Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Paola Epstein
Position

Teacher (Spanish ESOL)

School/District

Dawson County High School

E-mail

Pepstei2@students.kennesaw.edu

Phone

706-265-6555

Grade Level(s)

10th 12th

Content Area

Spanish II

Time line

Two weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards

MLIL.IP2A Initiate, participate in, and close brief oral or written exchanges
MLILINT1A Identify main ideas and essential details when reading and listening
MLILP1A Write short, organized compositions, using visuals and technological support as
appropriate

NETS*S
Standards:

1. b. Create original work as a means of personal or group expression.

2. a Interact, collaborate and publish with peers, experts, or others employing a variety of
digital environments and media.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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The students will learn as part of the grammar content the uses of imperfect verbs. The teacher will present a
Power Point presentation with the information about the uses of imperfect verbs including some examples. The
class will watch a Youtube video of Google and the year in review as well as the news of a dog named Buddy who
led the State troopers in Alaska to a house in fire in Spanish. The students will engage in a conversation
regarding the news. What is important on the news? What events affect them? What experiences of natural
disaster or crisis have you had? They will establish the relationship of the uses of imperfect verbs and the telling
of the news. Using Quizlet, the students will improve their language vocabulary related to the news.
Students working in pairs will write a Word/Pages/Google docs and share on Schoology a news brief about a
fictitious or a real accident, heroic act or natural disaster. They will research news in English with similar topics to
understand the conflicts. Students will use their previous knowledge on uses of preterite verbs and include the
uses of imperfect verbs in their stories. They will need to include information regarding where, when and how the
event happened. Who was hurt and how. People that intervened to help.
They will write feedback to three assigned classmates and receive feedback from the teacher through a private
message on Schoology.
The students will show their newspaper to the class using Fodey or Newspaper.jaguarpaw and Issuu.
Finally, they will present the news to the class using the whiteboard with the PDF document created with Fodey or
Jaguarpaw or Issuuu and NaturalReader to read out loud the news created.
They will receive evaluations according to attached rubrics.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
What do you know about natural disasters and crisis situations?
What should you do in case of a disaster?
How can you tell a story of an event?
How can you use the imperfect conjugation of a verb?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
The students will receive a preliminary formative assessment for their draft posted online. There is a rubric
attached for that part of the project.
The students will receive a second grade for the presentation of the final project. The newspaper and the voice
software using the tools given. The rubric is also attached to this document.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Power Point: Students will follow along with the teachers presentation to explain the uses of grammar in the
target part of the sentence.
Youtube: Students will watch the videos as motivation for their activity
Quizlet: Students will practice their vocabulary using the apps on their phones.
Word/Pages/Google doc: Students will upload the draft of their project to the class Schoology account page
Schoology: Students will use this LMS platform to post the draft of their projects, as well as to give feedback to
their classmates
Fodey/Newspaper.jaguapaw and Issuu: Students will use the information to create their own newspaper.
NaturaReaders: Students will use this read out loud tool to present their Newspaper project to the class.
Websites:
Youtube video 1: https://www.youtube.com/watch?v=DVwHCGAr_OE
Youtube video 2: https://www.youtube.com/watch?v=Gvx9Zpif5Ew
Quizlet: https://quizlet.com/77297837/flashcards
Schoology: https://www.schoology.com/home.php
Fodey: http://www.fodey.com/generators/newspaper/snippet.asp
Jaguarpaw: http://newspaper.jaguarpaw.co.uk/
Issuu: http://issuu.com/cofficer/stacks/e3abb88483ce4a8eb0cac442333d6220
Natural Readers: http://www.naturalreaders.com/

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
All the students need to have a Quizlet account with the proper vocabulary set copy from the master account of
the teacher, as well as the app installed on their phones.
All the students will need to know how to use word/pages/google docs to write the draft of the project. It will be
important to revisit the uses of accent marks and special characters in the target language on a regular keyboard.
The students will need to have an active Schoology account and be a member of the class account.
The students will need to be able to navigate on the net and use the simple applications advised. It is important to
have a proper use of the net and fast typing skills in a second language.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The students will work in pairs. We will use the portable labs or the regular classroom labs to achieve this project.
They will also use their personal devices to practice vocabulary. The biggest problem that we may face is the
stability on the internet connection due to the rural location of my school and the inclement weather. These two
facts can disable the connection. I will also need to check the charge on the portable labs previously to each
session, as well as make sure that the sound settings are working and updated.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
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students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Students will have all the materials needed in the classroom to work on their research and develop the
project. Students will have a timeline for the project with the different steps to follow. Accommodations will be
made for students with IEP in place or with special needs. The students will start the research of news at
school and continue at home. The use of their own devices to practice vocabulary will give them the freedom
to work at their own pace. The pair work will facilitate the different tasks to accomplish. The teacher will be
available in the classroom at all times supervising their work, as well as through email communication on
Schoology while they are working at home. Classmates will give proper feedback through our LMS platform
following the ABCs of peer response. The teacher will email each student with the specific comment
regarding their work and the grammar suggestions. The teacher will provide an example of the final project.
Guidance will be available as well as extra material, like Hispanic Newspapers. The peer evaluation and the
creation of the news report will be the highest levels of development. It will be authentic and meaningful
because they will also share their own experiences regarding these types of events. Collaboration with their
peers will be a key to succeed. The students involvement will be the most important part to achieve the
objectives. The teacher will be a mediator as well as a guide. The project has also some keynotes of
multidisciplinary because the students discussed about the most important news during their lives.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Students with special need will receive photocopies of samples of news as guidance The story will be a cloze
activity to complete with the key words from the vocabulary. The verbs will be in infinitive for the students to
change to the imperfect form. Heritage language learners will receive a list of news websites from their countries
to explore. There are three possibilities of tools to create their newspaper. Fodey is the simplest one. Then
comes jaguarpaws where you need to upload pictures and finally for the majority of the class Issuuu, that includes
your own design of the newspaper page. Gifted students will create a follow-up script for the radiocast.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

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The end of the project will be the presentations. There will be a three minutes Q&A at the end of each
presentation. The newspapers will be part of our hallway board to be seen by the entire school.

Did students find the lesson meaningful and worth completing?

We just completed the lesson last Friday. It was great to see the students working hard for their
newspaper. The moment that impacted me the most was at the beginning of the process when they
shared their own experiences with these type of events. It was good also to see the discussions
between the team regarding their research. The news that were important for them were not always
the headlines, but some positive stories of unknown heroes.
In what ways was this lesson effective?
They learn the vocabulary easily during the constant use. No need for repeat after me style. The
verbs in imperfect conjugation are still in progress.
What went well and why?
They were engaged with the activities. The possibility of becoming a reporter and tell their own
version of certain news open them to talk. They were very creative to develop their projects. They
were also quite hard on their comments to their peers. They look for small details to criticize.
What did not go well and why?
Due to testing weeks, we did not have the computers labs available as much as we wanted.
Another element that can improve is the peer response. Some students used simple comments
like: It is a very good project. Congratulations. The language barrier and vocabulary limited their
comments. Maybe next time the comments need to be in English.
How would you teach this lesson differently?
First I would like to see a real radio or TV news set. Maybe I will add a field trip to the news station.
Finish the project with a podcast or a video prepared by the students. Definitively start the project in
the middle of the second semester, not at the end of the school year.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I would love to dedicate more time talking to the students about their personal experiences. I also feel that an
email with the feedback was not enough. I reached all my students with an email. But there are a few that needed
more 1:1 time to internalize the concept of imperfect verbs. I would have loved to talk deeper about the reporter
and news anchor as careers and make the cross curricula with counseling.

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