Me llamo _________ Clase 802 La fecha es el de enero del 2014 Propósito # 43: ¿Cómo empezamos el Proyecto de Grupo 1? Actividad Inicial: Escritura en silencio: Quieres hablar con tu nueva amiga de Argentina. Escribe 5 preguntas de la escuela. Tarea # 43: Print and bring images. Bring art supplies to be used for the creation of your project.

Practica 1.¿En qué grado estas? 2.¿Cuántas materias estas tomando? 3.¿Cuál es la nota mas alta que puedes obtener en tu libreta? 4.¿Cuál es la nota mas baja que puedes obtener? 5.¿En qué materia sacas tus mejores notas? 6.¿En qué materia necesitas mejorar? 7. ¿Qué materia estas reprobando?

8 gd. PROYECTO 3 UN NUEVO BILLETE DE $2

Summative / Lincoln Center Model IPA Context:Context: The United States Department of Treasury is holding a design contest for the New 2 dollar bill. The theme of the bill must be Education. Your school is holding its own semi-finals and the winners design will be sent to U.S.D.T. as an official entry. In table groups, you will design the art for this bill that represents the value of education in the United States.

G OAL: G OAL: Your task is to win the “2 Dollar Bill Design Contest” in your school. R OLE: R OLE: You are participants of the Bill Design Contest. A UDIENCE: A UDIENCE: Your group needs to convince the judges of the contest to use your design to represent the school at the United States Department of Treasury contest for the new 2 dollar bill. S ITUATION: S ITUATION: Your group is only one of hundreds of entries at your school. P RODUCT/ P ERFORMANCE & P URPOSE: P RODUCT/ P ERFORMANCE & P URPOSE: You will create an original 2 dollar bill with and Education theme in order to win the school wide contest. S TANDARD & CRITERIA FOR SUCCESS: S TANDARD & CRITERIA FOR SUCCESS: The bills must have Education as the theme. It must be creative and colorful.

CATEGORY Images Images are recognizable, detailed and colored accurately. Overall, the images were well thought out. Images are recognizable and used accurately.. Images are recognizable and reasonably accurate. Images are difficult to recognize AND/OR not accurate to theme. Color Use The colors in the bill work well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented are purposely exaggerated in some way to make a point. The use of color is coordinated across the bill and is appropriate for the items and theme. The overall use of color is ok, but is not as strong or coordinated as it could be. Some attempt at coordinating colors is evident. Color choice for various items in the bill seems inappropriate. Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the bill. Class time was used wisely, but it did not appear there was much work done. Class time was not always used wisely, Class time was not used wisely and no additional effort was put in. Thematic Accuracy The student's portion of the bill fits the theme of the assignment and all of the team's items are accurately placed on the background. Example: Student has drawn a teacher teaching a lesson. The student's portion of the bill fits the theme of the assignment and most of the team's items are accurately placed on the background. The student's portion of the bill fits the theme of the assignment. The student's portion of the bill does not fit the theme of the assignment. Verbal Presentation Each student in the group had a turn. The Purpose of all images used was explained in English. The description of the bill was completely in Spanish. Each student in the group had a turn. The purpose of most images used was explained in English. The description of the bill was mostly in Spanish. Most students in the group had a turn. The purpose of some of the images used was explained. Some English was used in the description of the bill Some students in the group had a turn. The purpose of very few of the images used was explained. Whole verbal presentation was in English. Rubric

Interpersonal: Students will write a list of educational images they would like to use in the making of their 2 dollar bill. They will draw sketches of their ideas, then debate and use only the images and bill design that they have agreed on. Proyecto en Grupo Día 1

Proyecto en Grupo Días 2 y 3 Presentational: Presentational: In table groups, students will create their bill. The groups will present their bill to the class explaining, in Spanish, the educational images they used.

Interpretative: Interpretative: Students will be given a copy of a “5 Quetzales” bill from Guatemala. In table groups, they will write Spanish sentences describing what they see in the bill. Each group will then create a T-graph comparing and contrasting this bill and the 2 dollar bill they created. 5 Quetzales2 Dollars Proyecto en Clase Día 4