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When the students have created their final products, how will you make the work they have created visible and available to a wider audience, including other students, other teachers, parents, administrators, the community, etc.? (Also consider whether you need to maintain some boundaries. Everyone can create TikTok-inspired videos without the requirement that everyone puts their videos on TikTok.)

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As you collaborate with other educators to implement this project, what roles will each person play? Can you delegate some of the work of implementing the project to students?

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What content, technology, handouts, realia, etc., will be needed for this project? If possible, just use or build on something that has already been created!

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What are the components of the unit that culminates in this project? What are the scaffolding steps? What do their instructions say? What steps will you need to take in order to facilitate their project? Allow time for learners to compare their projects and reflect on the projects. Those steps can become valuable assignments for developing their communicative competence also.

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How does this task, and its components, fit into the curriculum? You will need to demonstrate how this work fulfills the existing objectives and standards for communicative competence and intercultural competence.

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Define the main task or tasks, in TBLT terms. In other words, what are the learners producing that provides a real-world relevant goal, uses their proficiency, and can be displayed beyond your classroom? Once you have defined this main task and its product, you can use Backwards Design to define the Procedures of your project.

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Communicative modes and objectives?

Maybe:
Investigation -> Interpretive Reading leading to Presentational Writing or Presentational Speaking

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Walls of the school
Announcements during school day
Presentations to other learners
Presentations in English to other content courses
Website
Parent newsletter

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Posters
Infographics
Presentations
Website with various content

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https://www.icco.org/economy

This idea comes from Liz Matchett of CWLP. She does an extensive unit in her Spanish classes based on the global economy of fair-trade chocolate bars.

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Collaborate with band director, dance team, parent association, etc.

This idea comes from two MAFLT alumni, Shyann Gilkey and Laura López. Shyann teaches Spanish and collaborated with her school's band director to teach Latin dance. Laura gave a presentation last year planning projects and events that can involve the whole school.

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https://michiganmushroomhunters.org/

In a workshop at Davidson College last spring, my prompt was to come up with a project related to the theme of webs or weaving. A French professor and a Spanish professor decided to focus on the web of mycelial networks and proposed creating a multimedia cookbook on hunting and preparing wild mushrooms.

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Dia de muertos is not Mexico's Halloween - but your students could create a resource that describes, explains, and compares them.

https://www.history.com/topics/halloween/day-of-the-dead

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Photo by Daniel Lloyd Blunk-Fernández on Unsplash

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Download this free HD photo of catrina, mexico, day of the dead and dia de los muertos by Daniel Lloyd Blunk-Fernández (@blunkorama)

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Interviews -> Text + Videos

Many teachers encourage their students to do interviews. The inspiration here is a site that presents images, video, and text from interviews with people living in New York. Also see testimonial collections like Language Connects Foundation's Professional Profiles: https://www.languageconnectsfoundation.org/news?category=16559#results.