Mariza+Carbone

=Mariza Carbone- Content Area Unit Plan=

The following are three lessons created to support the World Language Content Area Unit: Cultural Events in Hispanic Countries. The lessons are designed for eight grade students of Spanish and to demonstrate integration of technology through problem-based learning, online collaboration, and digital storytelling.

To explore each lesson, please choose from the links below: Problem-Based Learning Online Collaboration Digital Storytelling

 Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. || 2. Communication and Collaboration 4. Critical thinking, problem solving, and decision making 6. Technology operations and concepts p p Instructional Objectives: Students create a digital list of necessary vocabulary to discuss, in Spanish, going to the movies, visiting a museum, and attending a theater performance. || Free online translator. Smart Board || Accommodations and Extensions: Students with limited technology skills will be paired with students with greater ability. Back-Up Plan: Students can create their lists and T-charts with pencil and paper, find meanings with paperback dictionaries, and share their lists with the teacher so she can compile and print. || LESSON REFLECTIONS AND NOTES: ||
 * = Problem-Based Learning - Daily Lesson GAME Plan = ||
 * Lesson Title: Cultural Event Vocabulary |||| Related Lessons: Cult. Event Collaboration & Cult. Event Digital Story ||
 * Grade Level: 8th Grade - Spanish |||| Unit: Cultural Events in Hispanic Countries ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Students need access to computers with reference tools, such as internet search engines, Google Docs, and a free online translator. Teacher needs access to a Smart Board or a projector. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10-15 minutes |||| Activate students’ prior knowledge as they respond when asked about the meaning of the words //Cultural// //Events//. Discuss and clarify based on their answers, and orient students to the project/problem: You are visiting a Hispanic country and plan on going to a movie, visiting a museum and attending a theater performance while you are there. What do you need to know and be able to do before your trip to achieve this in the target language? || Presentation of project on Smart Board or projector. ||
 * 10-15 minutes |||| Students watch a clip in the target language discussing cultural events in a Hispanic country. Teacher solicits thoughts on the video and explains, by the end of the unit, that students will be able to create a presentation similar to the clip as they simulate their visits a Hispanic country and their experiences at cultural events. || Video clip and projector ||
 * 20-30 minutes |||| Students work in pairs or groups to create a document using Google Docs listing 15 to 20 vocabulary words related to going to the movies, visiting a museum, or attending a theater performance. || Computer workstations with access to Google Docs ||
 * 10-15 minutes |||| Students create a T-chart in the document to organize their lists determining words they know and words they do not know. || Computer workstations with access to Google Docs ||
 * 30-45 minutes |||| Students determine the meaning of the words they do not know and mark any cognate words from their list. Using the Smart Board as a group, they create one vocabulary list for the class. || Computer workstations with reference tools
 * 5-10 minutes |||| Students discuss their findings and the cognates they discovered. They then discuss the relationship between the words in the two languages. ||  ||
 * Note: Students may be given choice to form their groups. However, grouping strong students with weaker students will be most beneficial. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Monitor student decision-making during the vocabulary list creation. Collect print out of students’ lists. Monitor students as they identify words they know and do not know and assist them when creating the T-chart.
 * ==EVALUATE AND EXTEND== ||
 * Students will be evaluated based on the list they created and the T-chart. Teacher will utilize a check minus, a check, and a check plus system determining lists that are 0-35%, 40-80%, and 85-100% related to the content respectively. In addition, I will asses the collaboration involvement for each student utilizing a similar system and using a checklist during the creation of lists.

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 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. || 1. Creativity and Innovation 2. Communication and Collaboration 4. Critical thinking, problem solving, and decision making 6. Technology operations and concepts p p Instructional Objectives: Students apply their knowledge of vocabulary related to going to the movies, visiting a museum, and attending a theater performance to share an experience related to one of the topics. || p Accommodations and Extensions: Students with limited technology skills will be paired with students with greater ability. Teachers will provide access to computers in school for any student who does not have access at home. p Back-Up Plan: Teacher will provide hard copy of information from Google Docs for students to use in lieu of computers. || LESSON REFLECTIONS AND NOTES: || Appendix A COLLABORATION RUBRIC
 * = Online Collaboration - Daily Lesson GAME Plan = ||
 * Lesson Title: Cultural Event Collaboration |||| Related Lessons: Cult. Event Vocab. & Cult. Event Digital Story ||
 * Grade Level: 8th Grade - Spanish |||| Unit: Cultural Events in Hispanic Countries ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Before this lesson, teacher taught the correct grammar for working with regular “er” and “ir” verbs in the past tense. Students need access to computers with tools such as Google Docs and a free online translator. Teacher needs access to a Smart Board or a projector and access to Moodle. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5-10 minutes |||| On the SMART Board, the teacher will display a series of five statements with both correct and incorrect statements related to going to the movies, visiting a museum, and attending a theater performance. This activity will activate prior knowledge from the previous lesson. Students will locate incorrect vocabulary, grammar, etc and explain why it is wrong. || Presentation on Smart Board or projector. ||
 * 15-20 minutes |||| On the SMART Board, the teacher will model a sample Google Doc that needs to be edited and revised for content and grammatical errors. Next, the teacher will facilitate and demonstrate how to note the necessary corrections to later provide feedback to peers. || Presentation on the SMART Board with Google Docs. ||
 * 25-35 minutes |||| Students’ work in pairs to edit and revise a Google Document related to going to the movies, visiting a museum, or attending a theater performance. Students will print out work from Google Docs when complete. || Computer workstations with access to Google Docs and free online translator. ||
 * 10-15 minutes |||| As a class, some students will share their revisions to the information from the Google Doc. || Presentation on the SMART Board with Google Docs. ||
 * 5-10 minutes |||| Students discuss a challenge they found either with utilization of Google Docs or with editing and revising the content while peers providing solutions/feedback. ||  ||
 * 3 days |||| Homework/Reinforcement: Each student will create their own 5-8-sentence paragraph related to going to the movies, visiting a museum, or attending a theater performance. In addition, each student will post his/her paragraph on Moodle chosing the forum that matches his/her experience and will read and provide at least two comments or edits to two peers about their paragraphs. Students will be provided with 3 days to complete the assignment. || Access to computer with Internet or access to computer lab at school outside of class. ||
 * Note: Students may be given choice to form their groups. However, grouping strong students with weaker students will be most beneficial. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will give real-time feedback while students work by providing comments in Google Docs. In addition, teacher will provide hand-written comments to students’ pairs on the print-out which was completed in class.
 * ==EVALUATE AND EXTEND== ||
 * Students will be evaluated based on their paragraph creation and the feedback they provided. Teacher will utilize a rubric to evaluate content and feedback (see Appendix A).
 * Cine, Museo y Teatro… **


 * ** Assignment ** || ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** CONTENT ** || The student’s paragraph is 100% related to going to the movies, visiting a museum, or attending a theater performance. Shares relevant information about his/her experience and exceeds the assigned 5-8 sentences. || The student’s paragraph is 50 – 75% related to going to the movies, visiting a museum, or attending a theater performance. The paragraph is 5-8 sentences. || The student’s paragraph mentions one or two sentences related to going to the movies, visiting a museum, or attending a theater performance. The paragraph is less than 5 sentences. ||
 * ** FEEDBACK ** || The student provided 100% accurate revisions related to grammatical and spelling errors. The feedback includes commentary on the paragraph information and its relevance. || The student provided 50 to 75% accurate revisions related to grammatical and spelling errors. The feedback included commentary on the paragraph information. || The student provided one or two accurate revisions related to grammatical and spelling errors. The feedback does not include commentary on the paragraph information. ||
 * ** EXPRESSION ** || Provides clear ideas effectively written in Spanish. || Provides clear ideas written in Spanish with some use of English. || Paragraph is unclear and it is written mostly in English. ||

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 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * = Digital Storytelling - Daily Lesson GAME Plan = ||
 * Lesson Title: Cultural Event Digital Story |||| Related Lessons: Cult. Event Vocab. & Cult. Event Collaboration ||
 * Grade Level: 8th Grade - Spanish |||| Unit: Cultural Events in Hispanic Countries ||
 * ==GOALS== ||
 * Content Standards:

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. ||
 * ISTE NETS-S

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical thinking, problem solving, and decision making 5. Digital Citizenship 6. Technology operations and concepts

Instructional Objectives: Students research and select a Hispanic country for potential travel opportunities and apply their knowledge of Spanish vocabulary and grammatical structures to create a digital story depicting their experiences while visiting the country they selected. The experiences relate to going to the movies, visiting a museum, and attending a theater performance. || As they proceed to put their GAME plan into practice, teacher provides a list of Hispanic countries and each group selects a country to research and visit. In addition, students select the technology that will facilitate the creation of their digital story (Photo Story 3, PowerPoint, or a movie) and assignments for each group member. They will also divide tasks for each group member from the list of steps to create digital stories. Students are required to work simultaneously on their project. || Computer workstations with access to the Internet, Google Docs, and free online translator. || Students locate images or produce their own to customize for the story while adding titles and captions. Groups are required to ask for input, reflect, and revise their story before completion. || Computer workstations with access to the Internet, Webspiration, Google Docs, and free online translator. ||
 * ==ACTION== ||
 * Before-Class Preparation: Before this lesson, the students have had significant practice with the vocabulary and grammatical structure they need to create scripts for their digital story. Students need access to computers with tools such as Webspiration, Google Docs, a free online translator, and the Internet. Teacher needs access to a Smart Board or a projector and access to Moodle. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5-10 minutes |||| On the SMART Board, students will view the video clip that introduced the Problem-Based Learning lesson. As a group, students discuss what the clip is about as they recognize vocabulary and grammar now familiar to them. Teacher reminds them the purpose of the unit is to create their own story about traveling to a Hispanic country and experience going to the movies, visiting a museum and attending a theater performance. || Presentation on Smart Board or projector. ||
 * 20-35 minutes |||| On the SMART Board, the teacher utilizes the GAME plan model to organize a sample story. Using a graphic organizer (see Appendix B), teacher demonstrates how she created goals, decided on action steps, monitoring, and evaluation of goals. After, teacher demonstrates steps taken to design and create the digital story. The organizer includes the10 steps to create digital stories suggested by Dr. Abrams (n.d.). || Presentation on the SMART Board. ||
 * 45-60 minutes |||| Students form groups of four. Together and with teacher assistance, they create a GAME plan for their project using the same graphic organizer utilized by the teacher. They create their goals, the actions are provided by Adams (n.d) 10 steps to create digital stories, and teacher assists each group determining ways to monitor their progress. As a class, we will create a rubric to evaluate the stories (see Appendix C).
 * 60-90 minutes |||| Students work with their groups to organize their ideas with the use of webspiration.com creating concept maps for their story. They will create a sequence of ideas and develop a script and a storyboard with the use of Google Docs based on their Hispanic country research. Students create their script, modify, and communicate with each other in and outside of the classroom.
 * 35-45 |||| Students publish and share their stories with the class. || Presentation on the SMART Board. ||
 * Note: Students may be given choice to form their groups. However, grouping strong students with weaker students will be most beneficial. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will give real-time feedback while students work by providing comments in Google Docs. In addition, teacher will monitor time-lines, appropriateness of images and content, as well as keeping a focus on the content. After each class period, each group will provide a status sheet (see Appendix D) where they will reflect on and write what they have completed and what they have to complete. Teacher will determine expected progress standards and compare it with the status sheet to provide feedback. In addition, the sheet will facilitate reflection, motivation, and focus for the next class.

Accommodations and Extensions: Students with limited language and technology skills will be grouped with students with greater ability. Teachers will provide access to computers in school for any student who does not have access at home.

Back-Up Plan: Teacher will provide hard copy of organizers and information for students to use in lieu of digital copies. In addition, teacher will provide magazines and other text research tools in lieu of online research. ||
 * ==EVALUATE AND EXTEND== ||
 * Students will be evaluated based on the group create product. Teacher will utilize the class created rubric to evaluate content, quality of product and teamwork (see Appendix C).

LESSON REFLECTIONS AND NOTES: For this lesson, I will have to be diligent in helping students to manage their time focusing on the content rather than the technology allowing them to produce the story. ||

Appendix B  ** The GAME Plan-Cuento Digital **


 * ** HISPANIC COUNTRY ** ||  ||
 * ** G **** OALS ** ||  ||
 * ** A **** CTIONS ** ||  ||
 * ** M **** ONITORING ** ||  ||
 * ** E **** VALUATION ** ||  ||


 * 10 Steps to Creating Digital Stories:**


 * 1) Start with a great story.
 * 2) Organize ideas with a concept map.
 * 3) Sequence ideas.
 * 4) Develop sequence into script and storyboard.
 * 5) Find or create visuals to match the script.
 * 6) Customize images for the story.
 * 7) Add titles and captions.
 * 8) Ask for input.
 * 9) Reflect and revise.
 * 10) Publish and share.

Appendix C   ** Mi vista a… ** ** Un Cuento Digital **

EVALUATION RUBRIC (Sample)

** 4-Excellent ** || ** 3-Good ** || ** 2-Basic ** ||  ** 1-Needs Work **  ||
 * ** CATEGORY ** ||
 * ** CONTENT ** || The group’s information is 100% in the target language and related to going to the movies, visiting a museum, and attending a theater performance. || The group’s information is 85% in the target language and related to going to the movies, visiting a museum, and attending a theater performance. || The group’s information is 50% in the target language and related to either going to the movies, visiting a museum, or attending a theater performance. || The group’s information is less than 25% in the target language and it is related to only one activity, going to the movies, visiting a museum, or attending a theater performance. ||
 * ** CULTURAL INFORMATION ** || Shares relevant and accurate information about their experience in reference to their selected Hispanic country. || Shares basic and accurate information about their experience in reference to their selected Hispanic country. || Shares one or two statements about their experience with some inaccuracies in reference to their selected Hispanic country. || No mention of their Hispanic country is evident. ||
 * ** SPELLING AND GRAMMAR ** || The group’s information has no more than three spelling and/or grammatical errors. || The group’s information has four to eight spelling and/or grammatical errors. || The group’s information has nine to twelve spelling and/or grammatical errors. || The group’s information has more than 13 spelling and/or grammatical errors. ||
 * ** USE OF IMAGES ** || The presentation contains images and/or video that are 100% relevant to the story being told. || The presentation contains images and/or video that are 85% relevant to the story being told. || The presentation contains images and/or video that are 50% relevant to the story being told. || The presentation contains images and/or video that are 25% or less relevant to the story being told. ||
 * ** TEAM WORK AND USE OF TIME ** || Students used 90% of the time effectively never distracting others from their tasks. || Students used 75% of the time effectively occasionally distracting others from their tasks. || Students used 50% of the time effectively often distracting others from their tasks. || Students did not use time effectively while constantly distracting others from their tasks. ||
 * ** CITING SOURCES ** || The group cited all their sources following MLA format. || The group cited 85% of their sources mostly following MLA format. || The group cited some of their sources sometimes following MLA format. || The group did not cite any of their sources. ||

Appendix D

** Mi vista a… ** ** Un Cuento Digital **


 * __ Status Sheet __**


 * DATE:**

Under each category, write a summary of what you accomplished today, what you will accomplish tomorrow, and what still needs to be done to complete the project.

** Hoy ** || ** Mañana ** || ** Para el Final ** ||