics studied in other

2. disciplines, and vice versa.
4.1 Students use the language both within and beyond the school setting.
4.1. a. Use the target language orally or in writing with family, friends, peers, or pen pals.
4.1.b. Participate in school or community events related to the target language or cultures (parent
nights, in house festivals, field trips and school exchanges).
Essential Questions:
❏ How do people decide what educational
services they are willing to pay for?
❏ What do people value when choosing a
school?
❏ Why is it important to collaborate to create
a common project?
❏ Does technology hinders or facilitates
collaboration?
Enduring Understandings:
❏ People make educated choices when using
educational services (or any other services)
❏ The facilities offered by a given service
provider affects their potential customer
decisions
❏ Collaboration is essential in all aspects of
our life.
❏ Technology, when used properly, can
enhance and foster collaboration
Six Facets of Understanding:
GRASPS Task:
Explain: Students will be able to identify and
explain the difference in usage of the verbs estar,
ser, haber, and the different place prepositions
presented in this unit.
Goal: Describe AISC’s campus in detail, how it
looks like, the facilities available and how to
navigate them.
Role: Grade 8 students eager to lend their Spanish
Interpret: In preparation for this activity students language and technology expertise to promote
will discuss what information they wanted to
their school.
know before they enrolled at AISC.
Audience: Head of school, principals, and current
and potential Spanish speaking parents and
Apply: Each student will create a series of short
video clips showing and describing the schools
students.
facilities using the verbs haber, ser, estar and place
Situation: The school needs to produce a video
prepositions.
tour of the school facilities for current and
Have Perspective: Students will assess their final prospective Spanish-speaking parents and
project assuming the role of a prospective student. students. Spanish students are invited to create
this video tour due to their expertise in the
Empathize: They would also ponder how a video
language and with technology; as well as to
tour of the school would have facilitated their first
indirectly promote the skills students acquire at
days as new students at AISC.
AISC.
Have self-knowledge: Students will reflect on
their final project: what they did well and what
they could have done better.
Product: A video tour of AISC’s facilities narrated
in Spanish.
Standards and criteria for success: The final
product its appealing, and through the narration
and videoclips gives prospective students a clear

3. picture of the AISC campus, and its facilities.
Grammar, vocabulary and pronunciation does not
interfere with the message, and students narrated
the tour without using any reference materials
(dictionaries, vocabulary list, scripts), and within
the time assigned for this task (15 minutes).
Assessment Rubric:
Quality of video
Language Usage
Excellent, the video
matches the
narration
Excellent fluency
Excellent pronunciation
Control of ser, estar,
haber, adjectives and
place prepositions.
Only 1- 2 mistakes
Fully completes the task (all E-5
locations, with detailed
description )
Very good
Very good fluency
Very good pronunciation
3- 4 mistakes
Appropriately completes
the task (all locations, and
some description details)
MB-4
Good
Good fluency
Good pronunciation
5-6 mistakes
Completes the task
(location of all places, but
no description included)
B-3
Fair
Fair fluency
Labored pronunciation
7-8 mistakes
Partially completes the task
(location information is
incomplete).
S-2
Poor
Poor pronunciation and
fluency impedes
comprehension
More than 9 mistakes
Does not complete the task
NM-1
E= Excellent
MB=Very Good
Language accuracy
B=Good
Task completion/development
S=Sufficient
NM=Needs Improvement
Score