Level 3 Spanish Un ViajeEspectcularIntegration Curriculum Unit

Teachers’ Name(s): Kristen Lyon
Grade Level(s): Level IIIUnViajeEspectcular
Content Area(s): Spanish 3
Technology Overview / Organizer: Luis Oliveira,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)
How do you plan and prepare for an ideal vacation to a Spanish-speaking country?
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 1.1: Students engage in conservations, provide and obtain information,
express feelings and emotions, and exchange opinions
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.
Cultures- Gain Knowledge and Understanding of Other Languages
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
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.
Communities-Participate in Multilingual Communities at HomeAround the World
Standard 5.1: Students use the language both within and beyond the school setting.
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • Students will be able to conduct research using verifiable websites
  • Students will be able to create an Office Mix presentation with visuals and audio

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: Un ViajeEspectacular
Evidence:
Students will create a Power Point Office Mix™ presentation that incorporates content vocabulary (travel, vacations, sports/leisure activities, clothing) and utilizes the future and conditional tenses.
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 about 2-3 weeks, students will learn new content vocabulary related to travel.
  • Additionally, they will learn the Future and Conditional tenses to express events that will or would happen.
  • Students will also research popular tourist destinations of the Spanish-speaking world.

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 for 25 students.
Software: Power Point Office Mix™or other tool to present story
Web-based resources & technology tools (possible resources that could be incorporated)
  • To reinforce vocabulary:
  • To reinforce grammatical structures:
  • To research travel destinations: various web sites such as Trip Advisor, Orbitz, Travelocity, etc.

Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Students should have basic research skills and a knowledge of presentational programs such as Power Point Office Mix™

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:
  • Learn how to properly access and use laptops
  • How to upload their final product as a 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):
  • 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 of Future Tense and practice

Day Two: / e.g., Online resource activity and begin developing product.
  • Introduction of Travel vocabulary part 1 (planning a trip) Chapter 6 lesson A, Vocabulario I, Lesson B, Vocabulario I

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Reinforcement of future tense and content vocabulary.
  • Aventura activities including listening, speaking about photos, reading and interpreting dialogues

Day Four: / e.g., Review and Revise
  • Reinforcement of future tense and content vocabulary continued
  • what will you do in the future…this summer, after graduation, etc.
  • practice through written and speaking activities
  • Listen to and discuss use of future tense in music, ex- “Stand By Me”-Prince Royce

Day Five / e.g., Present and Reflect
  • Formative assessments on Future tense and new vocabulary

Day Six /
  • Introduction of Conditional Tense. Comparison to future. Practice activities.

Day Seven /
  • Reinforcement of conditional tense.
  • Aventura and teacher generated practice.
  • listening practice to include songs such as “If I had a Million Dollars”-Barenaked Ladies, “El Condor Pasa”-Simon and Garfunkel and “Si YoFuera un Chico”-Shakira

Day Eight /
  • Introduction of Travel Vocabulary, part II (in the airport) Chapter 6, lesson A, Vocabulary II

Day Nine /
  • Introduction of Travel Vocabulary, part II (in the airport) Chapter 6, lesson A, Vocabulary II

Day Ten /
  • Discussion groups regarding readings

Day Eleven /
  • Reinforcement of all vocabulary and tenses through a variety of topics

Day Twelve and Thirteen /
  • Research

Day Fourteen and Fifteen /
  • Presentations-Students will present and students will peer-assess

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
  • Students will research and plan an extended trip to a foreign country. Students will identify budgets, personal interests, and identify possible obstacles

Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation*
Differentiated Instruction:
e.g.,
  1. Hands-on and interactive technology such as Quizlet, Studyspanish
  2. Rubric evaluation & contribution allows students of varying abilities to extend their learning.
  3. Reading groupings will be designed to meet students’ interests, abilities, and learning styles.
  4. Student choice on project
  5. Instructional strategies will involve all domains (speaking, listening, reading, writing)
6. Unit is scaffolded and builds upon skills
Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
  • Reading 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 present and we will discuss general observations of what was done well and what could be improved

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.
  • Complete the peer assessment template to include a self -assessment

6/2/2016Middletown Public Schools1