World Language Identity Day

Created Feb. 6, 2024 by Jennifer McLean

The purpose of this assessment is for learners to create, share, and react to videos that show their interests in the target language. Through these three steps, students will demonstrate the presentational, interpretive, and interpersonal modes. Learners will have the opportunity to learn new vocabulary from their peers and will be empowered to see themselves as members of the social media community in the target language. The assessment may be modified for use in any level and may differentiated to meet the needs and available resources of your learners.

Getting Started

Before giving the assessment, give students an example of the activity. Show students how they will be able to infer meaning of unknown vocabulary based on the visual representations of the words. It may also be necessary to teach students how to use a video editor to create a single video out of many clips, to create voiceovers, and how to add subtitles.

After showing the video and having students complete the example activity, demonstrate how you would like students to share their videos and their comments. You can do this in any way that works best for your learners and your resources.

Video Creation (Presentational Modes)

Creating the videos

First, learners will create a video in the target language that demonstrates and describes each action. For example, if a learner wants to share that they like to play soccer, in their video they will have a short video clip of them playing soccer, and then will say "I like to play soccer" in the target language in the video. Then, learners will add subtitles to the videos in the target language.

Differentiation Strategies

Here are some ideas for alternative formats that will keep learners in the presentational mode in the target language:

  • Learners make voiceover of a powerpoint or Google Slides presentation that includes images of each action or interest
  • Learners make a video of them drawing their interests on a whiteboard after saying their interest in the target language or using a voiceover
  • Learners represent their interests using animation from a video game (such as The Sims) and make a voiceover
  • Learners create a poster with images of their interests and present the poster to the class (in this case, have students include key words instead of entire phrases in their captions)
  • Learners show their videos during class to the whole group or small groups without audio and speak about their video instead of making a voiceover (in this case, have students include key words instead of entire phrases in their subtitles)

Assessment

Assess learners' videos using a presentational reading and writing rubric appropriate for their level.

Video Sharing and Reactions (Interpretive and Interpersonal Modes)

Sharing and Showing Understanding

Once learners have completed their videos, share the videos on a common site or document that all learners in the group have access to. A good way to do this is to have students upload the videos to YouTube, share them as "unlisted", and then add links to a shared document. To assess their ability in the interpretive and interpersonal mode, have learners complete a reaction activity appropriate to their level. 

Student Reactions

Have students comment on 5 different videos with a reaction of what they saw to spark a connection and conversation with the creator of that video. For example, if a learner watches a peer's video that showcases them playing soccer, they could comment on their video "I like playing soccer too!".  

Differentiation Strategies - Reactions

Make sure that students keep track of the videos that they are reacting to (this would be a great thing to include in a graphic organizer or as a part of the interpretive reading/listening assessment).

  • Have learners write comments in the comment section of the videos - make sure that they share their usernames with you ahead of time. 
  • Have learners use FlipGrid to give spoken reactions to the videos - in these reactions, have them mention the learner's video that they are referencing. (For instance, "Jorge likes to play soccer, and I like to play soccer too.")
  • Lead a discussion with your group of learners and ask them what they learned about their classmates

Assessment

Interpretive Reading/Writing - Create an assessment to measure learners' understanding of the videos that they watched.

Interpersonal Communication - Evaluate learners' reactions to their peers' videos using an Interpersonal Communication rubric.


Useful Files

Teacher guide - Día de identidad

Student Rubrics and Instructions - Día de Identidad (Saber vs conocer / level 2)


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