Learning Activity

The Pulsera Project

Subject Area

World Languages

Grade(s)

7, 8, 9, 10, 11, 12

Overview

This lesson will connect students with actual artists from Nicaragua while introducing the topic of fair-trade, non-profit organizations as well as opening up the classroom for a discussion on the culture of Central America. It is best to partner this lesson with your school’s Pulsera Project sale, but all resources are available whether or not the sale occurs at your school. You can start the completely free service-learning project by visiting: http://www.pulseraproject.org/getinvolved. The lesson is best for a block schedule or consider providing extended time depending on class make-up/target language reading level of students.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.

World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.2

Interpret what is heard, read, or viewed on familiar topics using the past tense.

Unpacked Content

UP:WL17.WL.L2.2

Knowledge

Students know: how to:
  • interpret audio and visual documents in the target language
  • identify key information and details from the target language materials
  • explain how the target language is connected to other content areas through geography, history, etc.
  • recognize basic products of the target language culture.

Skills

Novice High Level
Students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Intermediate Low Level
Students are able to:
  • identify patterns in the contruction of past tense verbs and how this impacts meaning of texts.
  • how to recognize and use descriptors in basic conversations
  • restate key information.
  • use cognates to assist in comprehension of target language materials.

Understanding

Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Intermediate Low Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.3

Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

Unpacked Content

UP:WL17.WL.L2.3

Knowledge

Students know:
  • how to describe their needs for school or work.
  • how to express thoughts on topics of interest or current events.
  • how to retell or present a short skit, poem, or song.
  • how to describe common activities.

Skills

Novice High Level
Students are able to:
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • sing songs in the target language.
Intermediate Low Level
Students are able to:
  • create command forms of verbs to give directions.
  • identify patterns in past tense verb formations.
  • form simple sentences using common idomatic expressions and/or vocabulary focusing on proper word order.
  • recite short songs, skits, or readings from memory.

Understanding

Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.5

Identify perspectives through products of the target cultures.

Unpacked Content

UP:WL17.WL.L2.5

Knowledge

Students know:
  • a tangible or intangible product is influenced by the target language life and culture.
  • the perspective of a the target language culture is interconnected with the products of the culture.

Skills

Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Intermediate Low Level
Students are able to:
  • utilize common target language cultural vocabulary to discuss paintings, songs, foods, etc.
  • investigate and explain the relationship bewtween cultural products and perspectives.
  • investigate and explain the realtion between cultural practices and perspectives.

Understanding

Students understand that:
  • similarities and differences in the products of another culture often stem from the perspective of that culture.
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.7

Describe information related to diverse perspectives in the target culture.

Unpacked Content

UP:WL17.WL.L2.7

Knowledge

Students know:
  • how to ask simple questions about and describe audio and visual texts.
  • how to find and describe the main idea, theme, and topic of a text.
  • that a person's culture, background, and previous experiences affect the way they view and interpret information.
  • that media sources from the target language culture may show issues from a diverse perspective or mindset.

Skills

Novice High Level
Students are able to:
  • access and evaluate information available through the target language and its culture.
  • identify personal perspectives on various topics related to school.
  • investigate other disciplines using the target language language.
Intermediate Low Level
Students are able to:
  • describe photos, artwork, images, charts, and videos.
  • ask simple questions about photos, artwork, images, charts, and videos.
  • identify the main idea and topic of online articles, videos, advertisements, announcements, and social media posts.
  • recognize target language perspectives on basic cultural topics such as families, holidays, food.

Understanding

Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • world language learning offers opportunities to uncover big ideas in and about other disciplines.
  • strategies used to acquire a language are transferable to other areas of learning throughout life.
  • a second language facilitates the acquisition of information about the world outside our experiences.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

Students can:

  • use context cues to locate details and identifying meaning from an interview.

  • restate information using simple sentences about activities.

  •  make observations on the products/practices of the Central American culture.

  • interact with Nicaraguan artists through the products of the culture.

Activity Details

Pre-Activity:

  • Students will view a projected list of target language words on the board that represent the Pulsera Project (select words that your students most likely don’t know), then students will look up using a dictionary or http://www.wordreference.com.

    • Ex. words in Spanish can include: Tejer, Pulsera, Diseñar, Fuerte, Apoyar, Apoyo, Beca, Deuda, Juguetón(a), Sobrevivir

  • After looking up the meaning of the words, students will be challenged to come up with a sentence using as many of the words as possible. Depending on your students’ ability level this can be in English or the target language. The teacher may ask for a few examples from students or request students to write answers on the board.  

Activity:

  • During the video, if the Pulsera Project was brought to your school pass out one bracelet to each student (or allow students to select a bracelet they like) to partner them to one specific Nicaraguan artisan. This will serve as their connection to their Nicaraguan artist. If you do not bring the Pulsera Project to your school, either print the artist profile book linked in the advanced preparation section or allow students to access the link to select a bracelet/artist from the pictures in the book.

  • Students will work individually or in partners to create a poster/flyer representing their artist (this also serves as a great flyer to promote your sale around the school). Students will use context clues from an authentic website/materials to respond in simple sentences to teacher created questions related to their artist that can be found in their interview (website link with artist interviews: bit.ly/pulseraartistprofiles).  Make sure to include a few questions directly related to the product from their artist (the bracelet).

    • Examples in Spanish can include: ¿Quién es/era la persona más importante?, ¿Qué ha recibido el artista del Proyecto Pulsera?, etc.

Post-Activity:

After enough time has been given to read the interview and create a poster/flyer, students will go to http://www.vocaroo.com and record a short recording to present basic information about their artist and activities. Vocaroo allows students to create a QR code which can be printed and added to the flier to allow others to scan and learn about that student’s artist allowing them to share their knowledge with students around the school!

Assessment Strategies

Assessment Strategies

  • Students’ ability to use context cues to locate details will be assessed summatively through the accuracy of details in the completed poster/flyer.

  • Students’ ability to create simple sentences will be assessed summatively through the accuracy of sentence formation in the completed poster/flyer and spoken recording.

  • Students’ ability to make observations on the cultural products will be assessed summatively through the details included in the poster/flyer.

  • Students’ ability to interact with the Nicaraguan culture will be assessed informally through conversation with the student as the teacher cycles the room.

Variation Tips

This lesson can be adapted to fit any level of Spanish. Consider the types of questions that are asked on the poster/flier and what questions best represent the vocabulary and grammatical structures you are learning about in your class.

After showing the “What is the Pulsera Project” video, consider discussing terms from the video (focusing on fair trade, non-profit, donating v. trading - Pulsera Project is not a “charity” - etc.)

If you choose to bring the Pulsera Project to your school, consider taking time to pass around different types of bracelets and discuss the types of materials and/or using this as an opportunity to compare and contrast to one’s own culture (ex. paper bracelets, nut/seed bracelets, cord, string, yarn, etc.)

Background and Preparation

Background / Preparation

If participating in the Pulsera Project at your school, prior to this lesson, sort the bracelets you received to ensure you are using bracelets from artists who do have an interview on file with the Pulsera Project. New artists and interviews are being added, so check back often to see if a specific artist was added.

Additional Websites:

Digital Tools / Resources

Pulsera Project Website
http://www.pulseraproject.org

Approved Date

Owner (Author)

hjoseph
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