FACULTY‎ > ‎Nadia Yousfi-Roy‎ > ‎


Spanish 4honors, Spanish 5 and Spanish AP
Planning periods A day: Block 2, Block 3.
                           B day: Block 3
1b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

The class focused on “the human rights”: What is the definition and a brief History of Human Rights. The class learned the applicable vocabulary and grammar structure to better help them communicate and debate on the upcoming situations.

By contacting the main office of “The Youth for Human Rights (YHRI)” we received the Education Package, with its Educator's Guide, The Story of Human Rights, and we followed the Human Rights Curriculum translated in Spanish (Educator program

Using the laptops, the class investigated what is The Universal Declaration of Human Rights, and how many individual rights there are.

To better understand we created situations where the class was divided in 2-3 groups, each group played the role that was presented to them without knowing what the other group/s has. After imagining situations and playing roles the class understood how easy it is to violet the rights in extreme situation like wars/ riots…etc.

The students understood and realized why they are important for everyone to know. They acknowledged, learned to recognize them and to respect them.

We focused on how youth can make an enormous impact on assuring that they do get respected and not violated specially in our everyday life and within the community of Parish (we created situations and became conscious about how easy human rights can be violated and sometimes we don’t even notice.

The class not only learned about the human rights but also about immigration. We become aware of different conditions many ILLEGAL immigrant Arabs in Spain after crossing with “Pateras”= small dangerous boats as well as the condition of many young LEGAL Latin Americans working in Spain. We saw real life documentaries of youth (age of the seniors) and understood how lucky and how we take for granted many opportunities we  have.         


1d.Teachers promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

By using many research and investigations, the students worked in groups to discover the actual situations of many other young people in the world, how many lives have perished to defend an idea and their rights, how different and fragile is the concept of death.  In lower classes (Spanish 4honors) we worked using OXFAM and understood the importance of “Fair trading”

The class learned rich, precise and idiomatic expression to use during discussion time.

2d.Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

The class was evaluated during daily discussions as well as major presentations.  Interpretation of a real life media broadcasting from a Spanish TV site, Podcast related to the topic ( from  several Spanish speaking countries: Spain, Colombia, Mexico…)as well as a simple small practice listening activities/ and pairing with a partner. 

Using the ACTFL guide for professional language educators’ book: “THE KEYS TO ASSESSING LANGUAGE PERFORMANCE”. By Paul Sandrock. http://www.actfl.org/i4a/pages/index.cfm?pageid=5228


 The class was evaluated on the interpretative, interpersonal and presentational modes. Many rubrics were provided and designed yet I do believe is something that needs to improve, especially on feedback.

3d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.


We used many sites: Amnesty international, Oxfam international, United nation, Youth for human rights. Seeds for a fairer world, Manos unidas.

The class uses the textbook online and practice workbook as well as many other sites to practice grammar and vocabulary for better understanding.

Frecuent use of the language lab to create and recreate conversation, poems, create songs, make readio station and listen to a variaty of spanish Podcasts

Dolores Gende,
Apr 23, 2012, 8:20 AM
Dolores Gende,
Apr 23, 2012, 8:24 AM
Dolores Gende,
Apr 23, 2012, 8:25 AM