ALEX Learning Activity

  

Quinceañera Digital Breakout

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Hannah Joseph
System:Hoover City
School:Spain Park High School
  General Activity Information  
Activity ID: 2025
Title:
Quinceañera Digital Breakout
Digital Tool/Resource:
Una Quinceañera Especial Interactive Game
Web Address – URL:
Overview:

Students will explore the products and practices of the Hispanic Culture as it relates to the celebration of Quinceañeras.  Students will participate in a digital escape game and will have to use critical thinking to solve puzzles that require the application of cultural knowledge and interpretation of basic target language usage.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level I
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • understand a few courtesy phrases when spoken.
  • recognize and sometimes understand basic information in words and phrases that they have memorized. recognize and sometimes understand words and phrases that they have learned for specific purposes. recognize words, phrases, and characters with the help of visuals. recognize words, phrases, and characters when they associate them with things they already know.

Novice High Level
Students:
  • sometimes understand written and oral simple questions or statements on familiar topics.
  • understand simple written and oral information when presented with pictures and graphs. sometimes understand the main topic of conversations that they overhear. sometimes understand the main idea of published materials. understand simple everyday notices in public places on topics that are familiar to them.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize the difference between a question and a statement.
  • how to identify who is speaking.
  • how to identify who is being spoken to.
  • how to recognize the topic being discussed.
  • how to rely on pictures, graphs, or charts to aid in comprehension.
Skills:
Students are able to:
Novice Mid Level
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Novice High Level students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • locate places on a map.
  • identify purpose of a brochure/advertisement.
Understanding:
Students understand that:
Novice Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
4) Identify practices of the target cultures.

a. Use basic appropriate gestures in common interactions.

b. Identify behaviors in a variety of environments.

c. Identify typical activities, events, and celebrations of the target cultures.

Unpacked Content
Goals:
Culture
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • recognize practices common to formal and informal interactions.
  • identify products and practices to help understand cultural perspectives.
Performance Descriptors:
Knowledge:
Students know:
  • how to appropriately greet and address a variety of people within the target culture.
  • which specific holidays, celebrations and events are important to the target language culture.
Skills:
Students are able to:
Novice Mid Level
  • address others in a culturally appropriate manner.
  • identify practices associated with specific target language culture events such as celebrations and holidays.
  • identify practices associated with the student's own events, celebrations, and holidays.
Novice High Level
Students are able to:
  • address others in a culturally appropriate manner.
  • identify practices associated with specific target language culture events such as celebrations and holidays.
  • identify practices associated with the student's own events, celebrations, and holidays.
  • investigate the relationship between cultural practices and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

Unpacked Content
Goals:
Culture
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify tangible products unique to the target culture.
  • list key cultural products such as paintings, songs, and dances.
  • recognize cultural products referenced in audio and written the target language recources.
Performance Descriptors:
Knowledge:
Students know:
  • the tangible products that are important to their life and culture.
  • the tangible products that are important to the target language life and culture.
Skills:
Students are able to:
Novice Mid Level
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

Unpacked Content
Goals:
Connections
Modes Of Communication:
interpretive
Evidence Of Student Attainment:
Students:
  • identify their own perspective from which topics are viewed.
  • recognize the differences between formal and informal perspectives when interpreting information.
Performance Descriptors:
Knowledge:
Students know:
  • that a person's culture, background, and previous experiences affect the way they view and interpret information.
Skills:
Students are able to:
Novice Mid Level
  • access and evaluate information available through the target language and its culture.
  • identify personal perspectives on various topics related to school.
Novice High Level
Students are able to:
  • access and evaluate information available through the target language and its culture.
  • identify personal perspectives on various topics related to school.
  • investigate other disciplines using the target language language.
Understanding:
Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • world language learning offers opportunities to uncover big ideas in and about other disciplines.
  • strategies used to acquire a language are transferable to other areas of learning throughout life.
  • a second language facilitates the acquisition of information about the world outside our experiences.
World Languages
WLAN (2017)
Grade: 7-12
Level I
9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify the difference between the terms products, practices, and perspectives.
  • list items or products important to the target language culture.
  • list actions or practices that are important to the target language culture.
  • recognize why these products and practices are important to the target language culture (perspectives).
  • identify celebrations important to the target language culture.
  • identify products and practices associated with celebrations in the target language culture.
  • recognize games, stories, songs, and rhymes that are significant to the target language culture.
  • identify products, practices, and perspectives that are important to their own personal culture.
Performance Descriptors:
Knowledge:
Student know:
  • how to identify important cultural products, practices, and perspectives that are important within their own personal lives.
  • how to use present tense verbs to describe what people do.
  • how to use adjectives to describe nouns.
Skills:
Students are able to:
Novice Mid Level
  • identify the products, practices, and perspectives that are unique to native culture.
  • identify the products, practices, and perspectives that are unique to the target language culture including celebrations, music, games, and rhymes.
Novice High Level
Students are able to:
  • identify the products, practices, and perspectives that are unique to native culture.
  • identify the products, practices, and perspectives that are unique to the target language culture including celebrations, music, games, and rhymes.
  • compare and contrast native and target culture products, practices and perspectives.
Understanding:
Students understand that:
  • there are similarities and differences in the characteristics of the target culture and their own.
  • custom and tradition vary within a culture, as well as between cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.
Learning Objectives:

Students can:

  • List key components of the Quinceañera celebration

  • Recognize products of a Quinceañera

  • Identify how products relate to the celebration of the event

  • Compare and contrast a Quinceañera to a celebration from their own culture (Ex. Sweet 16)

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Breakout/Escape games are a very popular form of gaming that requires critical thinking skills and exploration in order to solve puzzles and complete a challenge.  In a traditional breakout game, clues are hidden around a room and students are tasked with finding the clues, putting their resources together, and ultimately using these to solve puzzles.  The game is finished once all puzzles are solved and all locks have been removed.  The same is true in a digital format.  Instead of looking around a room, students will be exploring a website and will have to piece together digital resources.  Teachers should NOT reveal to students where hidden links are located or how clues are connected; these will be revealed during game play or through exploration/trial & error.

Students will begin by going to the Quinceañera digital breakout page.  They will observe that there are four “locks” on the left-hand side of the page, each of which requires a code/password to “unlock.”  For students who are unfamiliar with breakout games, teachers may wish to point out the locks on the left-hand side.  Teachers may explain that there are puzzles that will reveal each code.  The codes will turn red if they are incorrect or white if they are correct.  Once all four locks are white and "unlocked", students have completed the game and will be able to enter their information in order to alert the teacher of their completion.  No additional information should be given at this time; it is up to the student to explore.

Students will search all over the website (no additional materials required) and combine information learned to complete puzzles.  Locks can be unlocked in any order.  It is at teacher discretion if hints are given during the game.

Color lock (Answer: MBRVAZ): This lock is related to the “Para la quinceañera” image in the bottom right corner.  Students will click this image to go to a “quiz.”  They will have to get all answers correct or go back to the start.  All answers are found by reading the “Tú guía de quinceañeras” on the desk in the bottom, left corner. After taking the quiz, students will receive a link with a shopping list of items.  The color of these items in an order will “open” the lock: Zapatos - M (Morado), Tiara - B (blanco), Flores - R (rosado), La última muñeca - V (verde), Vestido - AZ (azul)

Number lock (Answer: 5343): This lock is related to the text message found on the iPhone on the desk on the right-hand side.  Students will read and see that the quinceañera is discussing her favorite color in order her choices are 1- azul, 2 - morado, 3 - rosado, Last(4) - blanco.  Students will see dresses of all these colors by clicking on the images in the slide presentation on the left-hand side.  They will count the number of dresses of each color.  There are 5 blue dresses, 3 purple, 4 pink, and 3 white.

Directional lock (Answer: ARDABARI):  This lock is related to the “Recuerda” note on the notepad on the right-hand side.  This talks about 8 place settings and where all the people are sitting at the table.  The description matches the image at the top of the page. “Mi Princesa” is in bold and is the most important.  Students will look at the top picture of the place setting and click the plate where the “princesa” (quinceañera) would be sitting.  There is a hidden link! This link takes students to a map of the town. The locations on this map are the same ones mentioned in the blue introduction paragraph.  (Students may need to review the “Tu guía de quinceañeras” to remember where you would go for certain components of the Quinceañera, such as “la misa.”) When students start at the house, they will first got to the “zapatería” which is UP (AR - arriba).  Then will go to the tienda de belleza which is to the RIGHT (D - derecha), then to the misa in the church which is DOWN (AB - abajo), then go back UP to go to the gimnasio (AR - arriba), and finally return home to the left (I - izquierda).

Word lock (Answer: QUINCE): This clue is related to the drawing by the “hermanita” found on the desk at the bottom of the page.  The little sister has spelled a lot of words wrong! When the words are corrected they spell “QUINCE.”  Corrections:

  • Kinceañera - QUinceañera (QU)

  • Feleaz - felIz (I)

  • Tiemes - tieNes (N)

  • Quinse - QuinCe (C)

  • Ares - Eres (E)

Post Assessment:

As a class, students will participate in a debriefing as a class to discuss what they learned.  The focus should be on the Quinceañera celebration and connections to their own experiences in their culture.  Teachers may also wish to discuss teamwork skills and which types of puzzles proved to be more challenging for each group.

Assessment Strategies:

Student learning is assessed by the completion of the breakout game.  Upon completion of the game, the teacher will receive an auto-sent email confirming completion.


Advanced Preparation:

It is recommended to play through the game ahead of time to ensure the teacher knows where all clues are in the game and how to help students if assistance is needed.

Variation Tips (optional):

The game can be played individually, in partners, or groups.  Consider your class make-up and students’ ability level when deciding how to group your students.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: