Tpack Lesson Plan

CSU-Global Course:

Your Name:

Liz Dougan

Subject / Course:

High School Spanish II

Topic:

Spanish I Vocabulary

Lesson Title:

Spanish I Vocabulary Review

Level:

High School / II

Lesson Duration:

OTL 545 Technology and Innovation

90 minutes

Common Core or State Standard(s) & Learning Objective(s): Standard 1.1: Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Objective: IWBAT discuss the following topics in Spanish by completing the Spanish I vocabulary review: activities, classroom items, food/meals, physical/personality descriptions, the body, family, and places. Target Audience Knowing the Learner Based on your survey data from earlier in the course, describe the target audience for this lesson; what types of learning styles will you need to be mindful of? The three largest groups of learning types that I have are Interpersonal, Intrapersonal, and Logical-Mathematical intelligences; however, I have some representation of each intelligence in my classes. I will ensure that each intelligence is addressed during this lesson. The intelligences that apply to each activity will be written in brackets next to each activity. The article Multiple Intelligences: What Does the Research Say (2016) guided me in addressing each intelligence.

Pedagogies Pedagogies (How are technology, content, and pedagogical knowledge working together in this lesson?) I teach Spanish in a way that my students will be able to use and understand it in the real world. All the planning that I do is centered on real-world application. My students will need to know Spanish either for professional reasons, such as needing to communicate with a Spanish speaker at their job, or personal reasons, such as travel. One of the first steps, and, in fact, one of the first standards (CDE, 2010, p. 16), is to be familiar with vocabulary that will enable them to communicate. Spanish I is full of new vocabulary that is designed to give students a basic knowledge base to actually start using the language. Based on this fact, I begin Spanish II with this lesson: Spanish I Vocabulary Review. I will use my Google Slides presentation to prompt their memories and guide the review. The main purpose of the presentation is to provide images. Research shows that images are more powerful than written text (Schaffhauser, 2012, p. 1). My students will associate the images with each category and this will enable them to recall the words much better than if I simply listed the words. By using images to guide the review, my students will better remember the words and thus be better prepared to use and understand Spanish in the real world.

Technology Being Used by Students Students will use their laptops to create their own presentations. They will work in groups to create and present on one category. Each presentation must include 10 images representing appropriate words for their chosen category. They may use Google Slides like I did, or they may choose a different program that they prefer. Students will then use the Smart Board to present their work. Students are required to use 10 images so that they are teaching the class visual literacy (Schaffhauser, 2012). They are also being required to teach their lesson via technology to incorporate the 21st Century Fluencies (Crockett, Jukes, Churches, 2011).

Technology Being Used by Teacher Teacher will use laptop and Smart Board to present the Google Slide Presentation. The bulk of the presentation, everything but the assignment instructions and category titles, is made up of images. Schaffhauser (2012) explains how this is the best way to teach to visual literacy (p. 2).

Lesson Strategy and Required Materials Goodwin & Hubbell (2013) point out that “teachers must be intentional about how they allocate classroom time” (p. 139). The best way to maximize class time is to plan out each minute of class. I will use formative assessments as I go through the lesson and edit the time as needed, however, having the guide below will help me stay on track and teach bell-to-bell (p. 133). 1. Anticipatory set: Daily Journal Entry: Make a list of topics that we studied in Spanish I. List as many words in Spanish that you can. (5 min.) 2. Act. 1: a. Choose a graphic organizer to take notes [logical-mathematical, visual-spatial] (3 min.) b. Category activity: Students are to list as many words in Spanish that they can for each category. After 2 minutes of wait time, start clicking to enable the pictures to show up. Each category should take 5 minutes. [intrapersonal, logical-mathematical, visual-spatial] (45 min.) 3. Act. 2: a. Student presentations: get into groups of 3-4 students to create ONE organizer of ONE category (studied today) that contains at least 10 words and images. [Naturalistic (categorizing what is in the world), interpersonal] (15 min.) b. Presentations [Verbal-linguistic, musical (hearing the words), bodilykinesthetic (I will encourage these students to add movement)] (15 min.) 4. Closing Activity: Pop Quiz! – Students will write down as many words as they can for the images on the last slide. Students will turn in their exit tickets as an assessment. (7 min.) Feedback Strategy During this lesson, I will be walking around to provide a “constant stream of feedback” that is “real-time” (Goodwin & Hubbell, 2013, p. 90). Glancing at everyone’s anticipatory set will tell me what they already know and remember from last year completely on their own. Viewing their organizers during the first activity will show me how much they remember once they are prompted with the images. Then, having students cold call on other students during their presentations to check for understanding on their images will show me how they are progressing with the review. Lastly, the closing activity/exit ticket will be my final formative assessment of the day. I’ll be able to analyze the data from the results to see who has mastered the material and who needs more support/review.

Assessments The exit ticket will be my assessment for this lesson and objective. I chose to give this type of quiz (students write the Spanish words of the pictures they see) due to the fact that it will require higher-level thinking skills. Goodwin & Hubbell (2013) explain that multiple choice quizzes assess lower-level thinking skills since students can use what they have in front of them to figure out the answer (p. 55). Not giving them options, however, will show me what they REALLY know (and, adversely, don’t know).

Modifications/Enrichments I would like to offer more options for the presentation portion in the future. For example, I would like to allow my musically inclined students to create a song about their category using the target language. My more advanced students, those who can already list many words on their own, could do a circumlocution activity with the class where they describe a word in Spanish until the class guesses it. Differentiation is key to reaching each student in the class, and adjusting elements like the ones listed above will enable me to reach all of my diverse learners (Differentiation, 2013, para. 2).

References Colorado Department of Education. (2010). Novice-mid world language standards. Retrieved from https://www.cde.state.co.us/coworldlanguages/statestandards Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-Century fluencies for the digital age. Sage: 21st-Century Fluency Project Inc. Differentiation. (2013, Nov. 7). The glossary of education reform. Retrieved from http://edglossary.org/differentiation/ Goodwin, B. & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria, VA: ASCD. Multiple intelligences: What does the research say? (2016). Edutopia. Retrieved from https://www.edutopia.org/multiple-intelligences-research Schaffhauser, D. (2012). Picture perfect: Teaching to visual literacy. The Journal. Retrieved from http://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visualliteracy.aspx