Expediente Secreto: Character Dossiers for Agentes Secretos

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Expediente Secreto: Character Dossiers for Agentes Secretos

Grade 10Foreign Language15 days

This 10th-grade Spanish project transforms students into junior FBI analysts tasked with decoding the identities and motivations of characters in the novel "Agentes secretos y el mural de Picasso." By analyzing text and visual evidence, learners master the linguistic nuances of "ser" and "estar" while investigating the historical significance of Picasso’s Guernica. The experience concludes with students synthesizing their gathered "intel" into a professional investigative dossier and delivering a high-stakes oral briefing to the agency.

Spanish LanguageCharacter AnalysisGuernicaInvestigative DossierFBI SimulationSer vs EstarLiterary Interpretation

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.As junior FBI analysts, how can we use foundational Spanish and visual evidence to create investigative dossiers that decode the identities, motivations, and relationships of the characters in "Agentes secretos y el mural de Picasso"?

Essential Questions

Supporting questions that break down major concepts.

How can we use simple Spanish descriptions to build an accurate profile of a person's physical and personality traits?
What motivates a character's actions, and how can we communicate those goals and desires using "quiere" and "va a"?
How can we distinguish between a character's permanent identity (ser) and their temporary states or locations (estar) to provide clear intel?
In what ways do the relationships and interactions between characters influence the outcome of the mission?
How can we use visual supports and simple sentence structures to effectively present complex character "intelligence" to an audience?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Identify and interpret key details from the Spanish text "Agentes secretos y el mural de Picasso" to determine character traits, actions, and plot-driven motivations.
Describe characters' physical attributes, personality traits, and habitual actions using the verbs 'ser', 'tener', and 'hay' in the present tense.
Distinguish between permanent characteristics and temporary states or locations using the 'ser' vs. 'estar' distinction within the context of the investigation.
Communicate character intentions, desires, and upcoming actions using the high-frequency structures 'quiere' and 'va a' + infinitive.
Synthesize gathered information and visual evidence into a structured investigative dossier that effectively communicates character 'intel' to a novice audience.
Explain the basic cultural and historical significance of Picasso’s 'Guernica' as it relates to the motives of the characters in the novel.

ACTFL World-Readiness Standards

ACTFL 1.2

Primary

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. (Novice-Mid level)Reason: Students must read the novel and extract specific details ('intel') about characters to build their dossiers.

ACTFL 1.3

Primary

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. (Novice-Mid level)Reason: The final dossier is a written and visual presentation of the information students have gathered and synthesized.

ACTFL 2.2

Secondary

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.Reason: The project centers on Picasso's mural, requiring students to understand the cultural and historical context of the artwork within the Spanish Civil War.

ACTFL 4.1

Supporting

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.Reason: Students will specifically compare the usage of 'ser' and 'estar', a concept that differs significantly from the English 'to be'.

Common Core State Standards (ELA)

CCSS.ELA-LITERACY.RL.9-10.3

Supporting

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Reason: While in a second language, the core cognitive task is character analysis and understanding how their relationships drive the mission/plot.

Entry Events

Events that will be used to introduce the project to students

Operation Guernica: The Mission Briefing

Students enter a darkened classroom to find a sealed, 'Confidencial' envelope on each desk and a 'Classified' video message from an FBI Director (the teacher in character). The message explains that a national treasure is at risk and their Spanish skills are the only way to infiltrate the minds of the suspects involved.

The Red Thread Connection

A large, 'CSI-style' investigation board is revealed, featuring photos of the characters from the book connected by red strings, but all the 'intel' cards are blank. Students are handed a single 'fragmented' clue in Spanish and told they have been activated as analysts to fill the gaps before the trail goes cold.

Art as Evidence: The Mural Breach

A 'crime scene' is cordoned off in the classroom featuring a reproduction of Picasso’s 'Guernica' with certain symbols circled and cryptic notes in Spanish pinned to it. Students must work in 'surveillance teams' to determine which character has the motive and means to steal the secrets hidden within the art.

The Intercepted Transmission

The teacher receives a 'distorted' audio transmission (using a voice-changer app) from an agent in the field who is whispering key descriptions of the characters in Spanish. Students must transcribe the 'intercepted' traits and decide which individuals pose the greatest threat to the mission's success.

Credentialing the Agency

Students are issued official, personalized 'Junior FBI Analyst' badges and a 'Target List' of suspects they will be tracking throughout the unit. To 'activate' their badges, they must analyze a series of 'surveillance photos' (stills or illustrations from the book) and use their initial Spanish vocabulary to identify who is 'peligroso' or 'importante.'

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Biometric Scan: Establishing Identity

In this first phase of the investigation, analysts must establish the physical and personality identity of their assigned character. Using the opening chapters of 'Agentes secretos y el mural de Picasso', students identify 'permanent' traits and possessions to create a baseline profile. This activity focuses on the high-frequency verbs 'es' (is) and 'tiene' (has).

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read the introductory chapters of the novel and highlight any sentences describing what the characters look like or their personality traits.

2. Categorize the 'intel' into two columns: 'Descripción Física' (Physical) and 'Personalidad' (Personality).

3. Draft short sentences using the 'FBI Profile Template' provided, ensuring the correct use of 'es' for traits and 'tiene' for physical features like hair or eyes.

4. Create a visual representation (drawing or digital avatar) that matches the written descriptions.

Final Product

What students will submit as the final product of the activityA 'Biometric ID Card' featuring a sketch or image of the character, a list of 5 physical traits, and 3 personality descriptors in Spanish.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.2 (Interpretive Reading) by extracting details from the text, and ACTFL 4.1 (Language Comparisons) by using 'ser' and 'tener' to describe permanent traits.

Activity 2

Live Surveillance: Tracking the Target

Analysts shift focus to the characters' current whereabouts and emotional states as the plot thickens. Students will map out where the character is currently located in the story and describe their feelings (nervous, happy, etc.) using the verb 'está'. This helps distinguish between who the character is (ser) and how/where they are (estar).

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify three specific locations the character visits in the middle chapters of the book (e.g., el café, la calle).

2. Use the verb 'está' to write sentences describing their location (e.g., Paula está en el café).

3. Analyze the character's reactions to events and select adjectives to describe their feelings (e.g., Javier está nervioso).

4. Illustrate the map with icons representing the locations and emojis representing the 'status' of the character.

Final Product

What students will submit as the final product of the activityA 'Surveillance Map' with pins showing the character's locations and 'status updates' describing their emotions at those points.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 4.1 (Language Comparisons) by contrasting 'ser' (from the previous activity) with 'estar' for locations and temporary states, and ACTFL 1.2 (Interpretive) by tracking plot movement.

Activity 3

Codebreaker: The Guernica Connection

To understand the mission, analysts must decode why their character is interested in Picasso's 'Guernica'. Students will analyze the symbols in the mural (the bull, the horse, the lamp) as mentioned in the book and connect them to their character's secret motives. This adds a layer of cultural and historical context to their dossiers.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Examine a reproduction of 'Guernica' and locate the symbols mentioned by the characters in the text.

2. Research (in English or simplified Spanish) the basic meaning of 'Guernica' and why it was important during the Spanish Civil War.

3. Write short notes in Spanish linking a character to a symbol (e.g., 'Paula busca el secreto en la lámpara').

4. Pin these notes to a digital or physical 'Evidence Board' to show the character's obsession with the art.

Final Product

What students will submit as the final product of the activityA 'Coded Evidence Board' showing a section of the mural with annotations in Spanish explaining what the character is looking for.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 2.2 (Relating Cultural Products to Perspectives) by investigating the role of Picasso's Guernica and ACTFL 1.2 (Interpretive) by analyzing the text's symbols.

Activity 4

Motive & Intent: The Mind of the Suspect

Analysts dive deep into the 'why' behind the actions. Using the structures 'quiere' (wants) and 'va a' (is going to), students predict and explain the character's next moves. This helps distinguish between the protagonists (who want to save the mural) and the antagonists (who have darker intentions).

Steps

Here is some basic scaffolding to help students complete the activity.

1. Find evidence in the text of what the character wants to obtain or achieve.

2. Draft a sentence using 'Quiere + [infinitive]' (e.g., Mario quiere el secreto).

3. Predict the character's next action based on the current chapter using 'Va a + [infinitive]' (e.g., Luis va a correr).

4. Format the findings as an official memo from an analyst to the FBI Director.

Final Product

What students will submit as the final product of the activityAn 'Intercepted Memo' that summarizes the character's primary goal and their planned next step in the mission.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.9-10.3 (Character Analysis) and the learning goal of using 'quiere' and 'va a' to communicate intentions.

Activity 5

Operation Guernica: The Final Briefing

In this final activity, analysts compile all previous findings—identity, locations, cultural connections, and motives—into a professional Investigative Dossier. They will present their 'top suspect' or 'key ally' to the class, using visual aids and the simple Spanish structures mastered throughout the unit.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Organize the Biometric Scan, Surveillance Map, Evidence Board, and Intercepted Memo into a single 'Expediente' (file).

2. Write a concluding 'Executive Summary' in Spanish, summarizing if the character is 'peligroso' (dangerous) or 'un aliado' (an ally).

3. Prepare a visual presentation (slides or poster) highlighting the most critical 'intel' found.

4. Present the dossier to the 'FBI Director' (teacher) and the 'Agency' (classmates) using clear, novice-level Spanish.

Final Product

What students will submit as the final product of the activityA 'Confidential Character Dossier' (a physical folder or digital portfolio) and a 1-minute oral briefing.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.3 (Presentational Communication) by synthesizing all gathered intel into a final, polished presentation for an audience.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Operation Guernica: Junior FBI Analyst Dossier Rubric

Category 1

Character Identification & Language Foundation

Focuses on the analyst's ability to interpret the Spanish text and use foundational grammar to describe character identities.

Criterion 1

Interpretive Reading (Intel Gathering)

Measures the analyst's ability to extract specific details, traits, and events from the Spanish text "Agentes secretos y el mural de Picasso" to build the dossier.

Exemplary

4 Points

Extracts comprehensive and nuanced 'intel' from the text; identifies subtle character traits and plot points that go beyond basic descriptions. Accuracy is high.

Proficient

3 Points

Extracts clear and relevant details from the text; accurately identifies primary physical traits, personality descriptors, and character actions.

Developing

2 Points

Extracts some basic information from the text, but may miss key details or include occasional inaccuracies regarding character traits or plot.

Beginning

1 Points

Identifies very few details or provides inaccurate information from the text; 'intel' is insufficient to form a basic character profile.

Criterion 2

Linguistic Control: Identity & Status

Evaluates the accurate use of Spanish high-frequency verbs 'ser' (identity), 'estar' (location/emotion), and 'tener' (possessions) to describe the target.

Exemplary

4 Points

Masterfully distinguishes between 'ser' and 'estar' in all contexts; uses 'tener' and 'hay' with high accuracy to create sophisticated novice-level descriptions.

Proficient

3 Points

Consistently distinguishes between 'ser' and 'estar'; correctly uses 'tener' and 'hay' to describe physical traits and status with few errors.

Developing

2 Points

Shows emerging ability to use 'ser' and 'estar' but may confuse them; uses 'tener' and 'hay' with some success but limited variety.

Beginning

1 Points

Struggles to use 'ser', 'estar', and 'tener' correctly; descriptions are often fragmented or linguistically inaccurate for the novice level.

Category 2

Strategic Analysis & Cultural Context

Focuses on the deeper analysis of why characters act the way they do and how they relate to the cultural context of the mural.

Criterion 1

Analysis of Motive & Intent

Measures the ability to analyze and communicate what characters want and their intended actions using 'quiere' and 'va a'.

Exemplary

4 Points

Provides insightful predictions and motivations; uses 'quiere' and 'va a' + infinitive flawlessly to describe complex character goals.

Proficient

3 Points

Accurately identifies character goals and future actions; correctly uses the 'quiere' and 'va a' structures to communicate intent.

Developing

2 Points

Identifies basic goals but may struggle with the 'quiere/va a' structures; intentions are stated but lack supporting evidence from the text.

Beginning

1 Points

Fails to identify character motivations or uses 'quiere/va a' incorrectly, making the 'intel' memo difficult to understand.

Criterion 2

Cultural & Historical Connection

Evaluates how well the student connects the character's actions to the cultural and historical symbols in Picasso's 'Guernica'.

Exemplary

4 Points

Demonstrates a sophisticated understanding of 'Guernica'; makes profound connections between specific mural symbols and character motivations.

Proficient

3 Points

Clearly explains the cultural significance of 'Guernica' and accurately links at least one symbol to the character's mission in the book.

Developing

2 Points

Mentions the mural and symbols but provides a superficial or slightly inaccurate link to the character's motives.

Beginning

1 Points

Provides minimal or no mention of 'Guernica' symbols; fails to connect the cultural product to the character analysis.

Category 3

Mission Finalization & Presentation

Assesses the final synthesis of all 'intel' and the effectiveness of the analyst's formal report to the agency.

Criterion 1

Synthesis & Portfolio Organization

Assesses the quality, organization, and completeness of the final dossier (ID card, Map, Evidence Board, Memo, Summary).

Exemplary

4 Points

Dossier is professional, highly organized, and visually compelling; the 'Executive Summary' provides a sophisticated synthesis of the character's role.

Proficient

3 Points

Dossier is complete and well-organized; all required components are present and the 'Executive Summary' clearly identifies the character as ally or danger.

Developing

2 Points

Dossier is missing 1-2 components or lacks organization; the 'Executive Summary' is brief or lacks sufficient justification.

Beginning

1 Points

Dossier is incomplete, disorganized, or missing several key components; summary fails to categorize the character effectively.

Criterion 2

Presentational Communication (The Briefing)

Evaluates the oral briefing given to the FBI Director and Agency using novice-level Spanish and visual supports.

Exemplary

4 Points

Oral briefing is exceptionally clear and engaging; uses visual aids to enhance the message; demonstrates confidence and strong novice-mid fluency.

Proficient

3 Points

Oral briefing is clear and uses visual aids effectively; communicates key character 'intel' using appropriate novice-level structures and pronunciation.

Developing

2 Points

Oral briefing is mostly understandable but may rely heavily on notes; visuals are present but not fully integrated into the presentation.

Beginning

1 Points

Oral briefing is difficult to follow; demonstrates significant struggle with pronunciation or sentence structure; minimal use of visual aids.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did taking on the role of a 'Junior FBI Analyst' change the way you read and analyzed the novel compared to how you usually read in class?

Text

Required

Question 2

How confident do you feel now in choosing between 'ser' (to describe who a character IS) and 'estar' (to describe WHERE they are or HOW they feel)?

Scale

Required

Question 3

Which aspect of the 'Guernica' mural provided the most important 'intel' for understanding your character's secret motives?

Text

Optional

Question 4

In your dossier, you used 'quiere' (wants) and 'va a' (is going to). Which of these was more helpful in predicting the character's next moves?

Multiple choice

Required

Options

Question 5

Beyond this mission, how might the skills of 'extracting intel' (identifying key traits and motivations) help you when you encounter new people or stories in Spanish?

Text

Optional