Level 4 Spanish Pablo Neruda Integration Curriculum Unit

Teachers’ Name(s): Amy Kalif
Grade Level(s): 11-12
Content Area(s): Spanish 4, Pablo Neruda
Technology Overview / Organizer: Amy Kalif and Ron Dumais
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
Does the imagery in poetry evoke your senses?
Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – 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.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:
Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories
Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.
ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Standards for Foreign Language Learning
Communication-Communicate in Languages Other Than English
Standard 1.2:Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3:Students present information concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Connections-Connect with Other Disciplines and Acquire Information
Standard 3.2:Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its culture.
Comparisons-Develop Insight into the Nature of Language and Culture
Standard 4.2:Students demonstrate understanding of the concept of culture
throughcomparisons of the cultures studied and their own.
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • Animations
  • Slide transitions
  • Inserting and manipulating images
  • Screen recording in Microsoft Office Mix™
  • Uploading and Sharing

Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title: Pablo Neruda
Evidence: Final project in Power Point Office Mix™
Criteria: (include rubric and/or checklist criteria?) World Language Writing Rubric
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
  • Students will use web 2.0 presentation tools to recite a poem by Pablo Neruda.
  • Students may use Power Point Office Mix™ or other tools to narrate their stories, and upload their Mixes for collaborative viewing and discussion.

Resources/Materials – What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)?
Hardware: Laptops and/or desktop computer in a lab
Software: Power Point Office Mix™or other tool to present story
Web-based resources & technology tools (possible resources that could be incorporated)

Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
Power Point Office Mix™integration
Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students will use classroom laptop carts and/or computer lab desktops.
  • Students may workindependently or in small groups, and present to the whole class.

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
  • Learn how to properly access and use laptops
  • How to upload their final product as a Power Point Office Mix™ in order to make available for collaboration.
  • Project checklist and rubric will be provided.

Outline and Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when.
Scheduling (Describe the approximate length of the project):
Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Introduce the tool we will be using in class.
  • Show students the final product of what they will be producing.

Day Two: / e.g., Online resource activity and begin developing product.
  • Brainstorm possible poems to recite
  • Introduce graphic organizers

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Complete graphic organizers
  • Open document and begin to insert graphics
  • Save and share document with group and teacher using Power Point Office Mix™

Day Four: / e.g., Review and Revise
  • Continue inserting and manipulating graphics and animations

Day Five / e.g., Present and Reflect
  • Continue inserting and manipulating graphics and animations
  • Narrate each slide in Spanish using Power Point Office Mix™

Day Six /
  • Narrate each slide in Spanish using Power Point Office Mix™
  • Share with entire class

Page Break

Instructional Strategies – Select and describe how you will use any of the strategies listed below.
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation*
  • Students will create a multimedia presentation of a Pablo Neruda poem

Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend their learning.
3. Grouping will be designed to meet students’ interests, abilities, and learning styles.
4. Student choice on project
* Students may use other technological tools to extend their learning.
Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
  • Feedback provided through World Language Speaking Rubric

Students Will Self & Peer Assess Their Presentations.After the rubric assessments, students will write a reflection on the process of creating and sharing their interactive multimedia presentation.
  • Students will watch all poem Mixes, choose their favorite, and write a reflection in Spanish.

6/2/2016Middletown Public Schools1