Creativity+and+Innovation

**Students as creators and innovators respond to new and diverse perspectives as they use language in imaginative and original ways to make useful contributions.**
 * 4. Creativity and Innovation**

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Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

zip code || Level, Language || Novice Proficiency Range Example || Intermediate Proficiency Range Example || Advanced Proficiency Range Example || Recommended Tools and Resources || -still camera and/or video camera ||
 * Name || E-mail || School || City, State,
 * Nicole Naditz || nnaditz@sanjuan.edu || Bella Vista High School || Fair Oaks, CA 95628 || Can be adapted to any level or language. This particular case is from a 4/AP class ||  || Student Created Museum: after deciding upon a topic of significant cultural and/or historical interest. students propose research questions, divide themselves into teams to conduct research and locate artifacts. Then they compile the research and artifacts into a series of museum exhibits for which they serve as the docents. Members of the target language community are invited to visit the museum. (Interpersonal, Interpretive (when researching), Presentational). ||   ||   ||
 * Heather Giles || hgiles@rock-hill.k12.sc.us || Rock Hill High School || Rock Hill, SC 29730 || Level 2 and above ||  || Students rework a familiar story, such as Goldilocks and the Three Bears so that it takes place in a target language culture and incorporates elements of the target culture. Students then retell the story with visuals using narrated Powerpoint, Photostory, MovieMaker, or other software. An additional element would be to share and discuss stories with e-pals. (Presentational and possibly Interpersonal) ||   || -MovieMaker, VoiceThread, or other software to combine narration and visuals
 * Heather Giles || hgiles@rock-hill.k12.sc.us || Rock Hill High School || Rock Hill, SC 29730 || Level 2 and above ||  || Students rework a familiar story, such as Goldilocks and the Three Bears so that it takes place in a target language culture and incorporates elements of the target culture. Students then retell the story with visuals using narrated Powerpoint, Photostory, MovieMaker, or other software. An additional element would be to share and discuss stories with e-pals. (Presentational and possibly Interpersonal) ||   || -MovieMaker, VoiceThread, or other software to combine narration and visuals
 * Greta Lundgaard || greta.lundgaard@pisd.edu || Plano ISD || Plano, TX 75075 || all languages ||  || Protagonist Rehab: learners apply the vocabulary/structures learned in unit re: Choices (academic, behavioral, health) in products involving protagonists/antagonists found in previously studied texts from ELA courses. Working individually, in pairs, or in small groups, learners choose an ELA text familiar to all, and make recommendations, suggestions, etc, about what the character should have done, could have done, etc to change the outcome of the conflict in the text. Product can be in form chosen by instructor or learners (e.g., letter, blog, podcast, video, editorial, poem, performance, . . . ) (Interpretive; Presentational) ||   || connection to ELA texts, ELA instructor ||
 * Sara-Elizabeth Cottrell || cottrellse@whitefield.org || Whitefield Academy || Louisville, KY 40228 || any (example websites are in Spanish) || Students browse online recipes from TL site and work in pairs to change ingredients they do not like to create what they think would be a better alternative, which they present to the class. (interpretive, interpersonal, presentational) || Students investigate alternative energy activities going on in a TL country (ex: Solar Decathlon Europe) and use ideas gleaned from their investigation to design and explain an original design of an electric car, solar house, or renewable-energy alternative specific to their school. Students vote on the best use of renewable energy. (interpretive, presentational) || Teacher selects a song with heavy cultural influence in TL (ex: Ojalá que llueva café, Juan Luis Guerra). Students discuss cultural elements in the song and exchange them to make the song apply to their particular situation (ex: US recession, local economic problems). Students can simply rewrite the songs, or can record the songs in groups on video, or use a photo-story site like Pikistrips (text) or Yodio (audio) to illustrate the cultural aspects of their song with photo and language. (interpretive, presentational) || [|Mi Cocina Latina]

[|Recetario Thermomix]

[|SD Europe's YouTube channel]

[|SD Europe homepage]

Digital camera, Yodio or Pikistrips or similar photo-story site ||