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    Tpack Lesson Plan

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    This lesson plan is for a 90-minute Spanish II class to review vocabulary from Spanish I. Students will use their laptops to review vocabulary terms in different categories through images on a Google Slides presentation. They will then work in groups to create their own presentations on one category using at least 10 images and words. Groups will present their work to the class. An exit ticket assessment at the end will require students to write Spanish words that correspond to images to evaluate their learning. The lesson aims to engage different learning styles and intelligences through the use of images, group work, presentations and assessments.

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    Tpack Lesson Plan

    Uploaded by

    api-350281802
    280 views5 pages
    This lesson plan is for a 90-minute Spanish II class to review vocabulary from Spanish I. Students will use their laptops to review vocabulary terms in different categories through images on a Google Slides presentation. They will then work in groups to create their own presentations on one category using at least 10 images and words. Groups will present their work to the class. An exit ticket assessment at the end will require students to write Spanish words that correspond to images to evaluate their learning. The lesson aims to engage different learning styles and intelligences through the use of images, group work, presentations and assessments.

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    tpack lesson plan

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    This lesson plan is for a 90-minute Spanish II class to review vocabulary from Spanish I. Students will use their laptops to review vocabulary terms in different categories through images on a Google Slides presentation. They will then work in groups to create their own presentations on one category using at least 10 images and words. Groups will present their work to the class. An exit ticket assessment at the end will require students to write Spanish words that correspond to images to evaluate their learning. The lesson aims to engage different learning styles and intelligences through the use of images, group work, presentations and assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    280 views5 pages

    Tpack Lesson Plan

    Uploaded by

    api-350281802
    This lesson plan is for a 90-minute Spanish II class to review vocabulary from Spanish I. Students will use their laptops to review vocabulary terms in different categories through images on a Google Slides presentation. They will then work in groups to create their own presentations on one category using at least 10 images and words. Groups will present their work to the class. An exit ticket assessment at the end will require students to write Spanish words that correspond to images to evaluate their learning. The lesson aims to engage different learning styles and intelligences through the use of images, group work, presentations and assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5
    At a glance
    Powered by AI
    The key takeaways are that the lesson focuses on reviewing Spanish I vocabulary through the use of images and technology. Students will work in groups to create presentations on vocabulary categories using images and present using the Smart Board.

    The three largest groups of learning types that the teacher has are Interpersonal, Intrapersonal, and Logical-Mathematical intelligences.

    Students will use their laptops to create presentations in groups on vocabulary categories using at least 10 images. They will present their work using the Smart Board.

    CSU-Global OTL 545 Technology

    Your Name: Liz Dougan


    Course: and Innovation

    Subject / Course: High School Spanish II


    Topic: Spanish I Vocabulary
    Lesson Title: Spanish I Vocabulary Review
    Level: High School / II Lesson Duration: 90 minutes

    Common Core or State Standard(s) & Learning Objective(s):


    Standard 1.1: Participate in basic conversations (written or oral) on a variety of familiar and
    predictable topics using isolated words and learned phrases (interpersonal mode)

    Objective: IWBAT discuss the following topics in Spanish by completing the Spanish I
    vocabulary review: activities, classroom items, food/meals, physical/personality descriptions,
    the body, family, and places.

    Target Audience
    Knowing the Learner
    Based on your survey data from earlier in the course, describe the target audience for
    this lesson; what types of learning styles will you need to be mindful of?
    The three largest groups of learning types that I have are Interpersonal, Intrapersonal, and
    Logical-Mathematical intelligences; however, I have some representation of each intelligence
    in my classes. I will ensure that each intelligence is addressed during this lesson. The
    intelligences that apply to each activity will be written in brackets next to each activity.

    The article Multiple Intelligences: What Does the Research Say (2016) guided me in
    addressing each intelligence.
    Pedagogies
    Pedagogies
    (How are technology, content, and pedagogical knowledge working together in this
    lesson?)
    I teach Spanish in a way that my students will be able to use and understand it in the real
    world. All the planning that I do is centered on real-world application. My students will need
    to know Spanish either for professional reasons, such as needing to communicate with a
    Spanish speaker at their job, or personal reasons, such as travel. One of the first steps, and, in
    fact, one of the first standards (CDE, 2010, p. 16), is to be familiar with vocabulary that will
    enable them to communicate. Spanish I is full of new vocabulary that is designed to give
    students a basic knowledge base to actually start using the language. Based on this fact, I
    begin Spanish II with this lesson: Spanish I Vocabulary Review. I will use my Google Slides
    presentation to prompt their memories and guide the review. The main purpose of the
    presentation is to provide images. Research shows that images are more powerful than written
    text (Schaffhauser, 2012, p. 1). My students will associate the images with each category and
    this will enable them to recall the words much better than if I simply listed the words. By
    using images to guide the review, my students will better remember the words and thus be
    better prepared to use and understand Spanish in the real world.

    Technology Being Used by Students


    Students will use their laptops to create their own presentations. They will work in groups to
    create and present on one category. Each presentation must include 10 images representing
    appropriate words for their chosen category. They may use Google Slides like I did, or they
    may choose a different program that they prefer. Students will then use the Smart Board to
    present their work.

    Students are required to use 10 images so that they are teaching the class visual literacy
    (Schaffhauser, 2012). They are also being required to teach their lesson via technology to
    incorporate the 21st Century Fluencies (Crockett, Jukes, Churches, 2011).

    Technology Being Used by Teacher


    Teacher will use laptop and Smart Board to present the Google Slide Presentation. The bulk of
    the presentation, everything but the assignment instructions and category titles, is made up of
    images. Schaffhauser (2012) explains how this is the best way to teach to visual literacy (p. 2).
    Lesson Strategy and Required Materials
    Goodwin & Hubbell (2013) point out that teachers must be intentional about how they
    allocate classroom time (p. 139). The best way to maximize class time is to plan out each
    minute of class. I will use formative assessments as I go through the lesson and edit the time
    as needed, however, having the guide below will help me stay on track and teach bell-to-bell
    (p. 133).

    1. Anticipatory set: Daily Journal Entry: Make a list of topics that we studied in Spanish
    I. List as many words in Spanish that you can. (5 min.)
    2. Act. 1:
    a. Choose a graphic organizer to take notes [logical-mathematical, visual-spatial]
    (3 min.)
    b. Category activity: Students are to list as many words in Spanish that they can
    for each category. After 2 minutes of wait time, start clicking to enable the
    pictures to show up. Each category should take 5 minutes. [intrapersonal,
    logical-mathematical, visual-spatial] (45 min.)
    3. Act. 2:
    a. Student presentations: get into groups of 3-4 students to create ONE organizer
    of ONE category (studied today) that contains at least 10 words and images.
    [Naturalistic (categorizing what is in the world), interpersonal] (15 min.)
    b. Presentations [Verbal-linguistic, musical (hearing the words), bodily-
    kinesthetic (I will encourage these students to add movement)] (15 min.)
    4. Closing Activity: Pop Quiz! Students will write down as many words as they can for
    the images on the last slide. Students will turn in their exit tickets as an assessment. (7
    min.)

    Feedback Strategy
    During this lesson, I will be walking around to provide a constant stream of feedback that is
    real-time (Goodwin & Hubbell, 2013, p. 90). Glancing at everyones anticipatory set will
    tell me what they already know and remember from last year completely on their own.
    Viewing their organizers during the first activity will show me how much they remember once
    they are prompted with the images. Then, having students cold call on other students during
    their presentations to check for understanding on their images will show me how they are
    progressing with the review. Lastly, the closing activity/exit ticket will be my final formative
    assessment of the day. Ill be able to analyze the data from the results to see who has mastered
    the material and who needs more support/review.

    Assessments
    The exit ticket will be my assessment for this lesson and objective. I chose to give this type of
    quiz (students write the Spanish words of the pictures they see) due to the fact that it will
    require higher-level thinking skills. Goodwin & Hubbell (2013) explain that multiple choice
    quizzes assess lower-level thinking skills since students can use what they have in front of
    them to figure out the answer (p. 55). Not giving them options, however, will show me what
    they REALLY know (and, adversely, dont know).
    Modifications/Enrichments
    I would like to offer more options for the presentation portion in the future. For example, I
    would like to allow my musically inclined students to create a song about their category using
    the target language. My more advanced students, those who can already list many words on
    their own, could do a circumlocution activity with the class where they describe a word in
    Spanish until the class guesses it. Differentiation is key to reaching each student in the class,
    and adjusting elements like the ones listed above will enable me to reach all of my diverse
    learners (Differentiation, 2013, para. 2).
    References

    Colorado Department of Education. (2010). Novice-mid world language standards. Retrieved

    from https://www.cde.state.co.us/coworldlanguages/statestandards

    Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-Century fluencies for

    the digital age. Sage: 21st-Century Fluency Project Inc.

    Differentiation. (2013, Nov. 7). The glossary of education reform. Retrieved from

    http://edglossary.org/differentiation/

    Goodwin, B. & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria,

    VA: ASCD.

    Multiple intelligences: What does the research say? (2016). Edutopia. Retrieved from

    https://www.edutopia.org/multiple-intelligences-research

    Schaffhauser, D. (2012). Picture perfect: Teaching to visual literacy. The Journal. Retrieved

    from http://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-

    literacy.aspx

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