Touro University, Gibbs                 Technology Integration Unit Launch PageType only in the gray areasTeacher Name:   ...
Touro University, GibbsDay Two-DiarioStudents should have a topic picked outTeacher gets topics from studentsStudents comp...
Touro University, GibbsCOMMUNICATIONCommunicate in Languages Other Than English         Standard 1.1: Students engage in c...
Touro University, Gibbsdistance, to support individual learning and contribute to the learning of others. Students:a. inte...
Touro University, Gibbsb. create original works as a means of personal or group expression.c. use models and simulations t...
Touro University, GibbsFormative Assessment Plans (Checking for Understanding)
Touro University, GibbsSummative Assessment (Paste rubric or create with table tools)REFERENCES – List websites, books, ma...
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Tech lesson plan for emerging trend

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Tech lesson plan for emerging trend

  1. 1. Touro University, Gibbs Technology Integration Unit Launch PageType only in the gray areasTeacher Name: Jessica BrecheisenProject Title: Fall Semester Review PostersProject Subject(s): Spanish 1Grade Level(s): 9th-12th gradersGoals & Objectives: Students are each given an opportunity to pick one subject that they want to review that they have learned thus far in spanish one. They know how to conjugate ar verbs, er verbs and ir verbs. As well use the verbs ser and estar. They also know how to ask and answer basic questions in regard to : talking about their friends, and courses, school supplies, colors and clothing, tell time, talk about school, and food in a restaurantEmerging Trend: Glogster Poster PresentationsEssential Question: Can you lead a review of one of the essential topics we have taught so far in Spanish?Scaffolding Questions: What are some instructional videos to review the topic? What is an instructional video that you yourself have created to review the concept using a program like go-animate.com? Have you created review charts or mini posters to review the topic? What are some practice activities so we can practice the concept you are trying to review? What are some practice assessments we can take to review the concept or vocabulary? Have you used the concept in a written form of at least 10 sentences of phrases? To demonstrate that you understand the topic you have chosen to teach us?Approximate Length of Unit (days, weeks)1 weekUnit Summary and Sequence of Events – give daily details:This unit will be given as the review the week before finals. It will allow students andopportunity to each be assigned a topic for review. Then the teacher will post all Glogsterposters and make every student at least review 10 other students posters in order to studyand review the concepts. All students will have access to all Glogster posters in order tostudy and review the material.Day One – MondayReview Warm-UpTeacher shows her example Glogster PosterTeacher Has Students visit this review website:http://mendycolbert.com/Spanish1.htmTeacher provides students a list of topics that students can choose from to make theirreview poster
  2. 2. Touro University, GibbsDay Two-DiarioStudents should have a topic picked outTeacher gets topics from studentsStudents complete a mind map / graphic organizer of what they want to create on theirglogster posterTeacher checks their mind mapDay Three-Diario- ReviewStudents begin working with GlogsterDay Four-DiarioStudents finish their posterDay Five- Students view at least 10 other students posters. They fill out a worksheetsaying how the review helped and what they learned.Students are hopefully more prepared for the final exam.Students go back and review these posters on their own over the weekend and beforetheir final exam.Accommodations for Differentiated InstructionLearning Challenged This allows students to pull from already published websites,Student: you tube videos, the textbook website, etc in order to review the material. This also allows for the more challenged students to have plenty of time to review the material in many different ways.Gifted Student: It allows the more advanced student to have an almost limitless creation in regard to creativity. The gifted student could create everything original. They could make their own YouTube video. The gifted students could design quizzes using Google docs in order to review the material. This activity is limitless for the gifted student.ELD Student: This activity allows for the ELD student to have the opportunity to create the exact specific support that they need in regard to what they are reviewing. It also allows the ELD student to work at their own pace.IDENTIFY STANDARDS – Select two or three standards from each categoryand copy/paste them into this documentSpecific CA Content Standards:STANDARDS FOR FOREIGN LANGUAGE LEARNING
  3. 3. Touro University, GibbsCOMMUNICATIONCommunicate in Languages Other Than English Standard 1.1: Students engage in conversations, 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.CULTURESGain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedCONNECTIONSConnect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesCOMPARISONSDevelop Insight into the Nature of Language and Culture ( depends on what they include in their poster) Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.COMMUNITIESParticipate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.Specific ISTE Tech Standards for Teachers:1.Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products andprocesses using technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.2.Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a
  4. 4. Touro University, Gibbsdistance, to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.3.Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.4.Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, andmake informed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.5.Digital Citizenship Students understand human, cultural, and societal issues related to technology andpractice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.6.Technology Operations and Concepts Students demonstrate a sound understanding of technologyconcepts, systems, and operations. Students: a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.Specific ISTE Tech Standards for Students:1.Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products andprocesses using technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.
  5. 5. Touro University, Gibbsb. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.2.Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.3.Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.4.Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, andmake informed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.5.Digital Citizenship Students understand human, cultural, and societal issues related to technology andpractice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.6.Technology Operations and Concepts Students demonstrate a sound understanding of technologyconcepts, systems, and operations. Students: a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.
  6. 6. Touro University, GibbsFormative Assessment Plans (Checking for Understanding)
  7. 7. Touro University, GibbsSummative Assessment (Paste rubric or create with table tools)REFERENCES – List websites, books, magazines, and other resourcesused to collect content information for this unitYou may link to Delicious or online portal

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