Francesca Santos Rachael Ruiz Why you need to know Spanish 9th grade Spanish Unit plan, fall

semester, week 2 Materials: Projector, video example, web sites prepared, student project packet (forms), sign up calendar, video camera, computer with editing software, set for filming. (Forms and information all available online) Laptops and internet connection, 4 GB USB flash drive. Purpose: The discovery of different languages and cultures help us to understand how other people learn or think. Gaining understanding of current and historical cultural issues helps us to identify and relate to the feelings and stand points of others from that culture. When we understand the feelings and stand points of people from other cultures we are forced to reflect their culture, opinions and feelings to our own and make stronger, better supported decisions about our understanding of the world. We see the world through their eyes and this is important in developing a more comprehensive worldview. Topic Benchmark WL.IS.Y1.4.2 Sample Performance Assessment (SPA) Cultural Knowledge Give examples of how significant cultural ideas are reflected in the practices and products of the culture being studied The student: Observes, identifies, and describes cultural ideas and simple patterns of behavior (e.g., perception of time, celebrations, work and eating habits) in various settings (e.g., school, family, community) by watching videos, interacting with peers in the target culture via correspondence, by reading histories and cultural studies, or participating in cultural activities.

Objective: Students will participate cooperatively in a collaborative group activity. Groups will clearly identify and describe a current event with appropriate and relevant information in the Spanish speaking community. They will do this by organizing a detailed script that includes a historical reference pertaining to the event. Which will be presented to the class in the form of a 5-7 minute video. Assessment Formally assess description, information and presentation of project by asking student to present an open response oral report via video. Students will be graded based on the criteria presented in the rubric. Formally assess participation by giving students a form to fill out assessing the other group members based on the rubric criteria. Also each student will write out his or her personal contribution to the assignment. Rubric

Criteria/ Description

Exceeds expectations (5) Description is clear, detailed and organized. Includes a historical reference directly pertaining to event chosen.

Participation

Information

Presentation

Well below points proficiency (2) Description is Description is not clear, somewhat clear, detailed or detailed and organized. Does organized. not include a Includes a historical historical reference that reference that pertains to somewhat event chosen. pertains to event chosen. Groups have Groups have Group roles are Group roles are clearly defined mostly defined somewhat not defined. roles. Work is role. Work is defined. Work is Work is evenly mostly a little unevenly unevenly distributed. distributed distributed. distributed. Highly evenly. Mostly Somewhat Collaboration is Cooperative cooperative cooperative not cooperative. collaboration collaboration collaboration Information is Information is Information is Information is appropriate and mostly somewhat inappropriate relevant to appropriate and appropriate and and not relevant Spanish relevant to relevant to to the Spanish speaking Spanish Spanish speaking community speaking speaking community community. community. Presentation is Presentation is Presentation is Presentation is professional, mostly somewhat unprofessional

Meets expectations (4) Description is mostly clear, detailed and organized. Includes a historical reference that mostly pertains to event chosen.

Below expectations (3)

audible and makes ethical use of technology. Between 5 and 7 minutes Total points possible 20 PART 2. GUIDING THE LEARNING

professional and makes use of technology in an ethical manner.

professional and technology is somewhat ethical in used.

and technology is used unethically

B. Determine the instructional strategies that will engage students and focus on the skills needed to attain the identified standards. Lesson Title: Research and Collaboration (fall semester, week2, day2) Author: Francesca Santos and Rachael Ruiz Grade Level/Subject: 9h grade Spanish Length of Lesson: 60 minutes Materials/Preparation: Projector, web sites prepared, student project packet (forms), Laptops and Internet connection, 4 GB USB flash drive.

Warm up Activity (15 minutes) (Advanced Organizer, Modeling, Socratic Method) i. Teacher begins class by greeting students while logging on to the Internet ii. Using the Advanced Organizer method Teacher turns to class, positions themselves for all students to see. Explains that class will be doing research today for our previously discussed current event project. iii. Teacher opens new document in word, titles it research document iv. Teacher then navigates to school website and specific teacher page of listed appropriate websites. (Include school website here) v. Teacher selects one website and from there chooses a topic to model, (Music for example) vi. Latin Music Awards just came out, teacher chooses an influential musician that recently was nominated or won an award. (Calle 13) vii. Teacher navigates to search engine, searches that musicians biography on the Internet. viii. Teacher quickly skims the reading and points out some of the direct aspects involved with Calle 13. ix. Teacher asks 3 random students what points they find meaningful; types answers on research document x. Teacher cuts and pastes the information to research document, (teacher models inclusion of web page address for later referencing). xi. Teacher chooses one of the meaningful points, for example generational influence. Finds two examples of how this is true. His videos referencing current political issues like immigration His song lyrics reflecting the impact humans are having on the environment. Teacher cuts and pastes info from Internet and citation info to research document Teacher asks students to turn to rubric in student project packet.

xii. Teacher connect example research directly to rubric (included in students project packet) Research Activity (20 minutes) 1. 2. 3. 4. Teacher explains that students will be researching for their assigned topic. Teacher asks students to get out research form from packet. Students get out research form. Teacher says, We will now spend fifteen minutes doing research on each of your own topics, to come up with at least one current event and one specific detail pertaining to that event in the manner I have just modeled to you, when you have your event and detail prepared you will then break into your groups and present your information as a potential event for presentation

5. Students will use personal devices or borrow laptops from the library (have laptops available to borrow in class) 6. Students sign on to Internet and begin researching their pre-assigned topic. 7. Students will find at least one event related to their topic and at least one specific detail to present to their group. (Using the navigation modeled previously) 8. Teacher walks around gives help/feed back if necessary 9. Students will write down web site, and current event they found and specific detail on student project packet research form.

Group Discussion and Collaboration (25 minutes) 1. Teacher assigns groups to pre-arranged spots in the classroom to discuss events researched. (map

included below) i. Front of Classroom Group1 Group 6 Group 5 Group 2 Group 3 2. Students introduce themselves, choose roles and exchange contact information. 3 minutes (write info on packet form) 3. Students discuss events researched. 4. Teacher then reminds students to gently push their chairs under their desks and go to their next class. Subsequent Lessons to Complete Current Event Activity for Portfolio Group 4

Lesson #1: Teacher introduces project, states expectations, and hands out forms. Models Example of video presentation and shows examples of ethical research. Homework, choose topics and sign up for groups, (first come first served basis)(30 min) Lesson #3: Teacher hands out calendar, for topics and filming dates. Teacher models procedures for filming. Groups collaborate to come up with 3 different ideas appropriate for video presentation. Lesson #4: Teacher Models appropriate historical research for previous current event example of music (calle13) (Ruben Blades). Models cohesion between the two events. Groups do in class

research to present to one another Lesson#5: Teacher models script writing and gives groups opportunity to begin script writing in class.
Standards Based Lesson Plan-Diversity Students of different intelligencesThe choosing of roles allows students to be more relaxed in their learning environment. It also allows the students to collaborate efficiently and actively process information into a cohesive script for presentation. We are creating a learning environment that allows for immersion into learning about another culture by placing the expectation on them of cultural research. This falls under the brain based learning theory as described on Pg 293 in our touch the future teach text. We are raising the level of thinking from knowledge asking students to describe their identified topic, and then demonstrate their comprehension, connecting it with their chosen topic. Synthesizing to prepare an appropriate script and create a video presentation that will explain their understanding of the current event to the class. Then the class will associate the current event with the topic that relates to Spanish speaking. In this way we are incorporating the action verbs connected with blooms taxonomy, and diverse levels of thinking. Students of different socio-economic status We understand that not all of our students will have access to the type of equipment required for creating a video and that some will. To level the playing field we are requiring student to borrow classroom equipment including a laptop with video editing software and a video camera for this project. We also understand that not all students have the availability to work on group projects together on their own time, so we have created a time slot during class for each group to have time to work on the filming, editing and collaboration of the total project. For this specific lesson we are requiring to use the Internet for research and so we will offer computers to use in class. Students of different gender, sexual orientation, or religion-

Students will be given options of topic to choose some o the topic will have to do with Latin American cultural religion and the roles that gender have in the history of Latin culture. We feel that allowing students to choose their topic and their current event details. We are allowing student to touch on and discuss things that they may have interest in. While we have set up check and balance system that requires students to have several levels of approval before presentation. This will ensure appropriateness based on the teachers final say of the topic discussed. Teacher will assess and rule out any discriminatory content or prejudicial bias. Students of different mental challenges We feel that collaboration and checkpoint monitoring will incorporate student achievement and learning. The Students will be in small groups, which will foster a comfortable learning and sharing environment and teamwork. Some Sped students have trouble with anxiety when asked to perform in front of the class so we have created a safer learning environment small groups require intimate discussion and our presentation is pre-recorded so that students wont feel anxious that they have to present in front of the class. We will have different levels of experience and different intelligences in each group. Each student will have a specific role and a specific contribution. We will assess at each checkpoint if a student is struggling or excelling and seek to remedy or champion by encouraging collaboration between students. Ex. If the script is written poorly but we have another student who is a strong writer we will ask the student to edit the script and work with the writer to enhance performance. Students that speak English as a second languageWe feel that like the students with learning challenges that small group discussion will provide a comfortable environment for ELL students to thrive. In the same ways prerecording the video presentation will allow time for ELL students to practice and prepare for their contribution. Students will also have different levels of language fluency; groups will also help the learning students gain a higher level of communication skills.