S3+Beane+Amity

= = toc =Neruda Poetry Unit=

Facet 1

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**WHERE**) Students will understand that Neruda's odes are well-known and loved through-out the Spanish-speaking world. What questions will assist students in acquiring the knowledge of Neruda's life and work?

(**WHY**) This facet will show that Neruda is a worthy literary figure who has expressed universal truths through odes.

(**WHAT**) Students will be able to demonstrate use of oral and/or written forms of the target language with family, friends or peers.


 * (HOOK)** Students will be using only Spanish as they are introduced to this unit.

(**EQUIP**) Students will know the life of Neruda to understand the influence of his work.

(**EXPLORE**) Individually, students will answer dictated questions using research about the life of Neruda.


 * (EXPERIENCE)** Students will cite sources and produce a biography of Neruda.


 * (RETHINK)** What do we know about Neruda? Share orally the answers to the dictated questions.


 * (REFINE)** Talk about the correct way to say things and write things in Spanish.


 * (REVISE**) Ask students to revise their answers to reflect what they have learned.

(**EVALUATE**) Students will post the second draft to the wiki.


 * (TAILOR)**
 * **Visual:** There must be an image of Neruda on the page, cited in MLA format. There must be a table of contents.
 * **Aural:** Students will listen to each others' answers and the teacher model.
 * **Verbal:** Students will read their answers to the Neruda biography questions aloud.
 * **Physical:** Students will form groups using the four corners strategy.
 * **Logical:** Ask students to properly set up the wiki using design strategy.
 * **Social:** Students will peer edit each other's work.
 * **Solitary**: Students will create wiki pages on their own.


 * (ORGANIZE)**Students will be able to write in correct Spanish about a major literary figure.
 * Product: Page on student wiki.
 * Time frame: Two weeks. ||

Facet 2

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will learn how to read and analyze a poem. What language is used in analysis of literary work?


 * (WHY)** Students will translate Neruda's Oda a los calcetines and analyze it's significance.


 * (WHAT)** Students will compare a variety of grammatical structures and syntax between languages.


 * (HOOK)** Translating is a little like unwrapping a gift. What layers of meaning are uncovered with the thoughtful translation of each word?


 * (EQUIP)** Students will be able to add the human element to translating as they make meaning of the ode.


 * (EXPLORE)** Students will create a table on the wiki page with both versions of the poem.


 * (EXPERIENCE)** Students will compare their translations with a professional translation.


 * (RETHINK)** Students will analyze their translation.


 * (REFINE)** Students will share with each other their answers.


 * (REHEARSE)** Students will recite the poem and build a slideshow movie of the poem in their translating groups.


 * (REVISE)** Students will receive feedback on their analyses and have the chance to re-write their answers.


 * (EVALUATE)** Students will view each other's movies on the ode and provide feedback for the next stage.


 * (TAILOR)**
 * Visual: Students will create film that shows the imagery of the ode.
 * Aural: Students will listen to the film in editing to make sure it sounds "right".
 * Verbal: Students will have spoken lines in the movie.
 * Physical: Students will physically share their films on a projector to an audience.
 * Logical: Students will edit and sequence footage, narration and subtitles to make a complete movie.
 * Social: Students will work as a team to make a movie.
 * Solitary: Students will reflect on the process working together using a survey.


 * (ORGANIZE)** Students will be able to create a movie that shares the poem visually and orally.
 * Product: Finished movie uploaded host and embedded on wiki page.
 * Time frame: Three weeks. ||

Facet 3

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**WHERE**) Students will understand how to translate literary analysis.

(**WHY**) This facet will show how to analyze a poem in Spanish.

(**WHAT**) Students will be able to translate a literary analysis question.


 * (HOOK)** Students will each translate a section and create a Keynote with the questions for future reference.

(**EQUIP**) Students will understand what each analysis question means.

(**EXPLORE**) Individually, students will answer dictated questions using research about the life of Neruda.


 * (EXPERIENCE)** Students will use the translated analysis questions for the second ode, Oda al tomate.


 * (RETHINK)** What do we know about Spanish? How can we re-write and translate the questions effectively?


 * (REFINE)** Talk about the correct way to say things and write things in Spanish.


 * (REVISE**) Ask students to revise their work to reflect what they have learned.

(**EVALUATE**) Students will post the questions to the wiki.


 * (TAILOR)**
 * **Visual:** The questions must be posted on a wiki table.
 * **Aural:** Students will listen to each others' answers and the teacher model.
 * **Verbal:** Students will read their answers to the analysis questions aloud.
 * **Physical:** Students will write their answers on a card for drafting.
 * **Logical:** Students will properly set up the wiki table using numeracy.
 * **Social:** Students will peer edit each other's work.
 * **Solitary**: Students will create the tables on their own.


 * (ORGANIZE)**Students will be able to write analysis questions in the target language.
 * Product: Table on student wiki.
 * Time frame: One week. ||

Facet 4

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will learn poetic expression and interpret cultural ideas through physical and creative expression.


 * (WHY)** Students will make a digital artifact (movie) to relate the poem.


 * (WHAT)** **Cultures: Students demonstrate an understanding of a culture in which the target language is spoken.**


 * (HOOK)** This is your chance to be creative, and work as a team to make your own movie demonstrating the cultural knowledge you have of Chile, Neruda, and the translated ode!


 * (EQUIP)** Students will be able to relate language and culture in a movie. They will see student samples.


 * (EXPLORE)** Students will reference their scripts and storyboards in order to make a movie.


 * (EXPERIENCE)** Students will spend time shooting their movie in teams.


 * (RETHINK)** After first attempts at shooting and editing, teams will report out as to what is working and what is not.


 * (REFINE)** Based on class discussion, students will try new ideas/angles to solve creative problems with their movie. Rough drafts should be uploaded to the rough draft page on the class wiki.


 * (REHEARSE)** Students will show a rough draft of their movie on the "screening" day and receive feedback using the discussion tab on the "rough draft" wiki pages. The format will be to note two things that work well and two things that can be improved. //Specific attention will be given to appropriately relating the activity without stereotypes and a class discussion will occur as to what this means.//


 * (REVISE)** Students will do a final edit their movie making sure all the pieces are in place after reading the feedback. They will upload and embed the movie to the wiki page.


 * (EVALUATE)** Students will show finished movie and reflect on the process.


 * (TAILOR)**
 * Visual: Students will create film a movie on their translated ode.
 * Aural: Students will listen to the film in editing to make sure it sounds "right".
 * Verbal: Students will have spoken lines in the movie.
 * Physical: Students will physically demonstrate their ode.
 * Logical: Students will edit and sequence footage, narration and subtitles to make a complete movie.
 * Social: Students will work as a team to make a movie.
 * Solitary: Students will reflect on the process of film-making in a survey.


 * (ORGANIZE)** Students will be able to create a movie rich with poetic imagery to relate an ode of Neruda.
 * Product: Finished movie uploaded host and embedded on wiki page.
 * Time frame: Three weeks. ||

Facet 5

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that pronunciation in Spanish is essential to relating image-rich text. How can students effectively relate the ode?


 * (WHY)** This facet is designed for increased fluency in the target language.


 * (WHAT)** **Students communicate in the target language.**


 * (HOOK)**Allow students to use Garageband to record a version of the ode.


 * (EQUIP)** Students will be able to pronounce words with fluency.


 * (EXPLORE)** Students will use the different takes to add to their movie on the ode.


 * (EXPERIENCE)** Students will have to record a final take for the movie if they do not like their Garageband take.


 * (RETHINK)** After editing the movie, students will decide what take to use.


 * (REFINE)** Students will edit the movie with the appropriate soundtrack.


 * (REHEARSE)** Students will do as many takes as necessary for the quality of the movie.


 * (REVISE)** Students will edit the movie to make it better than the samples shown on Youtube.


 * (EVALUATE)** Students will compare the final version to see if it is better than the sample.


 * (TAILOR)**
 * Visual: Students will read the ode.
 * Aural: Students will record the ode.
 * Verbal: Students will present the ode for the editing of the movie.
 * Physical: Students will have to arrange themselves physically in the room while recording to achieve maximum sound.
 * Logical: Students will need to make a plan of sequencing their presentations of the Spanish ode.
 * Social: Students will work together to edit a soundtrack.
 * Solitary**:** Students will reflect on the experience by comparing the final version with the samples.


 * (ORGANIZE)** Students will demonstrate fluency by reading the ode in Spanish.
 * Product: A .mp3 file or a live take for the movie.
 * Timeframe: One week. ||

Facet 6

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that poems can be analyzed in the target language. How does a student analyze a poem in the target language?


 * (WHY)** This facet is designed for increased fluency in expressing ideas in the target language.


 * (WHAT)** **Students communicate in the target language.**


 * (HOOK)** Allow students to interview each other on Photobooth.


 * (EQUIP)** Students will be able to pronounce words with fluency and analyze the poem in the target language.


 * (EXPLORE)** Students will use group discussion to analyze the poem collaboratively.


 * (EXPERIENCE)** Students will have to navigate the experience in the target language.


 * (RETHINK)** After making the movie, students will need to use all they have learned to analyze the ode in the target language.


 * (REFINE)** Students will interview each other using Photobooth doing mupltiple takes.


 * (REHEARSE)** Students will do as many takes as necessary for the quality of the movie.


 * (REVISE)** Students will edit the movie to make it better.


 * (EVALUATE)** Students will compare the final version to see if it is better than the original take


 * (TAILOR)**
 * Visual: Students will write the answers on poster board on the walls.
 * Aural: Students will say the questions and answers a loud.
 * Verbal: Students will present the analysis in an interview format.
 * Physical: Students will have to arrange themselves physically for the best use of Photobooth.
 * Logical: Students will need to make a plan of sequencing their analysis.
 * Social: Students will work together to interview each other.
 * Solitary**:** Students will reflect on the experience by comparing the final version with the samples.


 * (ORGANIZE)** Students will demonstrate fluency by reading the ode in Spanish.
 * Product: A Photobooth file.
 * Timeframe: Two weeks. ||