Beatriz Buesa (IES Madrid) Claudia Flores (IES Santiago) Mara Mejas (IES Barcelona)

POLITICAL CAMPAIGN
G= goal Create a political campaign taking into account the real problems of society, as seen by locals and students. In order to complete the task, students will have to become familiar with politics (parties, campaigns, history, etc.) in the host country by researching and also by interviewing locals. Identify problems and design a campaign to promote their ideas using advertisements, pamphlets, slogans to state their proposals and promises Present their campaign

R= role Politicians and researchers Audience= locals (poll), the class during the debate and IES local center as they present their video S= what is the situation that must be created or entered? A political campaign, including research of problems and expectations of local people (not politicians) as well as election processes. Performance= what is the performance that you expect from your student? To make a poll, interact with local in order to get some specific information about social problems and political views. To state their ideas, defend them in a debate and in written forms such as creating slogans, and short advertisements. S= what is the standard for measuring success Grading rubrics (at the end of the document) Level: Intermediate-Advanced Spanish This task will be completed in several sessions. It involves several small tasks to be fulfilled step by step. It is long, but reviews a number of lexical, gramatical and functional contents, and has an important load of cultural contents. Class time will be mainly devoted to: a) Review of grammatical, lexical and functional contents required to complete the task (i.e. if they are designing the campaign, they will review future tense, since they need it for the promises: I promise there will be more aids for young people, we promise we will create more employment... // prometemos que habr ayudas a los jvenes, crear puestos de trabajo) b) Discuss results from students resarch and present cultural contents c) Provide instructions and feedback

Moodle will be used: By teachers: a) To post instructions, introduction to topics and resources. By students: a) To post the results of their polls. b) To discuss and prepare for class sessions and design their campaign. c) To share the final product of each task. Class time is used to guide students, review contents, introduce input and provide feedback, but they work independently most of the time.

IMPORTANT: We are focusing on teams, political parties. There may or may be not a candidate, depending on the groups. Students will have to understand that they are working on their OWN party, group, on building a team, not focusing on the idea of one single person, candidate, leading all discourse or campaing.
In order to complete the task, students will become familiar with:
GRAMMAR 1/ Research Subjuntive/indicative to and studies express desires (quiero poder comprar una casadeseo que haya ms trabajo), Assess situations (no es justo que...)/ Past 2/Promises Future (Prometo que habr...) Verbs of thought (pienso, creo, espero) Future, imperative, ir a + 3,4Campaign infinitivo FINAL TASK FUNCTIONS VOCABULARY CULTURE Ask for Politics- parties, Political parties information voting, elections of the country/ Assess situations right/left. problems of people

Promise Express desires and future intentions Motivate Encourage, advertise Debate and presentation of each party. Voting.

Politics and Political society campaigns (unemployment, aids..) Voting/ elections

Day 1: Introduction, research

Introduce the topic of politics in the country (Chile, Spain) Identify the main political parties (left/right wing, media tv, press- closest to them), the name of the president, political party he/she belongs to, oposition, history. A guided brainstorming of cultural knowledge. Research/ Moodle: Make a poll asking locals about political parties and opinions about president and his/her promises when s/he was a candidate. Find out local interests and opinion of politics.
VOCABULARY: CULTURE: Speaking/listening/writing Politics (de derechas, de izquierdas, oposicin, partido poltico,...)// (right-left wing, opponents, political party...) Politics in the country- parties, president...

Day/week 2: Past political campaigns

Moodle: Video of the current president during political campaign Class: Discussion of video, comparison with the information gathered from locals. -Contrast the political campaign with what has been done/ what has not been done yet. Past Reported Assess Habr ms becas Dijo que habra ms El nmero de becas se becas ha reducido.
GRAMMAR: FUNCTIONS: VOCABULARY: CULTURE: Listening/Reading/Speaking Contrast subjuntive/indicative I (thoughts- pienso que/ no creo que), past tenses, reported speech Promise, assess I (Connectors and structuring of a discourse) Society and politics I (paro-desempleo, ayudas, impuestos...)(unemployment, aids, taxes...) Past political campaigns in the host country

Division of the class into two political parties

Day/week 3. Real problems

Ask students to brainstorm problems of society- host country. Review of indicative/subjuntive with verbs of desire (Quiero encontrar un trabajo/ quiero que haya ms ayudas para los jvenes) as well of assessing (es injusto que los jvenes no encuentren empleo, es una pena no poder encontrar una vivienda...) Moodle: Research and ask at least 15 people (locals) about their opinion of problems/concerns/things that could be changed in the country to improve their lives. Include recent laws/aids provided by the government. Post your research and provide a comment on the findings posted the other party.
GRAMMAR: Speaking/Listening/Writing Contrast indicative/subjuntive with verbs of desire (Quiero encontrar un trabajo, espero que haya ms ayudas para los jvenes) and assessing expressions (es una pena no poder... es injusto que no haya becas) Expressing desires Society and politics II Problems/Issues in the country, as seen by locals

FUNCTIONS: VOCABULARY: CULTURE:

Day 4: Designing the campaign

From the results of the research, discuss and choose the topics in which the campaign is going to focus on. Discuss your perspective of the problems mentioned by locals as a foreign student, and compare them to your those in your own country. Groups have to decide how their campaign is going to be organized and create an ad/poster. Class time will be used to review future tense (Crearemos ms puestos de trabajo, prometo que habr menos paro) in order to prepare the debate. Moodle: Videos of previous real campaigns in the host country, post their political advertisements
GRAMMAR: FUNCTIONS: VOCABULARY: CULTURE: Listening/speaking homework: listening/writing Future, imperative, ir a + infinitive Promises, advertising Elections (abstencin, voto en blanco...) Problems/issues in the country, as seen by students

Day 5: Debate and Presentation.

Students will bring posters/advertisements to class and hand a list of promises to their classmates. The two parties will have a debate. Also, students could present their campaign to other classes/IES staff. They will post in Moodle a video which summarizes the campaign they have developed including the political ads theyve created.

Day 6: Voting
After viewing the whole campaign, voting will take place and the winner party will be elected. Students' evaluation of the task (anonymous survey in Moodle): - How did you feel completing the task? (open answer) - Do you think that this task has helped you to assimilate some of the concepts of the course (grammar, vocabulary, etc.)? 1(not at all) 2 3 4 5 6 7 8 9 10(definitely) - How could the task be improved? Would you add/eliminate anything? (open answer) - Would you recommend to keep the political campaign in the syllabus for future courses? 1(not at all) 2 3 4 5 6 7 8 9 10(definitely) _ _ _ _ _ _ _ _ _ _ _ _ _ Grading rubrics:
1 Poster Accuracy (use of grammar, vocabulary, connectors, etc.) Creativity Content cultural perspective included Video Accuracy (use of grammar, vocabulary, connectors, etc.) Creativity Content - cultural perspective included 2 3 4 5 6 7 8 9 10

Interaction with locals Critical thinking

Comments: Final grade: