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ONLINE CONTENT CONSTRUCTION LESSON PLAN

8/5/2019

Grade level: 9-10
Subject: Spanish 1, Finding your interests online in another country
Date of lesson: Week 17
Length of lesson: 2 days

Lesson Topic: Your personal interests
Overall Goal: SWBAT will be able to research and find information on one of their biggest interests in a different country.
Learner Background: Students will be learning to talk about their own likes and dislikes in Spanish, this ties in culturally. Students will have brainstormed and given feedback before
Curricular Standards: N.CPP I can identify some products and practices of cultures.
NH.PW.I can write short messages and notes on familiar topics related to everyday life.

Student Learning Objective(s): N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own. EX: I can identify some common habits of eating in other cultures.
NH.PW.2 I can write short notes using phrases and simple sentences.

Assessment:
Part I: Part I: During the lesson I will be walking around making sure students are brainstorming, answering questions and making sure they are on the right track. I will be looking at their peer review and making sure they are helping each other.

Part II: Students will have to present evidence along the mini project. They will have to turn in a brainstorming chart, a storyboard and a final product. The final product is a web brochure that highlights 1 interests of theirs in multiple Spanish speaking countries or multiple interests in 1 country. Because there is no Spanish on this project the project will either be met or not met of the SLOs. If the students complete the work they will have met the standards. No rubric.

Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Chromebooks
Paper
Pencils
Color pencils or markers
Promethean board

The Lesson

Initiation:
Part I - Look at the brainstorming session about our interests. Choose one or two and jot down how you learned more about these interests? How did you get more information about them or how did you begin practicing it. After, share with your partner. Are their ways of finding information, you had not thought of before? Lastly have a class discussion and make a list of different sources used.

Part II – Over the next two days we will be making a brochure that will be housed online in the form of a web page. You will brainstorm, storyboard and peer review your work.This is a meticulous process but it will teach you a basic structure of project management and will ensure you have a product that is worth sending out into the internet.

Lesson Development:
Day 1 -
Choose interest to work on
Show students how to storyboard
Students research the information to put on storyboards
Students understand and then apply the storyboard concept
Students will analyze each other’s work through a questions lead peer review

Day 2
Students will analyze each other’s work through a questions lead peer review
With the storyboards will create the final product on a google doc and turn in to have peer reviewed one last time.
Students will transfer their information onto the official site and will each take a look at someone else’s work to make sure it is polished on the site.

Closure: Have a debriefing session:
Ask students to write down what they were most surprised about
What was their favorite thing they learned and/or discovered
Ask if they will share the information?.
Ask if they feel they have created something that brings cultural awareness?

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online collaborative inquiry LEsson PLan

8/2/2019

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Grade level: 9-10
Subject: Spanish 1, La comida
Date of lesson: Week 16
Length of lesson: 2 says

Lesson Topic: Food Culture

Overall Goal: Students will be able to research and compile recipes from Spanish speaking countries and write a short description about them in Spanish.

Learner Background: Students will have about 16 weeks of Spanish 1. Students are new Spanish learners. They are at the Early College and will be moving on to Spanish 101.

Curricular Standards: N.CPP I can identify some products and practices of cultures.
NH.PW.I can write short messages and notes on familiar topics related to everyday life.

Student Learning Objective(s): N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own. EX: I can identify some common habits of eating in other cultures.
NH.PW.2 I can write short notes using phrases and simple sentences.

Assessment:
Part I: During the unit students will need to annotate recipes that could be used for the cookbook. I can check and make sure recipes and annotations are appropriate.

Part II: Students will complete a cookbook with recipes and they will write a small review of the recipe and pairing with other recipes if it is not a full meal.

Materials/Resources:
Chromebooks
Hypothes.is
Google docs
Google Sites

The Lesson

Initiation:
Part I -
Bellringer/A.O. - What is your favorite food and why? What do you like most about it?
Pre-asses questions:
How much do you know about food from a Spanish Speaking Country?
A little , Something, A lot, I eat it all of the time
Have you ever had food from a spanish speaking country
Yes, No, if so, where and what? If not, are you interested in trying it?
Are you interested in eating food from other countries?
Yes, No, why?

Part II –
As a class, we are going to make an online cookbook on a google site. Why? Let’s make other students, not taking Spanish, aware of the delicious cuisine they may not be aware of. This website will be linked to the school website. You are going to choose foods that are from Spanish speaking countries that resemble the foods you love to eat.

Lesson Development:

Divide students in groups of 3-4 based on their favorite food. Breakfast, lunch or dinner, snack, dessert. Each person in the group will look up recipes from Spanish speaking countries they think they would like. You will annotate the recipes that you find and like. What type of food are they? Are they a main course, side dish or whole meal? Are all of the ingredients available. What kind of drink would go great with this?

I will then show the students a couple sample recipes based on my answers to the Bell ringer. Students will work on a Google doc that will be shared with the class. The students are to organize the cookbook by coming up with a title for their section of the cookbook and add the recipes and descriptions there. Descriptions are to be in Spanish. You are creating language and critiquing and evaluating the food. Since food is related to what you like you are comparing and contrasting different foods to choose which one will fit into your cookbook. Pictures are to be included in the cookbook. The small description in Spanish can be very simple. Tell what dish it is, are they a main course, side dish or whole meal? Are all of the ingredients available at a regular grocery store or do they need to go to the Hispanic grocery store? What kind of drink would go great with this?

Once the Google Doc is done a volunteer or group of volunteers can move the information onto the web page.

Closure:
Post Asses- Ask the pre- asses questions again.
Have a debriefing session:
Ask students to write down what they were most surprised about
What was their favorite thing they learned and/or discovered
Ask if they will share the information?
Ask who would be interested in making a dish to bring to class.
Ask if they feel they have created something that brings cultural awareness?

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ONLINE READING COMPREHENSION LESSON PLAN

7/19/2019

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Grade level: 9-10
Subject: Spanish 1, Finding your interests online in another country
Date of lesson: Week 13
Length of lesson: 1 day

Lesson Topic: Your personal interests
Overall Goal: SWBAT will be able to research and find information on one of their biggest interests in a different country.
Learner Background: Students will be learning to talk about their own likes and dislikes in Spanish, this ties in culturally.
Curricular Standards: N.CPP I can identify some products and practices of cultures.
NH.PW.I can write short messages and notes on familiar topics related to everyday life.

Student Learning Objective(s): N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own. EX: I can identify some common habits of eating in other cultures.
NH.PW.2 I can write short notes using phrases and simple sentences.

Assessment:
Part I: During the lesson I will be walking around making sure students are brainstorming, answering questions and making sure they are on the right track.

Part II: Students will write a small email or FB post to a friend telling them what they like and what they should do when they visit another country together. Email should include a salutation and telling their friends what they like and what should do in X country together. Maybe include a link to an activity or brochure. (rubric attached at the bottom)

Materials/Resources:
Promethean Board
Chromebooks
Computer
Paper
Pencils

The Lesson

Initiation:
Part I - Let’s Brainstorm! Write down the things you like to do in your spare time. If you don’t have anything you like to do, what would you like to do if time and money weren’t issues. Now circle the top 3, out of those three, which one could you not live without?
For today’s lesson we will be exploring your interests in another country. What country has always interested you in visiting?

Part II – Lesson Development:
How are we going to search for something in a different country?

Show students how to brainstorm keywords
Have them practice searching keywords as class to show their understanding
Model for students the email they will write to their friend.
Then allow the students to start doing it on their own.
If students have similar interests they may work together but they must pick different countries to research.
Students will create their short message to their friend

Closure:
Have a debriefing session:
Ask students to write down what they were most surprised about
What was their favorite thing they learned and/or discovered
Ask if they will share the information?.
Ask if they feel they have created something that brings cultural awareness?

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PBL Unit Project Planning Workbook

7/19/2019

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Project title: Spanish Speaking Countries, What is in it for us?
Teacher(s): Baltodano
School: Early College High School
Grade level(s): 9-11
Subjects: Spanish 1

A. Begin with the End in Mind

Summarize the theme for this project. Why do this project?

The theme of this project is learning about Spanish Speaking countries. This is an open project to spike student interest in other countries and possibly create motivation to want to learn Spanish. Students can choose whatever interests them from any Spanish speaking country and learn more about it. This can be famous people, sports, fashion, folkflore, current culture, animals, fauna, ecosystems, food, languages, native populations, past civilizations, current events, tourism, anything.

Identify the content standard that students will learn in this project (two to three per subject).

Learning Indicator :
N.CPP.1 I can identify some common products related to home and community life of other cultures and my own.
N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own
N.CP.1 I can identify some beliefs and values related to age, gender, social class and ethnicity
N. CP.2 I can identify some characteristics of national identity.
N.CP.3 I can identify ways in which cultures are globalized.
NOTE: Not all standards will be hit. It depends on the topic the student chooses. I expect that at least two can be with any topic.

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

Concept mapping
More efficient Search Engine skills
Question forming and revision

Identify the habits of mind that students will practice in this project (one to two per project).
Goal setting and revision
Time management

REFLECT: Have you focused on student interests while scaffolding content area standards and student learning dispositions? There is enough flexibility that the students can find interest in the project. They can tailor it to what they want to learn and their personal interests.

B. Craft the Driving Question

Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar.
Be sure to follow the following guidelines:
Record as many options as you can, trying different formats and styles.
Do not stop to discuss, judge, or answer questions.
Write down every question exactly as it is stated the first time.

What trip, to a Spanish speaking country, can you plan for yourself, based on your interests?
How can you find out what interests you share with someone in a Spanish speaking country?
Can you find and explore your interests in a Spanish speaking country?

State the essential question or problem statement for the project.
Can you find your interest and those who share it, in Spanish Speaking Country?

REFLECT: Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer? I have posted an authentic problem. A large driving force behind visiting another country is doing things you like to do. Having students look this up can really motivate them to want to learn about different countries.

C. Plan the Assessment

Define the products for the project. What will you assess?
Early in the Project:
Brainstorming: Things they like to do or are interested in learning about
Initial Research: Research that in different countries
Individual Question (Student interest)
Concept mapping: Brainstorming ideas, keyword brainstorming, idea organization
During the Project:
Messages to friends
Cookbook
Brochure on interests
End of the Project:
Plan an 8 day trip to the country of your choice (or one given to you if you don’t have one) that reflects your interests and tastes.

D. Criteria for the Assessment

State the criteria for exemplary performance for each product:

Product: Message to Friend
Criteria: Message to Friend will show novice level Spanish. It will contain their interests reflected in activities they are choosing to do in another country with a friend. This will reflect their ability to research.
Product: Cookbook
Criteria: Student cookbook will show novice level Spanish in the descriptions or annotations of the recipes. It will reflect the tastes of the students. This will reflect their ability to work collaboratively, research and annotate.

Product: Digital Brochure
Criteria: Brochure will contain information on their interests. They can do it on one interest in a couple of different countries or a couple of interests in one country. Annotations on brochure will be in novice level Spanish.

Product: 8 day trip plan
Criteria: Their plan must have activities to do, places to see and food to eat based on their interests. It can be based on one country or two neighboring countries. Students will use previous resources to get ideas for their trip.

REFLECT: Do the products and criteria align with the standards and outcomes for the project? Yes, they are all products that reflect student interest and online research skills.

E. Map the Project

What do students need to know and be able to do to complete the tasks successfully?
How and when will they learn the necessary knowledge and skills?
Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.

Know/need to know lists

Daily goal sheet
Journals

Briefs
Task lists

Problem logs

Brainstorming sheets
Storyboard squares
Peer Review
Google sites
REFLECT: Do the products and tasks give all students the opportunity to demonstrate what they have learned? Products allow students to share their work and show their comprehension of not only the culture but new digital-literacy skills.

F. Plan the Project Timeline

List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline.

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?

Maybe this unit could be worked on while working on other units to tie in more of the Spanish vocabulary and grammar. It would be an interesting weave but I think it could be a good thing.

REFLECT: What challenges or problems might arise in this project? Students may not like the media I have chosen for them. If they have a solid plan they can deviate from the media chosen. Students may find it hard to give each other constructive feedback. Having specific questions will help them.

G. Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.
Because I teach a the Early College we do not have any ESL students and very few students with special needs.
Making sure there examples in written media as well as video will help learners with different learning styles.
Allowing students to deviate from the chosen media will allow them to use their creative outlets I am giving them the structure that most of them need and want but leaving it open for those who want to take is somewhere else.
Making sure while I am teaching I am using all modes will also help with diversity in learners. Talking, asking questions, writing it down and having recordings and slides of the presentations really help.

How will you and your students reflect on and evaluate the project?

□ Class discussion
□ Teacher-led formal debrief - for the first part of the unit
□ Student-facilitated formal debrief - for the last part of the unit
□ Individual evaluations
□ Group evaluations

REFLECT: What do you expect to learn from this project? I have never integrated digital literacy so thoughtfully into a Unit. I have into a few lessons but never at this level. I think this will help me become a better advocate for digital literacy and help my students understand more of the world online.

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SPANISH 1 MINECRAFT LESSON PLAN

8/1/2018

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MINECRAFT is a game with endless possibilities. MINECRAFT does not have levels and it can be used as a world in which to practice Spanish in real time. This lesson will be done close to the beginning of the year. In the lesson students will learn to create Non-Player Character (NPC) and acquire skills to be able then to set up quests in the future. Because students are allowed to express their creativity, this game can be relatable to all. The teacher will provide opportunity throughout the semester and students will have the opportunity for distributed practice. The teacher will be able to develop an ARCS Theory of Motivation within the game and provide tasks and quests students can complete to level up to survive. This is also a safe space to provide so the students can practice their Spanish language without any negative consequences. Because the game can be very motivating and building can take time, students can develop a good flow in the game and enjoy the time they spend on it. This game is diverse in that it provides the opportunity to set it up in a way that students have to use declarative, conceptual, rules-based and procedural knowledge. As time goes on some students will acquire soft skills and become leaders in the game.

¿Cómo eres? (What are you like?) This lesson is based on describing yourself and other people.
Objectives/Learning Goals
1. I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.
  1. NL.IC.1 I can greet my peers.
  2. NL.IC.2 I can introduce myself to someone.
  3. NL.IC.3 I can answer a few simple questions.
Suggested Timeframe 2-3 days
Description of the Learners/Audience Spanish 1 students who are high school students ages 13-19. They are at an early college high school and they read and have math capabilities at grade level.
Materials and Resources
1. MINECRAFT education version
2. Teacher and student laptop or tablet
3. Smartboard
4. Nearpod
5. paper
6. pencil
Description of Teaching and Learning
1. Teaching procedures
  1. Teacher will present adjective vocabulary in Spanish using Nearpod as the presentational tool.
  2. Teacher will have students repeat and try to figure out the meaning of the word. If they cannot on their figure it out, the teacher can give them examples.
  3. Teacher will lead multiple choice and fill in the blank activities and lead a reflection afterwards to make sure the content was understood
  4. Teacher will direct a Think Pair Share activity.
  5. Teacher will ask for volunteers to do a role play.
  6. Teacher will assign the MINECRAFT assessment assignment
2. Learner's procedures
  1. Students will follow along with the teacher as they present the vocabulary
  2. Students will repeat and try to figure out the meaning of the vocabulary based on the pictures provided.
  3. Students will do the multiple choice and fill in the blank activities and then reflect on their level of comprehension
  4. In the Think Pair Share activity, students will write down a description of themselves using the vocabulary words. They will them pair up and share with their partner. They must write down what their partner says. For the sharing part they can share their partner's description or they can share similarities or differences.
  5. Students will volunteer with a partner to practice having mini conversations using their new vocabulary. (introducing themselves and others and describing themselves and others.)
Assessment In MINECRAFT students will create a Non-Player Character and create a dialogue, introducing and describing the NPC using their new vocabulary. They must create at least two responses in each scenario, one that makes sense and one that does not. Students must create a screencast. Students must have interactions with their character and someone else's character in the video. They must go through the conversation in a way that makes sense and the teacher can see that each student understands the vocabulary.
References/Acknowledgments
1. Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
2. Minecraft For Second Language Teachers Episode 4 Create a Survival Guide
  1. https://www.youtube.com/watch?v=u4MUa0cGC40
3. Minecraft Custom NPCs tutorial
  1. https://www.youtube.com/watch?v=vWphADADDKg&t=403s

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ONLINE CONTENT CONSTRUCTION LESSON PLAN

online collaborative inquiry LEsson PLan

ONLINE READING COMPREHENSION LESSON PLAN

PBL Unit Project Planning Workbook

SPANISH 1 MINECRAFT LESSON PLAN

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