Learning Goals
Students will be able to identify the librarian, gardener, custodian, and police officer and describe in beginning Spanish what they do, where they work, and how they help the school community.
Students will be able to investigate the classroom, library, garden, and playground through supported interviews, active listening, observation, drawing, and simple labels to understand the needs of new students.
Students will be able to communicate information about school people and places using drawings, labels, short Spanish phrases, or recordings to make ideas understandable to beginning Spanish speakers and new students.
Students will be able to represent school life through drawings, diagrams, sculptures, props, music, and guided drama by explaining how artistic choices portray helpers, places, actions, and everyday objects.
Students will be able to refine a school-guide prototype by comparing observations, listening to peer and community-partner feedback, and making at least one change that better supports new students.
Students will be able to collaborate respectfully in designing and presenting a welcoming school guide by sharing decisions, fulfilling roles, and naming an action that helps everyone belong.
Products
School Helper Research Card and Welcome-Guide Prototype Page
Each student uses firsthand observations to create a page about one school helper and place, combining a drawing, labels, a brief Spanish response or recording, and an artistic representation; after peer or partner feedback, the student revises one feature to better help a new student.
Bienvenidos a Nuestra Escuela Map, Book, and Living-Museum Guide
Teams synthesize individual research into a labeled class map and welcome book, then present museum-style stations with Spanish phrases, artwork, props, drama, or selected music for families, staff, and new students while explaining how feedback improved the guide.
No rubric has been generated yet.