EDI 431 & 432 Instructional Plan: Can-Do Statements

Standards:
 1.1 Interpersonal Communication - Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions.
o 1.1.A.RW.j Share opinions in writing about something read or viewed, such as,
articles, books, films/DVDs, TV shows, music presentations, or art.
 1.2 Interpretive Communication - Students understand and interpret written and spoken
language on a variety of topics.
o 1.2.M.L.c Understand main idea and supporting detail, and summarize a visual
media or live presentation (film/DVD, TV shows and commercials, theatre and
musical production).
o 1.2.M.R.b Understand main idea and supporting detail, and summarize accessible
written materials on familiar topics in the target language such as, textbook
content, magazine and newspaper articles/ads, websites/internet, poetry or stories.
 1.3 Presentational Communication - Students present information, concepts, and ideas
to an audience of listeners or readers on a variety of topics.
o 1.3.M.W.b Create original compositions or journal entries in the target language.
o 1.3.A.W.c Present written reports on familiar and unfamiliar topics in the target
language.
 2.2 Products and Perspectives - Students demonstrate an understanding of the
relationship between the products and perspectives of the culture studied.
o 2.2.N.C.b Recognize historic culture icons (arts, music, literature, film, and the
creators of these products as well as natural sites).
o 2.2.M.C.a Describe the significance of current cultural and historic icons (arts,
architecture music, literature, film, media, TV, newspapers, and the creators of
these products).
Evaluation: I evaluated the can-do statements by counting the number of check marks and
dividing them by the total number of can-do statements. I also circled the can-do statements that
the students did not check off in order to see if there were certain can-do statements that many
students felt were not true.
Results: The average number of check marks was 6.1/9 (68%). I think this is a really great
average considering the difficulty level of this material. The highest number of check marks was
9/9 (100%), and the lowest number of check marks was 2/9 (22.2%). I did not find any patterns
regarding which can-do statements the students checked off and which ones they left unchecked.
I think this is due to the fact that many students have a wide range of abilities. Where some
students feel confident with interpretive communication, others feel more confident with
presentational communication. Overall, I believe that this information demonstrates that my
instruction on analyzing various Mexican legends and songs significantly advanced students’
skills in interpreting cultural products. In addition, my instruction on the differences between the
preterite and imperfect tenses, the fairytale vocabulary, and the significance of Mexican legends,
fables, and songs significantly advanced students’ grammatical and cultural knowledge as well
as their presentational and intercultural communication. I am very happy with these results!
Reflection: Due to the students’ evident confidence in their abilities with interpersonal,
interpretive, presentational, and intercultural communication in the Spanish language, I did not
modify instruction. The students are now ready to move on to the next chapter.

Can-Do Statements
Interpersonal Communication:
 I can express in the Spanish language my reactions to a short story, narrative song, and/or
legend.
Interpretive Communication:
 I can identify the main idea of a short story, narrative song, and legend.
 I can identify the chronological order of past events in a short story, narrative song,
and/or legend.
 I can identify some of the events/facts in a Spanish video.
Presentational Communication:
 I can write in the Spanish language the sequence of events from a short story, narrative
song, and/or legend.
 I can write in the Spanish language a description of a character from a short story,
narrative song, and/or legend.
 I can write a short story/legend about past events.
Intercultural Communication:
 I can identify typical products (legends & songs) that represent Mexican culture and
history.
 I can use products (legends & songs) to help me understand the point of view of the
Mexican people.