Students will investigate a Spanish-speaking country or community and transform synthesized cultural research into an original illustrated Spanish-language storybook for Spanish 1 and 2 readers. They will use the imperfect to establish context and the preterite to advance events while strengthening narrative writing, vocabulary, digital literacy, collaboration, and presentation skills. Launched through a cultural field trip, the project will include peer, teacher, family, and audience feedback to guide revision, grammar accuracy, cultural authenticity, and self-assessment. During a Hispanic Heritage Month story reading and cultural expo, students will share their books with younger students, families, and the school community to address, “How can we help our community understand and appreciate the diversity of the Spanish-speaking world?”

Students will research and synthesize multiple credible sources to portray a Spanish-speaking country or community accurately and respectfully. They will write an engaging Spanish narrative that uses the imperfect for background, description, and habitual actions and the preterite for completed, plot-advancing events. Students will strengthen storytelling, vocabulary, reading comprehension, digital design, and presentation skills by creating an illustrated storybook for Spanish 1 and Spanish 2 readers. Through collaboration, critique, revision, and reflection, they will improve cultural awareness, communication, creativity, confidence, problem-solving, and independent learning.

Students will create a focused research portfolio synthesizing multiple credible Spanish- and English-language sources about a selected Spanish-speaking country or community. Teams will develop a storyboard, vocabulary plan, Spanish narrative drafts, cultural-accuracy review, peer and teacher feedback records, grammar checks, and revision log. The culminating product will be an original illustrated Spanish-language storybook that uses the imperfect purposefully for background and description and the preterite for completed, plot-moving events. Students will also produce a digital or live read-aloud presentation for Spanish 1–2 students, families, and the school community, followed by audience feedback, self-assessment, and a final reflection on language growth, cultural awareness, collaboration, creativity, confidence, and problem-solving.

Launch with a field trip to a local Latino cultural center, museum, library collection, or community heritage event where students encounter stories, art, and perspectives from multiple Spanish-speaking communities. Students document authentic cultural details, interview willing community members or family partners using prepared Spanish questions, and analyze bilingual children’s books for storytelling and representation. Back in class, they identify stereotypes, omissions, and effective uses of preterite and imperfect in sample narratives. Conclude by introducing the driving question and challenging teams to propose a culturally accurate storybook concept for Spanish 1 or Spanish 2 readers.

Host a Hispanic Heritage Month cultural expo where students present their illustrated storybooks to Spanish 1 and Spanish 2 classes, families, and the broader school community. Each team conducts an expressive Spanish story reading, displays research on the featured country or community, and explains how its preterite and imperfect choices support the narrative. Digital or printed books, illustrations, and optional audio recordings form a class showcase that remains available after the event. Audience members provide feedback on cultural learning, clarity, engagement, and appreciation of the Spanish-speaking world.