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Max Pinsky EDU 521.02 Prof. R. Moroney Summer 2010. Unit Plan: Un viaje al mundo hispanohablante. Introduction / Rationale.
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Max Pinsky EDU 521.02 Prof. R. Moroney Summer 2010 Unit Plan: Un viaje al mundo hispanohablante
Introduction / Rationale • In recent years, the focus of foreign language teaching has shifted from merely teaching the target language to teaching students how to survive and communicate in the target culture. This is especially fitting in the current era of ever-increasing globalization, as international travel is becoming more prevalent for business, recreational, and academic purposes. This unit prepares students for such endeavors by: • taking them on a journey through common destinations in Spanish-speaking countries, • providing them with knowledge of linguistic structures that are helpful for travel-related communication in the target language, • and more!
Context • This unit plan has been designed for a Regents level Spanish III class. There are approximately 25 students in the class. Most of the students are in tenth grade. • The vast majority of the students have moderate to advanced computer literacy. Almost all have internet access at home, and many have mobile access via smart phones and other such devices. • The class will be taught by one teacher. The library / media specialist will assist with the technology and research when needed. • This unit contains four lessons. The second lesson and the fourth lesson have been fully developed in the Molloy format.
Unit Objective • After the completion of this unit, students will be able to answer this essential question: • What linguistic knowledge, cultural knowledge, and other information and resources do we need to utilize in order to plan a successful trip to a Spanish-speaking country? • Students will demonstrate their knowledge by planning and presenting a hypothetical trip as a final unit project. Taking on the role of travel agents, students will “sell” their trip through the use of a PowerPoint presentation as well as other materials created with Excel and Publisher.
Justification for Use of Technology • As mentioned previously, the current focus of foreign language teaching is on authentic communication in the target language. Technology is very helpful in this endeavor, as it allows students and teachers to access authentic target language materials that are not readily available elsewhere. • These include, but are not limited to: • Websites of various types • Movies and other videos • News articles • Music • Videoconferencing • And much more!
Justification for Use of Technology • In this unit plan, students use technology to… • Conduct research and find information in the target language • Create original presentations and other products using the target language • Practice target language vocabulary and grammar through the use of SMART Notebook activities as well as online exercises
Materials • Materials used during this unit include: • SMART Board and projector • Computers with internet access, SMART Notebook, PowerPoint, Excel, Publisher, and NaturalReader software • A Filamentality Hotlist • Writing implements • A scaffolded note-taking handout that corresponds with the SMART Notebook activities • Website evaluation checklists
New York State Content Area Standards • Languages Other Than English Standard #1: Students will be able to use a language other than English for communication. (Lessons #1, 2, 3, 4) • Languages Other Than English Standard #2: Students will develop cross-cultural skills and understandings. (Lesson #4)
ISTE NETS for Students National Educational Technology Standards for Students: 1. Creativity and Innovation (Lesson #4) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration (Lesson #4) Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency (Lessons #1, 2, 3, 4) Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
ISTE NETS for Students 4. Critical Thinking, Problem Solving, and Decision Making (Lesson #4) Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship (Lessons #1, 2, 3, 4) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts (Lessons #1, 2, 3, 4) Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively.
Lesson Plans • Lesson #2: The Future Tense • After an interactive SMART Notebook presentation on the future tense, students will work in groups to write a paragraph in which they will use the future tense with at least seventy-five percent accuracy.
Lesson Plans • Lesson #4: Final Unit Project • After discussing techniques for conducting internet research and for finding credible web resources, students will utilize these techniques to find at least three credible websites from which they will garner information for a presentation. • After researching a destination of their choice in a Spanish-speaking country, students will use technology to plan and present a hypothetical trip to that destination, and will receive a score of 75 percent or higher on a teacher-created rubric.
Technology Components • Lesson #2: • Students will participate in an interactive SMART Notebook presentation in which they will review and practice the future tense. Students will be called upon at random to participate in various ways. This will include clicking and dragging objects to reveal information, popping virtual balloons, and filling in answers using the SMART Board’s pens. • The lesson will also close with a SMART Notebook review activity called seispuertas.
Technology Components • Lesson #4: • Students will discuss techniques for conducting internet research and for finding credible web resources. They will then utilize these techniques to find good resources from which they will garner information for a presentation. • Students will use Excel to record and keep track of information. • Students will use PowerPoint and Publisher to create an original presentation.
Adaptive / Assistive Technology • Lesson #4: • The student who has a visual disability will use the NaturalReader 9.0 text-to-speech software to assist in reading the information on web sites. • The basic version of this software is available as a free download, and can read text from programs such as Internet Explorer, Word, Outlook, and Adobe Reader.
