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Technology Lesson

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Spanish Lesson

Spanish Lesson

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    Technology Lesson Technology Lesson Presentation Transcript

    • 9 th Grade Spanish Class (NYS Checkpoint B) Lesson Plan: “Un accidente y lo que pasa en el hospital” (“An Accident And What Happens In The Hospital”) By: B. Merejo
    • NYS Curriculum Standards for Languages Other Than English Checkpoint B Addressed
      • Students will be able to use a language other than English for communication.
      • Lesson examples and measurable performance standards - Students will be able to read and discuss accident story in Spanish, watch and discuss a Spanish television commercial clip, and give an oral and written presentation on the topic using the learned vocabulary and expressions.
      • Students will develop cross-cultural skills and understandings.
      • Lesson examples and measurable performance standards – Students will be able to role play in Spanish using appropriate social conventions, gestures, and body language.
      • http://www.emsc.nysed.gov/ciai/lote/pub/lotelea.pdf
    • ISTE Technology Standards Addressed
      • Communication and Collaboration – Students will interact, contribute and communicate in groups of 3-4 for the final product.
      • Digital Citizenship – Students will utilize technology effectively in a positive manner to produce the final product in their collaboration.
      • Technology Operations and Concepts – Students will transfer knowledge of other technology to use of new technology. This relates to the students who are new users to any of the web 2.0 tools or Audacity in creating the final product.
      • Lesson examples and measurable performance standards –
      • In groups of 3-4 students will choose one of the following:
      • Create cartoon www.makebeliefscomix.com . Record audio using Audacity.
      • Create a narrated sketch on www.sketchcast.com
      • Higher-order/critical thinking - Write and record using Audacity a commercial for a law firm. Persuade clients to come to your firm.
      • Write and record using Audacity a newscast.
      • Create a game using:
      • http://classtools.net/my/quiz82800.htm
    • Lesson Description
      • Purpose - Students will know, understand and use vocabulary and expressions associated with accidents and the hospital. In cooperative groups, students will create a final product using what they learned as well as develop and practice their oral and written communication skills in the target language.
      • Task - Students will be able to:
        • Identify and use vocabulary and expressions associated with accidents and the hospital correctly.
        • Understand, state and write about what happens when you have an accident and go to the hospital.
    • Web 2.0 Tools Used
      • Teacher:
      • www.wikispaces.com
      • www.youtube.com
      • http://rubistar.4teachers.org/index.php
      • Students:
      • www.makebeliefscomix.com
      • www.sketchcast.com
      • http://classtools.net/my/quiz82800.htm )
    • Teacher Preparation
      • Ensure adequate number of computers available for student use that have Audacity.
      • Internet access, check sites, and learn how to use the sites that will be utilized. ( www.youtube.com , www.makebeliefscomix.com , www.sketchcast.com , http://classtools.net/my/quiz82800.htm )
      • Create story with pictures and sounds that incorporates the accident and hospital vocabulary and expressions on a Wiki.
      • Make and provide student copies of the story document.
      • Display Wiki website on SmartBoard or projector.
      • Create Rubric to assess product produced and post on Wiki.
    • Procedures – Period 1 “Accident and Hospital Vocabulary and Expressions”
      • Students will read story on their own and translate to the best of their ability. (10 minutes)
      • Higher-order/critical thinking – students will write additional terms/expressions on the Wiki.
      • Assessment – Individual Responses.
      • Various students will read story aloud. (5 minutes)
      • Assessment – Individual Responses.
      • Students will practice saying the terms with gestures when possible. (5 minutes)
      • Assessment – Individual Responses and choral repetition.
      • Students will provide translations for above. (5 minutes)
      • Assessment – Individual Responses.
    • Procedures – Period 1 (continued) “Accident and Hospital Vocabulary and Expressions”
      • Students will create 2 original sentences each using terms and expressions. (5 minutes)
      • Assessment – Individual Responses.
      • Students will self correct or correct each others sentences and practice saying the sentences. Teacher will assist when necessary. (5 minutes)
      • Assessment – Individual Responses and choral repetition.
      • Students will watch Spanish car accident commercial ( http:// www.youtube.com/watch?v = ZEhkSVWAO -M ) and discuss in Spanish what will happen after the accident.
      • Higher-order/critical thinking – Students will compare health care system in US and Hispanic countries.
      • (5 minutes)
      • Assessment – Individual Responses.
    • Procedures – Period 2 “Creating a Product”
      • Teacher will explain product students will produce. (5 minutes)
      • Location of rubric on Wiki will be provided at this time and displayed.
      • Topic: An accident. You should include type of accident, details of the injury and medical attention received.
      • In groups (3-4 people) choose one of the following products
      • (BELOW ARE STUDENT CENTERED LEARNING ACTIVITIES):
      • Create cartoon www.makebeliefscomix.com . Record audio using Audacity.
      • Create a narrated sketch on www.sketchcast.com
      • Higher-order/critical thinking - Write and record using Audacity a commercial for a law firm. Persuade clients to come to your firm.
      • Write and record using Audacity a newscast.
      • Create a game using:
      • http://classtools.net/my/quiz82800.htm
    • Procedures – Period 2 (continued) “Creating a Product”
      • Students will create a product. (25 minutes)
      • Teacher will aid groups with the use of the technology they will use.
      • Assessment – Project will be evaluated based on the Rubric.
      • Students will peer review another product using rubric and comment on it. (10 min)
      • Assessment – Group Responses.
    • Product Rubric Use of font, color, graphics, effects etc. but these often distract from the presentation content. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Technology Use & Attractiveness There was no clear or logical organizational structure, just lots of facts. Content is logically organized for the most part. Lacks smoothe transitions. Content is well organized exhibits a logical and coherent sequence. Has a beginning middle and end. Makes smoothe transitions for the most part. Content is very well organized exhibits a logical and coherent sequence. Has a beginning middle and end. Makes smoothe transitions. Organization Delivery not smooth and audience attention lost. Delivery not smooth, but able to hold audience attention most of the time. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Interesting, well-rehearsed with smooth delivery that holds audience attention. (Excellent Pronunciation and use of tone when necessary) Audio More than six errors in spelling or grammar. Four - six misspellings and/or grammatical errors. Three or fewer misspellings and/or grammatical errors. No misspellings or grammatical errors. (Subject-verb agreement. Present, past, future ideas expressed as appropriate. Noun-adjective agreement. Correct word order.) Structure Content is minimal OR there are more than 5 errors. Includes essential information about the topic but there are 3-5 errors. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes a variety of vocabulary. 1-2 errors. Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes a variety of vocabulary. Uses relevent and accurate words. Content 1 2 3 4 CATEGORY
    • Resources
      • NYS Curriculum Standards LOTE - http://www.emsc.nysed.gov/ciai/lote/pub/lotelea.pdf
      • ISTE 2007 NETS Student Standards - http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
      • Spanish Car Accident Commercial - http:// www.youtube.com/watch?v = ZEhkSVWAO -M
      • “ A bordo” by Glencoe - http://www.glencoe.com/sec/worldlanguages/spanish/abordo/index.html
      • Rubric - http://rubistar.4teachers.org/index.php