I opted to find an authentic text--an infograph--about free-time activities to tie in with their Genius Hour interests and with our work with me, te, and le gusta at least. And this time we've spent enough time applying that vocabulary that I won't need to mess with additional prompting and HINTING in the assignments themselves so much.
Interpretive ReadingI found an awesome infograph from AztecaNoticias and jazzed up my template a little:
Basically I made sure I have a spot for them to put the original Spanish (which since it's a graphic, they'll actually have to type out instead of copy and paste. Alas.) AND their English interpretation. They can copy as much or as little as they need, but I'll emphasize for my heritage speakers who lobbied for Spanish II credit to zero in on the few sentences there are and include as much detail and analysis as possible.
This interpersonal task is perfectly in line with Novice Mid ACTFL can-dos like "I can communicate some basic information about my everyday life," to say nothing of those about making statements or asking and answering questions.
Find a partner and RECORD A 1-3 MINUTE DISCUSSION IN SPANISH comparing and contrasting the activities you and your partner like with the activities that are popular with young people in Mexico. Upload the video here.
IT IS IMPORTANT THAT BOTH PARTNERS ATTEMPT TO *ASK* QUESTIONS TO GET BEYOND NOVICE LOW.
I considered glossing over the audience for this one, but decided there might be more potential for demonstrating depth and variety in their language, especially for those heritage speakers.
Write a list (Novice Low/Mid) or a paragraph (Novice Mid/High) in Spanish for parents who want to know about good activities for teens (jóvenes). Compare your interests to the interests of a typical Mexican teen. What are good ideas and bad ideas for activities for teens?