Students will launch the project through a mosaic poetry reading, learn the core Spanish identity structures and community vocabulary they will need next, and begin using feedback routines and audio recording habits that will support later interviews, writing, and design work.

Students will build empathy for beginner Spanish speakers by practicing simple interview language, gathering evidence from classmates and community-connected adults, and organizing what they learn about identity, emotions, and communication needs into an empathy artifact that will guide later design choices.

Students will turn interview and observation notes into an evidence-based design brief, write a clear How Might We statement, generate multiple concept directions for identity-sharing artifacts tied to school and neighborhood, and choose one direction using peer feedback and user evidence before moving into prototyping.

Students will build and test low-fidelity versions of their identity cards, neighborhood map sections, and short presentation lines, using peer and user feedback to complete two visible revision cycles before a stakeholder-facing prototype share.

Students will present their final Spanish identity cards and neighborhood maps to community guests, use feedback from real listeners to strengthen their communication, and document growth through a final audio reflection and showcase performance.