Overview

The lessons I have developed focus on the inquiry skill: weaving. Weaving is another term for the ability to synthesize information to form new knowledge, questions and starting points for further study.

__It specifically addresses the following standards__:
1.1.3 Identify American songs and symbols and discuss their origins 1.1.5 Identify people and events observed in national celebrations and holidays.

Students are guided through controlled information acquisition sessions and given specific tasks to assist them in learning how to make connections between diverse information. Through studying the Fourth of July and Mexico's Independence Day students are gaining comparative skills, as well as, developing cultural awareness and diversity. Students are asked to make connections between the two holidays by identifying similarities and differences in traditions and practices. A focus on the countries flags gives a concrete object from which to guide the inquiry. Students are also learning about symbolism. Higher level thinking skills are encouraged by asking students to transfer their factual knowledge of flag components to more abstract ideas of using symbols and colors to represent national ideas. Students apply their new knowledge by creating a personalized flag to represent their families. Making comparisons of national holidays and flags teaches history, diversity, culture, and synthesis (weaving) skills. Students develop inquiry, information, and critical and creative thinking skills that can be built upon to assist them in becoming more mature information scientists.

__It would be used in a Level II Spanish class and specifically addresses the following standards__:
10.4.1 Investigate and report on basic family and social practices of the target cultures. 10.4.2 Describe products, perspectives, and symbols of the target cultures in simple terms. 10.4.3 Describe factors that influence practices, products, and perspectives. 10.4.4 Describe contributions from other cultures. 10.4.5 Identify elements that shape cultural identity in the target cultures. 10.5.1 Investigate and report on objects and concepts from other content areas. 10.5.2 Integrate content area concepts and skills through relevant activities.

Students develop information inquiry skills, specifically weaving, through a two week comparative study of an American and Mexican holiday or celebration. This unit is a modeled level of inquiry so that students acquire new skills by building upon the assets they have attained throughout their schooling. In a modeled level of inquiry " students act as apprentice [sic] to a coach such as a media specialist or classroom teacher. The student has flexibility in terms of topic selection, process, and product. The educators and students work side-by-side engaging in meaningful work. The instructional specialist may have mini-lessons ready for the teachable moment [sic] as young people experience specific learning needs such as the need to create a concept map or build a bibliography" (Lamb, 2005-2001). Although students do have an assignment guide, //Invitation//, to follow they are given the option to choose what holidays to explore and the opportunity to develop a personalized final product of their choosing. They do have specific tasks such as maintaining a blog, creating a concept map and working in small groups to form their individual projects into a cohesive "Fiesta" that presents their new knowledge to Spanish 1 students. These activities are designed to tap into individual interests, background knowledge and a variety of learning style experiences. The unit is guided enough to ensure that students move through an inquiry process while giving substantial opportunities for mini-lessons, critical and creative thinking, community and global connections and personal interest for anticipated future inquiries. Students will gain skills in questioning, weaving information into a cohesive whole, history, culture and connecting information to real world situations. Students are continuing to move from novice information inquirers to expert information scientists.


 * Works Cited**

Lamb, A. (2005-2001). //Levels of Inquiry.// Retrieved March 10, 2012, from Virtual Inquiry: http://virtualinquiry.com/inquiry/inquiry1a.htm