Technology Debate: Students Assess Classroom Tools

E D U C 5 1 3 0 : P r o f e s s o r R e u b e r
Technology in the Classroom
Sarah Paster
Spanish III – 8 students
Spring
15

Table of Contents
Unit Plan.....................................................................................................................2
Participation Rubric ................................................................................................................................................4
Lesson One .................................................................................................................5
“A Dios le pido”..........................................................................................................................................................7
Lesson Two.................................................................................................................9
Online Poll ...............................................................................................................................................................11
Technology Vocabulary.......................................................................................................................................12
Technology PowerPoint......................................................................................................................................13
Taboo .........................................................................................................................................................................27
Lesson Three.............................................................................................................28
Infographic...............................................................................................................................................................31
Lesson Four...............................................................................................................32
Heads Up ...................................................................................................................................................................34
YouTube Article......................................................................................................................................................36
Lesson Five ...............................................................................................................39
Video Activity..........................................................................................................................................................41
Graphic Organizer ................................................................................................................................................42
Debate Instructions ..............................................................................................................................................43
Lesson Six .................................................................................................................44
Debate Rubric..........................................................................................................................................................46
Conclusion................................................................................................................47

Technology in the Classroom
Author: Sarah Paster
Date created: 04/19/2015 10:35 AM EDT ; Date modified: 04/28/2015 12:03 PM EDT
VITAL INFORMATION
Date
TPCP Course EDUC5130
Subject(s) Spanish
Grade Grade 9, Grade 10, Grade 11, Grade 12
Title of Unit Technology in the Classroom
Length of Time for UbD Unit 6 days (100 min each class)
Unit Summary Students will use the subjunctive, commands, and pertinent vocabulary to explore the role of technology in their classrooms. In addition, students will create crosscultural connections between
their online community and the online communities in various Spanish speaking countries.
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 1: Setting The Learning Goals
Standards
Enduring Understandings Students will understand that technology is integral the modern lifestyle. Students will understand that individual opinions can vary because of culture, backgrounds, experiences, and other
factors. Students will understand that, when used correctly, technology can be a great asset to a Foreign Language classroom.
Essential Questions How and why is technology effective in the 21st century classroom? How can students use technology as a learning tool for Foreign Language learning? How do online communites and physical
communities relate? How do backgrounds and cultures affect individual experiences?
Knowledge And Skill Objectives ( Start With The GLE’s From The Louisiana Comprehensive Curriculum)
Knowledge Students will identify common technology vocabulary in Spanish. Students will express their opinions using the subjunctive mood. Students will direct their classmates using informal and formal
commands.
Skills
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 2: Determining Evidence Of Learning
Performance Task Blueprint (GRASPS Format)
Goal Students will perform an inclass debate that discusses the use of technology in schools.
Role Students will be experts on the use of technology in schools.
Audience The audience will be the teacher and whoever else comes to watch the debate.
Situation A school board is debating integrating technology into its curriculum and calls upon a team of experts to assess its utility.
Product or Performance The final product will be the debate. Students can use visual aids, handouts, etc. if they see fit.
Standards for Success Students will be judged on the debate using the attached rubric (please see Day 6 of the lesson plan). I will fill out one rubric for teach student, and each student will also evaluate themselves
using the same rubric. While this selfevaluation will not affect their final grade, I want my students to practice selfreflection.
Rubric taken from Misty Swan at Keller High School (http://campus.kellerisd.net/Teachers/15723/Homework%20Review/Forms/AllItems.aspx?
RootFolder=%2FTeachers%2F15723%2FHomework%20Review%2FSpanish%20IV%20Project%20Rubrics&FolderCTID=0x012000A1AF21A453FA9F46A04CD15B9B75EFBA&View=%7BE108CB43
056943AEB1523FBB68535EC7%7D)
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 2: Determining Evidence Of Learning—Other Evidence
PreAssessment I will use the poll in Day 1's lesson plan to assess my students' opinions of technology. Additionally, used 2 days of the unit to focus solely on grammar and vocabulary to ensure that my
students have the required knowledge to complete the debate. The homework reflections will also serve as diagnostic assessments for the following days' topics, as I can evaluate where my
students stand on certain topics.
Differentiation/Accomodations This unit is differentiated because it assess students using different modes of communication and communicative skills. It gives students various opportunitites to assess their knowledge in
ways that make them feel comfortable. Additionally, the studentcentered approach of this unit is reinforced throughout each lesson.

Please see the individual lessons for differentiation strategies.
Formative Assessment teacher evaluations
worksheets
class discussions
games
nightly reflections
Other Summative Assessment Instructional presentations on an online learning tool
Rubrics Students will use this rubric evaluate their class participation. I will average my score for each student with the student's selfevaluation, and this total score will account for the student's class
participation grade for the week.

This rubric was taken from Catherine Kong at Northern Valley Regional High School at Demarest.
Attachments:
1. Participation Rubric.pdf
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview STAGE 3: Designing The Learning Plan
What Learning Experiences And Instruction Will Enable Students To Achieve The Desired Results? List The Activities That Address Each Of The Following UbD
Elements.
STAGE 3: Where to?
STAGE 3: Hook
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STAGE 3: Experience and
Explore
STAGE 3: Reflect and Rethink
STAGE 3: Exhibit and Self
Evaluate
STAGE 3: Tailor
STAGE 3: Organize
Resources & Materials
Texts
Other Print Resources Worksheets
El Mundo article
Multimedia Youtube videos (song and video clip)
Online Resources PollEverywhere website
Websites used for individual presentations
Other Resources
Lesson Plans
1. Technology in the Classroom (Day 1)
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Technology in the Classroom (Day 1)
Date created: 04/27/2015 11:05 AM EDT ; Date modified: 04/27/2015 12:39 PM EDT
Basic Information
Grade/Level
Time Frame Day 1 of 6 100 minutes
Subject(s) Spanish III
Unit/Topic Technology in the Classroom (tech vocab, subjunctive mood, commands)
Notes
Stage 1: Setting The Learning Goals
Standards
Understandings Students will understand how to problem solve when faced with various situations. Students will understand how to give
advice respectfully and in a sensitive manner.
Essential Questions How do we decide the best solution to a problem? What must we consider when helping other people with their issues?
Knowledge and Skills Students will explain the uses of the present subjunctive mood. Students create resolutions to various issues using the
subjunctive mood.
Stage 2 Determining Evidence Of Learning
Assessment Strategies I will formatively assess my students by circulating the classroom during most activities. I will also judge student
comprehension by the quality of their answers.
Assessment/Rubrics
Stage 3 Designing For Learning The Activity Plan
Resources
Intro/Anticipatory Set 15 minutes: Brainstorm a problem
I will ask students to brainstorm a common dilemma that could happen to them while at school. They should describe the
dilemma in detail and write it on a sheet of paper. Students should make these dilemmas anonymous to protect the
identities of anyone involved. Students can reflect on their own experiences, or they can invent an issue if they so
choose. I will make it very clear that students are NOT to solve the issues, but they should simply create them. I will give
them the following example:
Louisa es jugadora en el equipo de fútbol en su colegio. Ayer, tuvo un partido contra un equpio en Lafayette y no regresó a su
casa hasta medianoche. Cuando vino a la escuela esta mañana, le dio cuenta de que no preparó su presentación para su clase
de español hoy. ¿Qué debe hacer Louisa?
(Louisa is on the soccer team at her school. Yesterday, she played a game against a team in Lafayette and didn't return
to her house until midnight. When she arrived at school this morning, she realized that she did not prepare her Spanish
presentation due today. What should Louisa do?)
When the students are done writing their 34 sentence problem, I will ask them to turn to their neighbors and compare
problems. The pairs should work together to correct any grammar/spelling issues in the problems so that students will
be able to understand each issue. Each student will then write his/her dilemma on a large piece of paper that I provide
During this activity, I will monitor the class by circulating between groups.

Student Interaction with
Content
20 minutes: Subjunctive Review
Since the students had already learned the subjunctive mood in the last unit, this will serve as a recall activity. I will
write the acronym "WEDDING" on the whiteboard. Next to the acronym, I will make a heading for "other cases." Since
there are 8 categories, I will ask each student to take charge of a category. The students will have 2 minutes to flip
through their notes and think of the rule and an example of each rule. Each student will then informally present his/her
rule and example as I fill in the acronym on the board.
This review is oral in nature to contrast with the written, listening, and kinesthetic activities that compose the rest of the
lesson. This review is very cursory because the students have already learned the material.
Practice & Extension 25 Minutes: Listening Activity
As further review of the subjunctive mood, students will listen to the song" A Dios le pido" by Juanes, a Colombian artist.
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Before listening, I will quickly introduce Juanes with the small biography I hand out. I will then ask my students to read
over the lyrics once to try to get a sense of what the song is about. I will ask my students what their predictions are
based on the lyrics they understand. I will then ask them to pay closer attention to the blanks and ask them what verbe
tense (and why) they believe should fill the blank spaces. I will then clarify that they are looking for the subjunctive
tense.
I will then play the song two or three times depending on the needs of the class. The first time I play the song, I will ask
my students to put down their pencils and just listen to ensure comprehension. My students can then fill out their
worksheets the second and third time they listen to the songs.
We will then review the answers after the students are done.
Attachments:
1. A Dios le pido.docx
Assessment 30 minutes: Problem solving activity
I will ask students to take out the problems that they had created earlier in the lesson. I will hang these problems
around the classroom and will put a stack of postits next to each poster. I will ask students to tie in the subjunctive
mood that we have reviewed by suggesting solutions/tips. Each student will circulate the classroom and write a possible
solution anonymously on a PostIt note. The students will then attach a solution to each problem poster. Each verb can
only be used once per poster, thus varying the information used. Once every student has written a solution on every
poster, the owner of each poster will choose what the best solution was to the issue and explain his/her reasoning
why.
As an example, I will redisplay my dilemma. I will then ask my students orally for possible solutions to the issue (I will
give them hints if necessary). nce I am sure that everyone understands the activity, I will let them go.
This activity is highly differentiated and contextualized. It reinforces kinesthetic, written, and oral communication.
Additionally it touches upon the interperative and presentational modes of communication as outlined by the ACTFL.
Closure Homework:
I will ask my students to write a 1 paragraph expansion on the best solution to their problems. Using the subjunctive,
the students should further explain the solution and and give other suggestions for what to do next. This will be
collected the next day and reviewed.
Differentiated Instruction All differentiation strategies are listed within the individual activities. Additionally, this lesson can be scaffolded based on
student needs at the time of delivery. This lesson also provides many opportunities for individualization based on
student understanding.
Plans for Teacher Reflection Although not technologybased, this lesson provides an essential review of the subjunctive mood. While I do not love
centering activities solely around a grammar topic, I feel that it is necessary for students to fully understand the
subjunctive mood in order to progress throughout the rest of the unit. I tried to keep the lesosn contextualized and
useful, as giving advice for various situations is a common skill needed in any language. Continuing with one of the
central themes of this unit, my activities assure that students are constantly comparing their own experiences with the
experiences of others. I will have to be cautious with the implementation of this activity with a larger class size, as it
could definitley get out of hand. To ensure that the kinesthetic activities move smoothly, I will need to ensure that I have
effective classroom management strategies in place.
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“A Dios le pido” – Juanes (2002)
“
A Dios le pido”
Que mis ojos se _______________
con la luz de tu mirada
yo a Dios le pido
que mi madre no se ____________
y que mi padre me ____________
a Dios le pido
Que te ____________ a mi lado
y que más nunca te me ___________
mi vida
a Dios le pido
que mi alma no ____________
cuando de amarte se trate mi cielo
a Dios le pido
Por los días que me quedan
y las noches que aun no llegan
yo a Dios le pido
por los hijos de mis hijos
y los hijos de tus hijos
a Dios le pido
Que mi pueblo no ____________ tanta sangre
y se ____________ mi gente
a Dios le pido
que mi alma no ____________
cuando de amarte se trate mi cielo
a Dios le pido
Un segundo más de vida para darte
y mi corazón entero entregarte
un segundo más de vida para darte
y a tu lado para siempre yo quedarme
un segundo más de vida
yo a Dios le pido
Que si me muero ______ de amor
y si me enamoro ______ de vos
y que de tu voz ______ este corazón

todos los días a Dios le pido
que si me muero ______ de amor
y si me enamoro ______ de vos
y que de tu voz ______ este corazón
todos los días a Dios le pido
a Dios le pido
Juanes
Nombre real: Juan Esteban Aristizábal Vásquez
Nacionalidad: colombiano
Tipos de música: pop y rock
Premios:
20 Grammy Latinos
9 Premios MTV
Premio Nacional de paz honorario (Colombia): 2009
Información de: https://es.wikipedia.org/wiki/Juanes

Date created: 04/23/2015 6:41 PM EDT ; Date modified: 04/27/2015 8:58 PM EDT
Basic Information
Grade/Level
Time Frame Day 2 of 6 of unit 100 minutes long
Subject(s)
Unit/Topic Technology in the Classroom
Notes
Standards
Understandings Students will start to identify the role that technology plays in their lives.
Essential Questions What role does technology play in our classrooms? How does technology assist us in our daily lives?
Knowledge and Skills Students will identify common technology that they use in their classrooms. Students will list common technology
vocabulary words in Spanish.
Assessment Strategies
Assessment/Rubrics
Resources
Intro/Anticipatory Set Online Poll (15 min)
I will ask my students to take out their phones or laptops and log into my PollEverywhere poll. Students send answers in
to answer the following questions:
1) What technology do we use every day?
2) What technology do your parents use at their jobs?
3) What technology do we use in school?
The polling website will aggregate their answers and group them based on frequency. After all the answers appear on
the board, I will discuss the answers and then more onto the next question. I will also see if any of my students know
the Spanish equivalents to any of the English words before moving on.
This activity is specifically written in English because my students do not yet know the necessary Spanish vocabulary.
This lesson also serves as a diagnostic activity to assess my students' use of technology. Hopefully, the exciting
technology in this activity will work as a "hook" that will grab my students' attention.
Attachments:
1. poll everywhere questions .docx
Content
20 minutes: Vocabulary Review
I will hand out the vocabulary packet that lists the Spanish words. I will show my students the vocabulary PowerPoint
that lists the word with a corresponding picture. I will say each word out loud and ask my students to repeat after me to
work on pronounciation. Next to each word on their vocabulary sheet, students will write either the English word or an
example of the word (they can choose which option is more suitable for them).
By presenting the new vocabulary with pictures, I hope that my students will link the new vocabulary with the physical
objects as opposed to English. This review could be effective for visual, auditory, oral, and kinesthetic learners because it
reinforces the vocabulary using each of these four skills.
Attachments:
1. tech vocab list.docx
2. tech vocab powerpoint.pptx
Practice & Extension 25 minutes: Vocabulary definitions/examples
Using the new vocabulary that they have learned, I will ask students to create sentances for each word that describes
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how the word relates to them personally. Students can do these in groups or alone, whichever they so choose. I will
collect these sentances as an exit ticket at the end of class, so I expect them to be completed. I will then check the
sentences for completion/accuracy and return them the following day. This assignment is meant for students to find a
personal stake in the vocabulary used.
An example I give is as follows: Mi red social favorita es Instagram porque me gusta tomar fotos. (My favorite type of social
media is Instagram because I like to take pictures).
Assessment 25 minutes Taboo
To review the vocabulary, I will ask for a student volunteer to come to the front of the class. The student will be handed
a slip of paper that states the vocabulary word in question as well as 3 words that they cannot use to describe the
vocabulary word. I will put a timer for 2 minutes on the SmartBoard, during which the stundent in front of the class will
have to describe the word on his/her paper without using the other words on the sheet. The rest of the class will have
to try to guess the word in question. I will make it very clear that students can use examples and actions to help define
the word.
This activity will help improve the students' circumlocution skills. Additionally, this activity will help the students think
creatively and impulsively. It will target interpersonal communication skills as well as work on oral communication.
Attachments:
1. taboo questions.docx
Closure 15 minutes: Explanation of homework
To close the class, I will pose the following question: ¿Qué opinan Ustedes de la tecnología? ¿Qué les gusta o no les
gusta de la tecnología, y por qué? (What are your thoughts about technology? What do and don't you like about
technology and why?). I hope to lead a quick discussion in class to gague my students' opinions on their uses of
technology. After a few students share, I will ask my students to write a short reflection at home that expresses the
students' uses and opinions of technology. I expect the reflection to be at least 1 paragraph long (68 sentences), but
they can write more if they so choose. This reflection will serve as a prethinking activity for Day 3 of the unit.
Differentiated Instruction This lesson targets kinesthetic, oral, auditory, and visual learners. Students will hopefully be able to find a personal
stake in the information discussed, as I continuously ask students to apply the vocabulary to their own experiences.
Plans for Teacher Reflection Since the successful implementation of this lesson depends on active participation from the class, I am relying on the
assumption that the more outgoing students in the class will set an example for their shyer peers. The activities that
compose this lesson are purposely framed on the bottom half of Bloom's Taxonomy: the initial vocabulary instruction
relates to "Remembering," the definitions and Taboo game focus on the "Understanding" stage, and the homework
Reflection ties in the "Applying" tier. Although I would have loved to include the subjunctive and commands into this
day's lesson, I chose to omit these topics so that students could focus solely on the new vocabulary they are acquiring.
If this lesson goes as planned, my students should have a solid vocabulary base with which they can evaluate their uses
of technology.
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Technology in the Classroom Lesson 2: Poll Everywhere questions

La tecnología
1) El ordenador/la computadora ________________________________________
2) El portátil _________________________________________
3) El móvil/el teléfono celular _________________________________________
4) Enviar mensajes de texto _________________________________________
5) La aplicación _________________________________________
6) La tableta _________________________________________
7) Los audífonos _________________________________________
8) El Internet _________________________________________
9) La red social _________________________________________
10) El sitio web _________________________________________
11) El nombre de usuario _________________________________________
12) La contraseña ________________________________________
13) El documento ________________________________________
14) Encender _______________________________________
15) Apagar _______________________________________
16) Guardar _______________________________________
17) Escribir a máquina _______________________________________
18) El teclado _______________________________________
19) Hacer clic ______________________________________
20) La ratón ______________________________________
21) El botón ______________________________________
22) El correo electrónico ______________________________________
23) La conexión wifi ______________________________________
24) Plagiar/copiar _____________________________________
25) Piratear _____________________________________
26) El pirata informático _____________________________________

El móvil/el teléfono celular

Taboo Questions
ESCRIBIR A MAQUINA
No use: el teclado, el documento
LA APLICACIÓN
No use: el móvil, la tableta
GUARDAR
No use: el documento, la computadora
LA RATON
No use: hacer clic, la computadora
EL NOMBRE DE USUARIO
No use: la aplicación, la red social
LA TABLETA
No use: el portátil, el móvil
PLAGIAR
No use: el documento, el pirata
informático
ENCENDER
No use: apagar, la computadora
EL CORREO ELECTRONICO
No use: escribir a máquina, el portátil
EL PORTATIL
No use: la computadora, el teclado

Methods II Observation 1 (Technology in the classroom)
Date created: 03/23/2015 1:27 PM EDT ; Date modified: 03/26/2015 11:36 AM EDT
Basic Information
Grade/Level Grade 10, Grade 11
Time Frame 90 minutes
Subject(s) Spanish 3
Notes
Standards
Understandings Students will understand technology's place in the Foreign Langauge classroom and how to use this technology to
further their own education.
Essential Questions How and why is tecnology effective in the 21st century classroom? How can students use technology as a learning tool
for Foreign Language learning?
Knowledge and Skills Students will recall technology vocabulary that they see daily. Students will compare websites of various countries to
identify cultural differences online. Students will explain the reasoning behind Lusher's technology policy. Students will
share technology resources that have helped them personally with the class as a whole.
Assessment Strategies I will informally assess students by their participation throughout the whole lesson. Additionally, I will formatively assess
the students by the quality of their answers during the infographic, sentences, and Google activity. If deemed necessary,
I will collect the technology sentences they create.
The following day, I will formatively assess my students when they present their technology tools to the class.
Assessment/Rubrics
Resources
Materials and resources:
Computers (4)
SmartBoard
Whiteboard/pen
Pen/paper
Intro/Anticipatory Set 30 minutes before Professor Reuber arrives: Oral vocabulary quiz: Ms. Swan orally reviews today's vocabulary with the
students. She then administers an oral vocabulary quiz. If time allows, students will go over homework worksheet

10 minutes: infographic warmup
I will show the following infographic on the board along with this question, "¿Cuáles avanzadas tecnológicas han influido
la educación? ¿Por qué? (What technological advances have influenced the classroom? How?) Students will have 5
minutes to brainstorm their answers. Afterwards, I will make a bubble chart on the board and ask students to answer
orally. As this is a class of only 8 students, I feel comfortable maintaining a continuous discussion as opposed to them
raising hands. This will get them thinking about the applicable uses of technology that they can then recall for the final
aspect of the lesson.

Attachments:
1. infographic
Content
25 minutos En Lusher, debemos...
To review conjunctions that take the subjunctive tense that we had discussed in the previous lesson, I will initiate a
quick brainstorm on the board, asking students to recall from memory which conjunctions take the subjunctive tense. I
will reexplain the concept if necessary, but I hope to use this as a "recall" activity so that students can use these
conjunctions in the following activity. This should take approxomately 5 minutes.
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I will then hand out copies of Lusher's official technology policy. In this activity, I am asking students to create a "todo"
guide in terms of technology for Spanish speaking exchange students at Lusher. I will ask students to use a positive or
negative command related to technology vocabulary to express what students should/shouldn't do as well as to use the
subjunctive tense with a conjunction to express the consequence of that action. i will give students the following
example: "Guarden sus telefonos para que los profesores no los confisquen" (put away your phones so that the
teachers do not take them away). I will ask that each student works independently to create 3 sentences that they will
then share with the class. If students are having trouble creating sentences on their own, I can scaffold this activity by
solely asking students to complete the second half of prewritten sentences (for example: Guarden sus telefonos para
que ______________). Students will write for 10 minutes and share for 7 minutes. We will spend the last 3
minutes discussing why the students think these policies are in place.
Not only will this activity review the grammar they had learned the previous day, but will also get them thinking about
how technology directly affects them in their school environment.
Practice & Extension Extension activity: (10 minutos)
Vayan a la página Google que corresponde a su propio país (vean abajo). Cada grupo trabajará con una
computadora. Busquen esa frase: "mejores escuelas." 3 minutos
¿Cuáles son los resultados que aparecen en la página principal?
Kristen y Salomé: México (www.google.mx)
Thomas y Daron: Argentina (www.google.com.ar)
Darien y Anthony: España (www.google.es)
Ethan y Alex: la República Dominicana (www.google.com.do)
Después, cada grupo va a presentar brevemente lo que han buscado para su país. Después de que cada grupo
presente, voy a explicar que Google usa un algoritmo diferente para cada lugar y mencionar que estudiantes deben usar
el sitio web "google" que relaciona a su propio país para investigar en el Internet. 7 minutos

Students will work in pairs by table, and each pair will be assigned the Google homepage of a different Spanishspeaking
country. The students will all input "mejores escuelas" into their Google pages and observe what responses appear.
Each group will then comment to the class about what results they found and why. After each pair has shared, we will
discuss what students believe to be the cause of these different results. I will then briefly explain the regional
differences presented in Google searches and how students can use this knowledge to their benefit for school and
personal use. This activity will introduce the idea that, like other types of culture, computer culture varies regionally.
Assessment 25 minutes:
I will ask students to recall the technological advances that they had brainstormed at the beginning of class. With these
in mind, I will ask students to think of one technological tool that they can use in a foreign language classroom to help
their studies. Students will be asked to use the remaining class time to research a foreign language tool online. Then,
they will think about how they can walk the class through this foreign language tool on the SmartBoard the next day
using Spanish commands (click this button, type in ____, etc.). I will demonstrate by briefly showing them
conjuguemos.com on the SmartBoard. Students will research and write their commands today, but will hold off on
presenting due to time constraints. Since some students might not feel comfortable presenting alone, I will allow them to
work in pairs if they so choose. Additionally, I will actively circulate the class to ensure that everyone is on task and using
the technology appropriately.
Closure For homework, I will remind the students that their National Spanish Exam is on Friday. Additionally, I will remind them
that they will be presenting their technological tool of choice, so be sure to work on it at home.
Differentiated Instruction This lesson is differentiated because it targets various types of learning: kinesthetic (typing), oral, and written. There are
no targeted listening activities, but they will hopefully gain listening experience by hearing me explain the work. My
lesson also targets many of ACTFL's 5 C's: Comparisons (comparing the Google pages of different countries);
Connections (connecting technology that they are already familiar with to a classroom setting); Communication
(communicating their results with the class); and Communities (discussing how technology affects the classroom
community that they are engaged in).
These activities are also easily scaffolded. For the technology sentences, I can scaffold by providing the beginnings of
each sentence for students to complete. For the technology resources miniproject, students can choose to work in
pairs; additionally, I can walk them through the steps of searching.
I feel that this lesson is very student centered because I ask my students to make conclusions about technology
themselves through discovery.
Plans for Teacher Reflection Overall, I think this lesson went very well. I was able to complete all of the activities that I had planned, and all of my
activities were thoroughly completed and flowed together well. My students seemed motivated and engaged throughout
the lesson as they asked many questions and were excited to come to their own conclusions. My students also seemed
to appreciate that I constantly pointed out the usefulness of the activities that we were performing each task had a
clear goal and every task contributed to the final activity.
Next time I perform this lesson, I would like to develop the infographic activity a little bit more. Although the students
were receptive to the infographic and brainstorming, I could have used an infographic that was a little bit more relevant
to technology in an educational setting. I will also be sure to organize my whiteboard work in a more coherent manner
the next time I present a brainstorming activity I realized after the lesson that my writing was rushed and hard to read,
and the fact that I erased the "mind map" after the warmup activity prevented my students from referencing it during
subsequent activities.

I feel that I had a good rapport with my students. I worked off their individual strengths to pull them into the lesson and
assured that they were all actively involved in every step of the process. My students respected my authority, and
together we created a warm and safe classroom environment within which my students could push the boundaries of
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their learning. However, I need to work on using more formal language with my students, especially with my use of
"y'all" and "you guys." Since I am so close in age to my students, I need to be consistently aware of my dress and
mannerisms so that I can establish my authority in the classroom.
Page 3 of 3

Basic Information
Grade/Level
Subject(s)
Unit/Topic Technology in the Classroom technology vocab, subjunctive mood, commands
Notes
Standards
Understandings Students will understand the technology's role as a learning aide in the modern classroom.
Essential Questions How can technology be used as a learning tool? How can the "viral" nature of a website or video affect a population?
Knowledge and Skills Students will recall previously learned vocabulary. Students will summarize the main points of an article and discuss the
article's relevance to the topic of the unit. Students will explain a website using commands. Students will analyze a
website's efficacy for educational use.
Assessment Strategies
Assessment/Rubrics
Resources
Intro/Anticipatory Set Heads Up game (10 minutes)
Students will recall the technology vocabulary with a "Heads Up" game. Each student will receive a card facedown on
his/her desk. Without looking at the card, students will place the card on theirheads so that the words face outward.
Students will then have to use their Spanish skills to find their classmate with the corresponding card. There are two
types of matches: pairs in blue are words and examples (ex. social network :: Facebook). Words in green are verbs and
corresponding nouns (ex. type :: keyboard).
This activity aims for students to make connections between the vocabulary words they have been learning. The
movementoriented nature of this activity targets the kinesthetic learner, adn the oral learner can benefit by the ability
to speak to his/her classmates. The visual learner can also benefit because of the color distinctions between the blue
and green cards. Some students may be too shy to approach their classmates, so I am relying on my more outgoing
students to engage the sutdents who might not want to participate.
Attachments:
1. heads up technology .docx
Content
Youtube Article (45 minutes)
I will pass out an article from the Spanish newspaper El Mundo entitled Décimo aniversario del primer video de
YouTube that celebrates the influence of YouTube on its 10th anniversary. I hope to relate YouTube's impact on modern
society to the use of technology in the classroom.
Upon passing out the article, I will give students 5 minutes to skim and underline the article for vocabulary and cognates.
I will ask my students what words they found and list all these words on the whiteboard. By accumulating a list of
common words, I hope to demystify reading in a foreign language for my students. Hopefully, this prereading activity will
lower my students' perceived stress levels.
The class will then complete a "Jigsaw" reading activity. I will split up the class into 4 groups and assign each group a
section of the article. Each group will read its assigned portion and summarize the portion (in Spanish) into terminology
that the class can understand. Once every group has completed its section, the groups will present the summaries in
sequential order.
This reading activity is meant as a confidence boost for my students. Reading in a foreign language can oftentimes be
intimidating, so I want to prove to my students that they can indeed comprehend foreign texts with the right tools. I
hope that making the students the "experts" will encourage the rest of the class to value each student's opinion.
Furthermore, the studentcentered nature of the activity will allow me to understand what the students find most
important about the article. I will also be able to diagnose any misunderstandings my students hold through their
summaries.
Attachments:
Page 1 of 2

1. Youtube article.docx
Practice & Extension Connections (5 minutes)
I will connect the YouTube article to the students' presentations from the previous day by highlighting YouTube's
potential as a learning tool. I will ask my students to recall times when YouTube has aided them in their learning
process; hopefully my students will cite the cultural videos we watch in class, video tutorials for various subjects, among
other uses. Using this connection, I will then ask my students to move into their groups for the website presentations
that they presented the day before. The groups will have 3 minutes to go over their presentations.
Assessment Website Presentations (30 minutes)
Using the SmartBoard, each pair will present its Website tutorial from the previous day. The groups should introduce
their websites, name the steps necessary to use the website (using commands), and explain why the websites can be
helpful to a Foreign Language student. I expect the rest of the class to remain attentive and respectful during each
presentation.
As these are not formal presentations, I will not be grading for complete accuracy. However, I will be looking for students
to communicate effectively with the rest of the class. I will make my comprehension of the students' presentations known
by asking contentbased questions at the end of the presentations for the students to answer.
Closure Homework
For homework, I will as my students to reflect on their technology use as children. What did their parents let them do?
What did they enjoy using? How does their technology use compare with what they see in today's younger generation?
This reflection will have the same length requirement as the first one. It will be collected in the next class for review. I
hope to use this reflection as a prethinking activity for Day 5's lesson.
Differentiated Instruction All differentiation strategies are listed above.
Plans for Teacher Reflection Since the students have already been introduced to the vocabulary and grammar necessary for this topic, I hope to use
this lesson to get my students thinking about the stake that technology holds in their own lives. The YouTube article
should reinforce the extent of the impact that technology has on our cultures, as this website has literally changed the
way we share content. By comparing YouTube to the websites that my students choose for their presentations, I hope
to show that technology can shape their classroom experiences in a similar manner.
Page 2 of 2

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Décimo aniversario del primer
video de YouTube
El portal audiovisual más importante del mundo, ha pasado de ser una mera forma
de compartir vídeos caseros a todo un negocio
Por Alberto Muñoz. Actualizado 23/04/2015. Via El Mundo
http://www.elmundo.es/espana/2015/04/23/5537e4dc22601d97368b457a.html
Exacto, solo 10 años. Parece increíble que el primer vídeo de YouTube, 'Me
at the zoo' subido por uno de los fundadores de la página, sea el más longevo con
tan solo 10 aniversarios a su espalda.
Desde entonces, el crecimiento de YouTube ha sido tan exponencial que se
ha convertido en un portal prácticamente inabarcable. Nadie sabe a ciencia
cierta cuántos vídeos hay alojados en sus servidores, quizá ni siquiera la propia
compañía. Los últimos datos que ofrecieron, que son ya de hace algunos años,
hablaban de 120 millones.
Si todos los vídeos fueran de un minuto -aunque suelen tener una duración
mucho mayor habiendo incluso películas- tardaríamos alrededor de 230 años en
vernos el portal entero según las cifras ofrecidas. Y ni con todo ese tiempo libre lo
conseguiríamos. Actualmente la empresa estima que se suben más de 300 horas
de vídeo por minuto. Es decir, en 2015 se suben 50 días de grabación diarios.
YouTube es el ejemplo de un éxito fulgurante y continuado. Fundado por tres
antiguos empleados de PayPal en 2005, apenas tardó un año y medio en ser
comprado por una de las empresas más importantes del mundo, Google. "Es un
modelo de negocio muy inteligente, muy propio de la compañía de Silicon Valley.
YouTube ha conseguido organizar y hacer accesible la información del mundo en un
formato triunfador como es el vídeo. Además, han sabido imponerse a otras
alternativas porque son los que mejor han desarrollado la parte técnica", asegura
Juan Polo, director creativo digital en Findasense.1.650 millones le costó a la
compañía norteamericana hacerse con un portal que ha demostrado ser más que
rentable.
Hace tiempo que YouTube dejó de ser una mera página de subida de vídeos
para convertirse en todo un negocio. Con los años, ha ido añadiendo nuevas
herramientas y opciones que han posibilitado la creación de un mundo propio.

"YouTube supone lademocratización de la expresión audiovisual. Hasta hace
apenas 10 años, el acceso y la difusión de este tipo de contenidos estaba muy
sesgado por el sistema mediático tradicional. YouTube nos posibilitó difundir
mensajes en vídeo sin tener infraestructura, llegando a generar una narrativa nueva
y haciendo que el contenido fuera accesible a todos. La gente puede crear su propio
canal de televisión sin tener dinero, los realizadores pueden exhibir sus
producciones en todo el mundo... Los límites, a parte de la términos legales de la
plataforma, los ponen la creatividad y la inmediatez", explica Polo.
Con más de mil millones de visitantes únicos al mes, no es de extrañar
que las empresas hayan mirado hacia YouTube para publicitarse. Según las
estadísticas que ofrece la propia compañía, ya tienen más de un millón de
anunciantes. Además, ha sabido no saturarse de anuncios ya que, según aseguran
ellos, más del 85% de ellos pueden saltarse.
Quienes han sabido aprovechar las oportunidades de negocio son
losyoutubers. Se trata de personas que, con una cámara y nociones básicas de
edición, realizan un videoblog donde hablan de todo tipo de temas: videojuegos,
política, moda... Lo que comenzó siendo un mero entretenimiento para muchos de
ellos, hoy se ha convertido en una profesión.
A Rebeca Terán, youtuber de moda con más de 115.000 suscriptores y 4
millones y medio de reproducciones en sus vídeos, le ha cambiado la vida:
"YouTube para mí era sólo un sitio donde escuchar música o ver vídeos graciosos,
pero con el tiempo pasó a ser un estilo de vida y una forma de ganársela. Es una
profesión en la que hay que trabajar mucho y dedicarle todas tus horas, pero
merece la pena. Las marcas saben que el futuro del comercio está en la red y
que el consumidor es más sensible a las recomendaciones de la gente en la que
confía. Por ello van a invertir cada vez más en nosotros, porque movemos a
comunidades muy grandes de personas. Además, salimos mucho más baratos que
publicitarse en cualquier otro medio de comunicación".
Además, YouTube se ha convertido también en una herramienta muy útil
en el aprendizaje a todos sus niveles. En sus vídeos, existe un infinito catálogo de
tutoriales en el que uno puede aprender cualquier cosa en apenas unos minutos.
Aprender a bailar, tocar la guitarra, utilizar el gato del coche, instalar un programa
del ordenador... todo es posible.
Pero esto no quiere decir que sólo puedan aprenderse pequeñas cosas. El vídeo
más visto de este tipo es una lección de anatomíamientras se realiza una
endoscopia, es decir, con una cámara introducida por la nariz.

Y no sólo contenidos previamente grabados. En YouTube también está
triunfando la fórmula del streaming, es decir, la retransmisión de contenidos en
directo por internet. De esta forma, no sólo podemos vibrar con un concierto que se
esté produciendo en la otra parte del mundo, sino que también podemos asistir a
una clase de la universidad de Harvard por ejemplo.

Basic Information
Grade/Level
Subject(s)
Notes
Standards
Understandings Students will understand the extent that culture, backgrounds, and life experiences affect opinions and values.
Essential Questions How does technology affect young children's learning habits? What are the advantages and disadvantages of using
technology in schools?
Knowledge and Skills Students will compare their knowledge with the knowledge of their peers. Students will identify the main ideas of an
authentic video. Students will express their opinions using the subjunctive moods. Students will formulate an intelligent
and wellresearched debate. Students will conduct research in Spanish.
Assessment Strategies I will formatively assess my students based on their observations of student work and on the quality of their answers.
I will summatively assess my students by reading the reflections that they wrote for homeowork the previous night.
Assessment/Rubrics
Resources
Intro/Anticipatory Set Think, Pair, Share (15 minutes)
In pairs, students will compare the contents of their reflections. The students should compare how their technology use
as children differs from other students in the class and from today's youth. After a few minutes of brainstorming, we will
come together as a class to share and compare each group's responses. By doing so, I will quickly scan the class for
their views on technology so I can better place them in groups for the final debate. When the students list
advantages/disadvantages and positives/negatives, I will list these on the whiteboard in a coherent manner.
This activity will serve as a prethinking for the debate itself. Students will practice their interpersonal communication
skills through oral communication, as they are comparing their ideas with those of their peers. Additionally, I hope this
comparison will help students realize that they are products of their culture, and thus should be openminded when
comparing their practices with the practices of other people/cultures.
Content
Video Activity (25 minutes)
Upon passing out the worksheets, I will go over the new vocabulary with students as well as ensure that they
understand the questions asked. Students will watch a short news clip about the use of tablets in preschools
(https://www.youtube.com/watch?v=88BqhqZRLk). I will play the clip twice to ensure that my students understand
what is being said. The first time I play the video, I will ask that my students flip their worksheets over and just listen. My
students will then fill out their worksheets the second time the video plays. I will then give them a few minutes to finish
the worksheet and then we will discuss the answers.
This activity mainly focuses on reading comprehension, as this is a skill that many of my students struggle with. By asking
my students to identify which accent is present in the video, I am targeting crosscultural awareness (the variations in
the Spanish language). This will serve as a prethinking activity for the final Debate.
Attachments:
1. tech video activity.docx
Practice & Extension Advantages/Disadvantages worksheet (20 minutes)
To foster further formation of their opinions, I will hand out a graphic organizer that students can use to build their ideas.
I will ask my students to work on the brainstorming portion of the sheet independently so that peer pressure does not
influence their ideas. However, I will actively circulate the class during this portion to answer any possible questions.
After my students have formed their ideas, they can work with their partners (or alone if they so choose) to form their
opinions into sentences using the subjunctive mood. Once my students have completed their worksheets, I will call upon
Page 1 of 2

the class for examples of their subjunctive sentences.

Attachments:
1. ventajas desventajas.doc
Assessment Debate PreWork (30 minutes)
Based on my students' previously expressed views on technology use, I will split my students into two groups. I will then
assign each group a side in the debate one group will argue for the use of technology in the classroom, and the other
group will argue against the use of technology in the classroom. Using the schoolissued laptops, I will allow my students
to start to research their arguments. I will encourage my students to pay special attention to the use of the subjunctive
in their arguments, as this is the grammatical structure that we have been focusing on in recent weeks. I will ensure that
stuents are on task by actively circulating the classroom during the brainstorming session. I will encourage my students
to research and discuss in Spanish.
I will ask my students to reflect on the following points:
How do we use technology in schools?
What are the advantages/disadvantages of technology in our schools?
What effects does technology have on the learning process?
What should schools do that don't have access to technology?
What do we need to consider when we use technology?
How does technology use differ with age? (Think preschools vs. elementary schools vs. middle schools vs. high
schools vs. college)
This activity will target the interpersonal and presentational modes of the ACTFL standards. It asks my students to
reflect upon their own experiences with technology and applying these experiences to other groups, thus creating cross
cultural and crosscommunity awareness. Students who do not feel as comfortable speaking in front of groups will be
expected to play an active role in creating the group's argument. This activity also targets reading, writing, and speaking
skills.
During this exercise, I am focusing on communicative competence over accuracy. Although I want my students to use the
subjunctive tense correctly, I do not want my critiques to deter my students from expressing themselves. At this stage of
the language learning process, it is essential that my students develop the confidence to use Spanish in new and difficult
situations.
Attachments:
1. debate instructions.docx
Closure Homework
For homework, my students should prepare their debates. Each student in my class should leave the room knowing
exactly what he/she needs to prepare for the next day's debate. I will encourage the students to use online tools such
as Google Docs and Google Powerpoints that can let them work together from home; however, my students can use
whatever tools they so choose.
I will also use this time to emphasize the importance of this debate. I will note that every activity we have done in this
unit thus far has been a prethinking tool for this final project, and thus my students have a lot of tools to work with. This
debate will summarize everything they have learned in this unit (vocabulary, grammar, and conceptual topics), so they
should take this assessment very seriously.
Differentiated Instruction This lesson addresses the interperative, interpersonal, and presentational modes of communication: interperative
through the listening activity, interpersonal through the groupwork activities, and presentational through the debate
that will take place the following lesson. All other differentiation tools are listed with the individual lessons.
Plans for Teacher Reflection This lesson aims to be an accumulation of the knowledge that my students have built in the previous 4 lessons. Although
my students participate in a video activity, this whole lesson serves as a reflection for my students. By giving my
students ample time to work on their debates, I hope to emphasize the importance of the summative assessment. I also
want this lesson to prove to my students that a right or wrong opinion does not exist. Additionally, I hope that the
comparative nature of this lesson enforces the skills that my students will use to create crosscultural connections. By
recognizing the diversity in experiences and opinions that exists within their own classroom, I want my students to grasp
that an even greater range of experiences exists around the world.
Page 2 of 2

“Guardería introducen las tabletas en sus métodos de enseñanza”
Vocabulario clave:
La guardería – una escuela para niños de 2-5 años
La aula = la sala de clase
La enseñanza – el acto de enseñar
Interactuar – hacer cosas con otra persona o otra cosa
Preguntas de comprensión
1) ¿Cómo se incorporan las tabletas en las guarderías?
2) Según las maestras, ¿cuáles son las aventajas de usar tabletas en las
guarderías?
3) ¿Cuáles aspectos de las tabletas atraen la atención de los niños?
4) En La Guardería de Dos Hermanas, ¿cuál sujeto enseñan con las tabletas?
5) ¿Cuáles habilidades (skills) aprenden los niños mientras usan las tabletas?
6) ¿Qué opinan ustedes? ¿Se debe usar tabletas en las guarderías? ¿Por qué o
por qué no?

¿Cuáles son las ventajas y desventajas del internet?
Ventajas Desventajas
¿Puedes cambiar las frases que has escrito arriba usando las frases que tienes a
continuación?
Me choca que… / ¡Qué bien que…! / Es muy normal que… / Me preocupa que… / Me sorprende que… /
Es una lástima que…
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Tomado de: http://www.languagesresources.co.uk/SpanishASTechnology.html

Debate tecnológica
Van a separarse en 2 grupos: los pro-tecnología en la escuela y los anti-
tecnología en la escuela. Tienen 30 minutos para pensar en su opinión.
Usen sus portátiles para buscar información que apoya su lado (¡pero usan
sitios web en español!). Usen el subjuntivo y mandatos en sus
argumentos (es importante que, es mejor que, aunque, …)
Cuando presentan sus argumentos, pueden usar sus apuntes. Enfoquen
en su uso del subjuntivo, de mandatos, y del poder de su argumento. En
adición al Internet, pueden usar sus apuntes en clase como referencia (el
video, el artículo, etc.). Tendrán 30 minutos para presentar todo el debate.
Como tienen demasiado tiempo para pensar en sus argumentos, anticipo
que sus argumentos sean bien pensados y que tengan pruebas para sus
argumentos.
Puntos para considerar:
- ¿Cómo usamos la tecnología en nuestras escuelas?
- ¿Cuáles son las ventajas/desventajas de tecnología en nuestras
escuelas?
- ¿Cuáles efectos tiene la tecnología al proceso de aprendizaje?
- ¿Qué deben hacer escuelas que no tienen acceso a la tecnología?
- ¿Qué debemos considerar cuando usamos la tecnología?
- ¿Cómo varía el uso de tecnología en diferentes edades?

Date created: 04/28/2015 11:19 AM EDT ; Date modified: 04/28/2015 11:43 AM EDT
Basic Information
Grade/Level
Subject(s)
Notes
Standards
Understandings Students will understand the differences that arise in each person's experiences with technology.
Essential Questions What are the advantages and disadvantages of using technology in schools? What stake does technology have in our
daily lives?
Knowledge and Skills Students will assess the effectiveness of technology in schools. Students will express complex ideas in a coherent and
organized manner. Students will selfevaluate their performance.
Assessment Strategies I will summatively assess my students' performance in the debate using the attached rubric.
Assessment/Rubrics Attached is the debate rubric. At the end of the debates, each student will fill out a selfevaluation using this rubric. I will
also evaluate each student using this rubric and personal comments. While the students' selfevaluations will not factor
into their final grade, I hope that my students will start to recognize the value in selfevaluation.
Attachments:
1. debate rubric.pdf
Resources
Intro/Anticipatory Set SelfEvaluation (10 minutes)
Students will use the first 10 minutes of class to fill out their Class Participation rubrics (please see the Unit Plan for the
rubric/explanation).
Content
LastMinute Group Work (10 minutes)
Students will have 10 minutes to make their final preparations for the final debate. Students should use this time to
review their arguments, decide who is in charge of what aspect of the debate, and polish the results of their homework
from the night before.
Practice & Extension Debate (50 minutes)
I will moderate the final debate. The two groups will sit on opposite sides of the classroom, and I will sit in between the
two groups. Both sides should present their opening statements, counterarguments, and final points. The students will
be encouraged to react to the opposing side's arguments, thus creating an active discourse between the two sides.
When I recognize that my students are finished, I will close out the debate by asking for the closing arguments.
Since speaking for such a long time can be difficult for Spanish III students, I can scaffold this activity in a variety of
ways. First and foremost, I will focus my attention on effective communication as opposed to complete accuracy. I want
my students to rely on each others' knowledge when they are linguistically "stuck," and therefore I will only jump in to
help a student if the whole team cannot help. I will also ensure that every student participates actively by asking probing
questions when necessary.

Assessment SelfEvaluation (10 minutes)
After the debate, my students will evaluate their performance using the rubric provided. They will also be expected to
write comments critiquing their work.
Page 1 of 2

Closure Closing discussion (10 minutes)
To close out this Unit, I will ask my students to discuss how their views/uses of technology have changed because of this
unit. After a brief discussion, I will ask my students to write a quick reflection that will be used as an exit ticket out of
class. I will then use these reflections to assess what I should change in this unit for the following school year.
Differentiated Instruction This summative assessment targets all the communicative skills, modes of communication, and types of communication.
Oral competence is key for an effective debate. Kinesthetic learners can benefit from actively researching their topics.
Visual learners could incorporate pictures, powerpoints, etc. to their arguments for extra help. Writing skills are assessed
through the debate preparations, and auditory learners can benefit through listening to their peers during the debate.
All the modes of communication are also assessed during this project. Students practice interperative skills through their
understandings of the research they perform. Their interpersonal skills come into play during the debate preparation, in
which they must collaborate with their peers to create an effective argument. Finally, their presentational skills come into
play during the actual debate, as students must present preplanned arguments.
ACTFL's 5 C's are also present in this assessment, as students compare and connect the uses of technology through
different communities and cultures both locally and abroad. Through these skills, my students will communicate their
opinions effectively.
Plans for Teacher Reflection Even though the rest of my lessons have been relatively lowstress for my students, this final lesson of the unit should
be a bit more stressful because of the summative evaluation. However, I hope to combat this expected stress through
encouragement and patience with my students. I will also emphasize that adequate preparation for the debate will
lower my students' stress levels, as they will know exactly what they are presenting with little room for doubt.
Additionally, selfreflection is a huge aspect of this lesson, as students are selfevaluating both their debate performance
and their class participation. This constant evaluation will emphasize that my students are responsible for their own
education.
Page 2 of 2

Proyecto: El debate Spanish 4
Miembros del grupo ________________ ____________________ Nota Final: ______
1 2 3 4 5 comments
Fluency
Little to no
fluency.
Labored
expression.
Minimal
fluency.
Good fluency
with
occasional
hesitance.
Some
successful
self
correction
Very good
fluency
High level of
fluency
Grammar
Frequent errors
in all uses of
structures.
Poor.
Limited control
of simple
structures with
errors.
Control of
simple
structures,
with few
errors. May
use complex
structures
with little or
no control.
Use of
complex
structures
but may
contain a
few errors.
Some errors
repeated.
Use and
control of
complex
structures.
Very few
errors with no
patterns.
Vocabulary
Usage
Few vocab.
resources.
Constant
interference
from another
language. .
Narrow range
of vocab.
frequent
interference
from another
language.
Good range
but has
repetition.
Very good
vocab.
Somewhat
varied.
Rich vocab.
with precision.
Varied.
Pronunciation
Poor impedes
comprehension.
Fair. May affect
comprehension.
Good. Very Good.
Few errors.
Excellent.
Minimal
errors. Very
native
sounding.
Topic
Development
Does not
complete task.
Or hard to
follow.
Somewhat
irrelevant. May
be disorganized
or not cohesive.
Information is
limited.
Relevant.
Organized.
Adequate
cohesiveness.
Good points.
Relevant
and well –
developed.
Well
organized
and
generally
cohesive.
Great
points.
Relevant and
thorough.
Well organized
and cohesive.
Excellent
points.

Conclusion
This unit is first and foremost student-centered. For me, it is imperative that
my students take responsibility for their own education. Therefore, this lesson is
structured through Content-Based Instruction that allows my students to explore
their own interests within the realm of technology. My methods of assessment
reflect my flexible teaching methodology. Throughout the unit, I ask my students to
compare their personal experiences and opinions with those that we study in class.
These constant connections to their personal lives are meant to reinforce the utility
and importance of what we study in class, thus increasing my students’ intrinsic
motivation. I am to change activities frequently within a class period to maintain
student attention while making these transitions effectively and organically. Since
this unit is very hands-on, it is extremely important that I provide clear instructions
and that I manage my classroom effectively. Additionally, I actively chose to conduct
this lesson in English. Although the ACTFL suggests near-complete instruction in the
Foreign Language, I decided that my current class would benefit more from English
instruction because my mentor teacher exclusively teaches in English. When I apply
this unit in my own classroom, I will definitely conduct it in Spanish and scale the
activities appropriately to ensure comprehension.
The multitude of technology in this unit can also pose an issue for both class
management and lesson planning. While the school I am currently working in has
great access to technology, not every school I work in will have this same access.
Therefore, I will need to be flexible in my lesson planning when applying this unit in

other settings. I will also need to adopt extra measures to monitor the technology
use in larger classes. Since the class with which I am currently working is only
comprised of 8 students, I can easily assess their online activity. However, I will
need to modify my classroom management strategies with a larger class to ensure
that they are using the technology appropriately.
My unit plan actively incorporates the ACTFL’s 5 C’s: Communities, Cultures,
Comparisons, Connections, and Communication. One of the core understandings of
this unit is the comparison of one’s own experiences to the experiences of others.
Through this theme, my students explore the other 4 standards of communication:
communities by evaluating technology use in their classroom community;
connections by finding the similarities that exist between each others’ experiences
with technology; cultures by assessing the differences between online culture and
physical culture; and communication by expressing their findings with each other.
This unit plan also diversifies the use of the three modes of communication
(interpersonal, interpretative, and presentational) through various modes of
learning. I assess my students both formatively and summatively using a
combination of these modes and learning styles, thus assuring that my unit is fair
and differentiated.

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