Level 2 Spanish Daily RoutineIntegration Curriculum Unit

Teachers’ Name(s): Desiree Brown
Grade Level(s): 9-12Daily Routine
Content Area(s): World language Daily Routine
Technology Overview / Organizer: Desiree Brown
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)
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 1.3:Students present information concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Comparisons-Develop insight into the nature of language and culture
Standard 4.1:Students demonstrate understanding of the concept of culture
through comparisons of the language studied and their own
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • Use Prezi to share their daily routine
  • Speak about their daily routine using reflexive verbs

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: Daily Routine
Evidence:
Students will use Prezi to create a presentation (using pictures and text). This will be accompanied by an oral presentation of their daily routine. This will be assessed using the World Language Department 5-Point Oral Rubric.
Criteria: (include rubric and/or checklist criteria?) World Language Oral Presentation Rubric and assignment criteria
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
  • Over the course of six lessons, students will learn the vocabulary and grammar for reflexive verbs. In the first lessons
  • Students will learn the meaning of the verbs and the grammar to conjugate them in the present tense.
  • Then students will do readings, writing activities, listening activities, and speaking activities to practice.
  • This will culminate to the presentation which should count for a speaking grade.

Resources/Materials – What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)?
Hardware: Laptops or Computer Lab
Software:
Web-based resources & technology tools (possible resources that could be incorporated)
  • (students should use school e-mail to create a free account)
.
Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Students will need basic internet skills. They should also know how to import a photo and insert accent marks.

Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students will work in the classroom and/or lab setting.

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:
  • Create a Prezi account and save their presentations to their account.

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):
  • This Unit will be taught over the course of 2-3 weeks. Timeline will be adjusted as appropriate to student and class needs.

Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Introduction to reflexive verbs and their meanings.

Day Two: / e.g., Online resource activity and begin developing product.
  • Introduction to conjugating reflexive verbs.

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Practice reflexive verb meanings and conjugation

Day Four: / e.g., Review and Revise
  • Continue practice and begin creating presentations

Day Five / e.g., Present and Reflect
  • Begin/finish presentations and practice presenting

Day Six /
  • Students present and receive feedback

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*
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
  5. The presentation allows students to work at differentiated levels (lower-level students will use simple
  6. Language and vocabulary, higher-level students will be encouraged to use more varied sentence structures and vocabulary).

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?
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.
  • Prezi Student Sample

6/2/2016Middletown Public Schools1