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Lesson Plan for Implementing NETS•S—Template I (More Directed Learning Activities) Template with guiding questions Teacher(s) Nameeratliff@forsyth.k12.ga.us Phone 404-556-8355 Grade Level(s) 9-12 Content Area Spanish Time line 15-23 March 2017 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 MLII.P2 The students present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. MLII.IP1.E Students give and follow directions and instructions. NETS*S Standards: 1b. Students build networks and customize their learning environments in ways that support the learning process. 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 6b. Students create original works or responsibly repurpose or remix digital resources into new creations. 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. Page 1 of 5 " id="pdf-obj-0-2" src="pdf-obj-0-2.jpg">

Lesson Plan for Implementing NETS•S—Template I

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)

Name

Elizabeth Ratliff

Position

Teacher

School/District

Lambert High School/Forsyth County

Phone 404-556-8355

Grade Level(s)

9-12

Content Area

Spanish

Time line

15-23 March 2017

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

MLII.P2 The students present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. MLII.IP1.E Students give and follow directions and instructions.

NETS*S Standards:

1b. Students build networks and customize their learning environments in ways that support the learning process. 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 6b. Students create original works or responsibly repurpose or remix digital resources into new creations. 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

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

During a unit on giving and following directions around an unfamiliar town or place, students in groups of 3 or 4 will create a virtual tour of their school building in Spanish that could be used for incoming students. First, students will decide on at least five places that are important within the school building. Next, they will write out a script of written instructions for how to get between these places.

The first app that students will use will be Audio Boom or Voice Memos to record each set of directions. Meanwhile, students will also use Google Street View to take one 360-degree image of each place on their tour. Finally, students will use the Story Spheres website to upload their pictures and audio files. The last step of the Story Spheres virtual tour creation will be to link each place together and submit the completed tour to a drobox on itslearning, our online learning platform.

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 are some important places around school and how would you say them in Spanish? How would you give directions in Spanish to get from one important place in the school to another?

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.

For this lesson plan, each group of students was required to show me two formative check points in addition to their final product. The first formative check point was the script in Spanish of their directions between places.

Looking at this with the students allowed me to give them feedback on their writing.

Then, students also had to

show me that they had gathered all 5 images of the spots on their tour using Google Street View. Finally, for a

summative assessment, students had to submit their virtual tour, a combination of their Google Street View images and their audio recordings using Story Spheres.

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

The technological hardware that is required for this lesson is student desktops, and personal devices of students (phones, tablets, laptops, optional Theta camera instead of using Google Street View).

The technological software that is required for this lesson is itslearning (online learning platform) for dropbox, Audio Boom/Voice Memos for recordings, Google Street View, and Story Spheres website.

The educational tools required for this lesson plan are rubric, instructions sheet, teacher examples.

Skills needed for this lesson include basic computer skills such as mouse and keyboard use, basic knowledge of a phone camera, and, most importantly, a knowledge of how to give directions informally in Spanish.

Instructional Plan

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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?)

In Spanish I, students learn how to talk about their school. In Spanish II, we build upon this prior learning by teaching directions. This lesson plan builds upon their prior learning of the school and appeals to their interest in displaying their knowledge as upperclassmen. Many high school students feel a sense of pride showing newcomers their school, therefore, this lesson plan appeals to this interest.

Though school related vocabulary is common in Spanish I, some students do not have this prior knowledge at all or have forgotten these terms. Additionally, some of the places that they might want to include on their virtual tour, for example, the vending machine, are not common vocabulary list items. To resolve this issue, I will keep a running vocabulary list on the board of terms that might be useful for their project.

A difficulty that students might encounter with this project is working with groups of people. Many high school students struggle to work in groups, especially when they are assigned. However, working with other people is an important life skill. To help them better communicate with their group, I will make sure that they have traded phone numbers. I will also be available for troubleshooting via the messaging app Remind the night before the assignment is due.

One other possible issue with this is that students will need one-on-one explanation of the apps and the website. I will be prepared to provide this to students during class and before school. Sometimes it is difficult to explain new technology to large groups.

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.

Students will work in groups of three or four for this project. In three classes, I will assign these groups, but in two classes who are very well behaved, I will let them choose their groups. When determining groups, I will make sure that each group has access to a camera and a laptop or desktop. In terms of trouble shooting for the project,

  • I will be available to answer questions during class, before or after school in person, and via the remind app when

  • I am at home. Students may use the desktop computers in my room as needed during class or before and after school.

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 students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s 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?

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The instructional strategies used for this project will include modeling of the technology as well as the script writing. Students will receive their vocabulary list for the unit and hear and read various examples of directions for getting from one place to another. Using these examples, students will be more successful with their script writing for their Story Spheres Assignment.

As their teacher, I will be a facilitator. My role will be to model the skills necessary including the use of directions in Spanish and how to use Google Street View, Audio Boom/Voice Memo, and Story Spheres. Meanwhile the role of the students will be creators as they will be creating their own virtual tour. By having the students create their own tour of their school, this ownership and applicability will ensure that they use higher order thinking skills. In this project, technology will support teaching by making this lesson more applicable to the lives of my students as it will be more meaningful to give directions around their school than it would be to give directions around a made up city as we had them do last year.

From this lesson, students will learn academic skills such as commands in Spanish and how to give directions around their school in the target language. Students will also learn technological skills such as how to take 360 degree photos, how to do audio recordings, and how to combine these two elements into a virtual tour. Finally, students will also work on life skills such as group work, preparation for projects such as having materials needed, and communication when they must complete an assignment with their peers.

For communication during this project, I will encourage students to exchange phone numbers so that they can easily give each other updates on their parts of the project. I will also be available via Remind after school as needed to help students with group conflicts and with technical issues.

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?)

In order to differentiate, each group member will be in charge of a different task and have some say in which task is theirs. In a group of 3, one person will be the photographer, in charge of taking the pictures on Google Street View, one person will be the writer, in charge of writing the script, and one person will be the actor, in charge of recording the script on Audio Boom or Voice Memo. In a group of 4, the last job will be director, a person in charge of overseeing the other three, but also in charge of compiling the photos and recordings into Story Spheres. By allowing students some choice in their primary responsibility, students will be more enthusiastic about their projects.

Other examples of differentiation include allowing students to work at their own pace and granting extensions when needed. I will also provide help with technology when students need it.

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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Students loved this project at first because they found it to be meaningful. They thought that the 360 degree photos were interesting and that giving a tour of the school was something in which to take pride. However, students were frustrated that the Story Spheres website was so new. They needed more guidance with this than I had anticipated. Another struggle from this project was group work. Students had a lot of trouble working in groups. I think that this is normal and a good growing experience for them. However, I had one student refuse to exchange numbers with her group because she was a senior in a group of freshmen. I used this an example of ineffective collaboration. Group assignments are a part of school and the work place, so I encouraged my students to make it work next time if they had not done so this time. If I did this lesson again, I would make a screen cast explaining each step for students. I think that this would save time from trouble shooting. Teaching them to look at a troubleshooting screencast video is also a good life skill. I know that I have had to search for help on assignments and such many times in my life.

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 think that this lesson would be better as a summative grade. I wish that my content team would agree to do it, but without a group agreement on a summative grade, I can only count it as a formative, or multiple formative grades.

Again, I also want to do this lesson again next year, but I would like to use a screencast video explaining each step of the process. Perhaps the one that I have for this lesson plan assignment will work.

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