A day in the Life of a 6 th Grader: a Bilingual Story Book



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Academic Challenge


Jacinto Bowks

!Hola! Sixth Graders here’s your new ACADEMIC CHALLENGE
entitled “A Day in the Life of a 6th Grader: a Bilingual Story Book”

Abstract: Students prepare illustrated bilingual story books about activities or events in their own environment and share with an audience such as students in elementary grades.
Essential Question: How is my daily life similar or different from other people’s?
Presentation: 6th Grade students will be scheduled to visit and present this book to the elementary classes.
Knowledge: A Basic understanding of everyday words in Spanish about what activities a 6th Grader is involved in.
Product: A Bilingual Story Book Entitled:

“A Day in the Life of a 6th Grader / Un Día en la Vida de un Estudiante de Sexto Grado”


Skills: Decision Making, Collaboration, Communication, Time Management
Standards:

    1. Interpersonal Communication and Collaboration

1.3 Presentational Communication

2.1 Practices of Culture and Comparisons



5.1 School and Community

Challenge: Document a day in the life of a 6th Grader. Using the easel paper sheets as a class group with a facilitator/recorder person brainstorm (1) what activities you pretty much do each day, (2) what interesting activities you do which you might want to tell others about (3) what different activities would you do if you lived elsewhere: like in Tierra del Fuego, Chile; Barcelona, Spain; Miami, Florida. Then (4) “distill” or summarize your “day in the life” activities list to about 15-19. Also (5) discuss your interesting activities and choose one which seems the most interesting to your class. And (6) choose one activity that would be different and you would wish to do instead like “I wish I were in Tierra del Fuego, Chile right now where it’s the beginning of Summer and I could be on vacation instead of going to History or Math class” and use it as a “grabber” or introduction. Then get organized into teams which will work on these tasks: (7) Make illustrations on 11”x17” sheets of paper for each activity, (8) write in captions in English describing each activity in your “day in the life” schedule in a chronological order, putting first activities in the day at the beginning and so on, and (9) translate all the captions into Spanish, and put together a glossary or dictionary of terms you used in the book and place these sheets at the end of the book. (10) Have your final draft quality bilingual story book ready for laminating by end of class on Thursday, you have four class days to get organized and complete this challenge. Look carefully over the “rubrics” and requirements. If more time is needed, the class may request an additional day considering that all previous days have been exemplary according to the items on the poster for Quality Collaborative-work Criteria..

Project Rubric:


CATEGORY

4

3

2

1

Introduction

First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the life of a 6th Grader.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the life of a 6th Grader.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Illustrations

Original illustrations are detailed, attractive, creative and relate to the text on the page.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page.


Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original.

Accuracy of Facts

All facts in the story are accurate to the life of a 6th Grader.

Virtually all facts presented in the story are accurate to 6th Grader’s life.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story and/or story is hardly believable.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Neatness

The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the students took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the students took some pride in it.


The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry or with little care.

The final draft is not neat or attractive. It looks like the students just wanted to get it done and didn't care what it looked like.

Translation into Spanish

There are virtually no errors evident in word translation or spelling and story is easy to understand in Spanish.


There are few errors in word translation and/or spelling, and these don’t detract from comprehension of story.

There appear to be numerous errors in word translation and/or spelling making understanding the story difficult.

The number of errors in translated word meanings and/or spelling, make story virtually unreadable.










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