|Center for Advanced Research on Language Acquisition (CARLA)|
Example 3: La Frontera by Dan Dunagan
Phase 3: Interpersonal Task
Description of the task:
The instruction sheets will be given out on the day preceding the actual interpersonal task.
Students will participate in groups of three. Each student will receive a specific role. Each role will represent a different generation (grandfather/grandmother, father/mother, son/daughter). I will pair the students based on spoken skill level (high, medium, low). I will also ensure mixed gender groups.
The students will complete the interpersonal task in a small room right next to the classroom. The various groups of three will be rotating every five minutes. One member of the departing group will inform the next group of three to report to the site of the interpersonal task.
Students not participating in the interpersonal task will be completing an interpretational task. They will watch the movie El Norte and answer various questions from the movie. I fully expect that the students not doing the interpersonal task will assist each other as they answer the questions from the movie. It is unavoidable. Thus, I would consider it a cooperative instead of an individual task.
Feedback – At the end of all interpersonal activities,
I will provide feedback. I will call each group back into the small room
in order to review their performance. Using the rubric as guide, we will
review language skills that we the students should sustain as well as
areas that require some improvement. I expect this to be a dialogue and
not a monologue performed by me. By reviewing with the entire group of
three, I hope to spur more inquiry and questioning on the part of the
students. This feedback will be provided entirely in Spanish.
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