Mr. Latimer, my geometry teacher, gave Ali Ahmed, Jobe Naff, and me an assignment. Similar to almost all the group benchmarks I had, we had the opportunity to choose our group members. Our assignment was to create a mini-lesson, and the topic for each group varied. Our topic was 2-D Art, which was simple and straightforward. In addition to the mini-lesson (which could have been a keynote, powerpoint, or a regular whiteboard-like lesson), each individual was to create a pamphlet/brochure that could be used as a possible handout informing any reader about the topic to which they were assigned.

In my Spanish 1 class I learned the basics of Spanish. I learned how to greet someone, how to ask someone their name, how to order food, etc. We were given a scenario for our Benchmark. The scenario was that we were imagining we were creating a brochure for people who speak Spanish in order for them to be able to translate their Spanish words into English.

I made my brochure colorful to make sure that it was eye-catching so it can draw the reader to my brochure in particular out of many brochures. I took everything that I learned and used key things that a fluent Spanish speaker would need to know in order to get by in an English speaking country such as America. I also made sure my brochure was filled with valuable information.

Spanish Benchmark

In Spanish 1 in the first quarter, Don Marcos told us to each create a travel guide. The travel guide was to help and educate a tourist visiting a foreign Spanish country. The brochure was to not contain anything from the English language, but only composed only of Spanish. So how was the tourist going to be able to learn anything from a brochure that only had Español and the traveler spoke anything BUT Spanish? Well, by visual aids, of course! For example, in my brochure, I have the phrase: Buenos Diez. Next to that phrase, an arrow coming from Buenos Diez would point to a depiction of dawn. Would you know what that phrase meant?

In our Spanish 1 class, we had to make a brochure about what we have learned so far. It was basically so that if someone was to visit a Spanish speaking country and they didn't know Spanish, at least the basic things to know, our brochures can help them understand the basics of the Spanish language. We had different sections on what we've learned, including what Spanish speaking country we presented.

For first quarter, Mr. Bey gave us a benchmark that was different than what I was used to. This benchmark was on the words we had been learning, which was pretty fun. We were to make a survival brochure in only spanish. We could use pictures to illustrate it. The goal of it was to create a brochure and make it so that a visitor, not knowing any spanish, could understand it and be able to survive in a Spanish-speaking country, such as Spain.

Our first benchmark in Mr. Bey’s Spanish class required us to create a brochure (or booklet, which was seldom done) that showed what we learned in Spanish class so far.  It had to be entirely in Spanish, and also required visuals so it could be understood.  The effectiveness of the brochures was apparently tested later by showing them to people who do not understand Spanish.

This assignment was to make a tour of some place that you go to. However, all of these directions must be written in Spanish. How I completed the assignment is I first wrote what I had to write. Then I translated the directions into Spanish. If I were to do this poject again I would write the directions using only one central loction.