Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Grade
Level(s) 9th Grade

Content Area Spanish 2

Time line Two 90 minute class periods.

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? )

Students will be able to:

1. Use current vocabulary to recognize places around the town in Spanish

2. Investigate examples of places in the Spanish speaking world using Google
3. Read an ad online in Spanish that uses informal commands
4. Use informal commands to promote their own store/product
5. Use prepositions with verb estar to talk about location of places
6. Use digital tools to create an ad that reflects knowledge of commands, prepositions and vocabulary
7. Submit and present ad to the class
8. Listen to and offer feedback to classmates based on presentation

Georgia Performance Standards for Modern Languages Level II

MLII.INT1 The students understand spoken and written language on new and familiar topics presented
through a variety of media in the target language, including authentic materials. The students:
B. Interpret culturally authentic materials and information.

MLII.P1 The students present information orally and in writing using familiar and newlyacquired
vocabulary, phrases, and patterns. The students:
B. Give brief, organized oral presentations, using visual and technological support as
appropriate.
D. Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with
respect to proper pronunciation, intonation, and writing mechanics.

ITSE Standards (Net-S)

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
c. use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways (Presentational tool for ad, Todays Meet for peer feedback)

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 d. understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore
emerging technologies (using Web 2.0 tools)

2.Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital worls, and they act and model in ways that are safe, legal and
ethical.
b. engage in positive, safe, legal and ethical behavior when using technology including social
interactions online or when using networked devices.(When searching for images of places in Spanish,
when posting on Todays Meet)

3.Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
c. curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions. (Using the images in
Spanish to inform their knowledge of informal commands and current vocabulary)

6. Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.
a. choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication
b. create original works or responsibly repurpose or remix digital resources into new creations
d. publish or present content that customizes the message and medium for their intended
audiences
(Creation and presentation of final product)

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

Following a variety of activities using current vocabulary (places around the city) and grammar
(informal commands and prepositions of location), students will search for authentic uses of the
language using Google and then create their own ad in Spanish for any place they choose from our list.
They will include informal commands telling customers what to do (and not do). Buy our bread ! Dont
go to other bakeries!, etc. After creating their ad, they will prepare a short presentation of the ad, which
they will deliver to the class. Students will respond and offer feedback via a backchannel during the
presentations. This mini project is a way for the students to synthesize all of the elements of the current
unit of study in a creative way and in preparation for the summative assessment at the end of the unit.

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? What questions can you ask students to help them focus on important
aspects of the topic? What background or prior knowledge will you expect students to bring to this topic
and build on?)

1. What types of stores/places are most common in a city? Are they the same (look the
same) in Spanish speaking countries?
2. What places do you enjoy visiting? Why?

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 3. What are some key vocabulary words related to that place?
4. How do stores promote their products?
5. How are informal commands used to promote them?
6. What do you want and not want customers to do?
7. How do you form the commands in Spanish to customers of the place you are
advertising?
8. What presentation tool will you use to create your ad?

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?)

Students will produce an ad using a presentation tool of their choice. They will also prepare a short
presentation (spoken) of the information in their ad for the class. Differentiation is built into this
assessment as students are able to follow the Google Slides presentation at their own pace and choose
how they want to create their ad and present to the class. They will be assessed based on a rubric (last
slide of presentation) that includes the following categories: Visual aid, Language usage (grammar),
Vocabulary, Presentation. This is a formative assessment in preparation for their summative assessment
at the end of the unit.

Resources (How does technology support student learning? What digital tools, and resourcesonline
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?)

Technology supports student learning by allowing the students to investigate places in the Spanish
speaking world without having to leave the classroom. It also allows them the freedom to choose images
and create text that will best display their place.

Digital Tools: Google Slides/Docs, PowerPoint, MyMovie, Piktochart, Paint, DrawIsland, itslearning,
CamScanner/Tiny Scanner

Resources: Google slides checklist, rubric, personal devices, desktop computers

Previous Skills Needed: Students need a working knowledge of using the internet to search and to use
presentation tools. They also need to know how to submit an assignment via the dropbox on itslearning.
They must also understand the Spanish vocabulary and grammar we are using on this assessment.

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?)

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Students will have already followed a story about all the places around the city via PowerPoint and
shown comprehension of the story using Kahoot! Most students think it is fun to imagine their own
store/place and creating what it looks like and where it will be located. Commands are a natural part of
any language and seeing the examples in real ads, helps them to understand how they are used.
Sometimes it is difficult for students to grasp the idea of positive/affirmative commands and
negative commands so we have to talk about that and do many examples prior to this project.
Students may find it difficult (tempting) to use a translator, but I explain how it will not create the
commands the right way due to the inability of Google to decipher between formal and informal
commands via translation.

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 troubleshoot them?

My students are seated at tables already with a partner (strategically) assigned to them, so for this
assessment they will work with their partner. If a student has a special need or reason to work alone, I
allow them to. The students will work using their personal devices and the desktops in our classroom
if needed. I have also arranged with two other teachers on my hall to allow students to use their
desktops if I have overflow. Our computer labs were booked by the time I scheduled this project, or I
might have just taken the class to a lab.
Technical difficulties could include: Internet/network at school going down or running slow on
certain programs, student errors in using the tools and/or student having trouble with submission or
not following directions. I will be monitoring their class time and guiding them through the steps so I
should be available to help them choose a different tool if necessary and with submission to dropbox,
if that is a problem.

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 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?

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This formative assessment is set up for the purpose of practicing and preparing them for the summative
assessment at the end of the unit. The students will have moved gradually from remember and
understanding the vocabulary and grammar points, to creating their own. They will be collaborating with
a class mate and receiving feedback from both the teacher and their peers.
This project relies on technology because the students are able to use the internet to see the words used
in real-life contexts by searching for ads on their own using the vocabulary knowledge they have built.
Being able to give common commands would enable them to give and receive directions in Spanish,
which could be a valuable skill when travelling. I also use commands in class, so they are able to
understand and respond. This mini-project reinforces all of these skills.
The students will be using digital presentation tools for their final product and may use Google docs for
planning purposes. Using the guide and example I provide at the beginning, they should be able to
navigate at their own pace while I simply observe and help as needed.

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 will have the freedom to choose the content of their ad. They may use places in our current
vocabulary and also include vocabulary they remember from Spanish 1. They will have a support
sheet of notes of common commands they can use. They will also have the Google Slides
presentation to follow which includes an example of an ad and this allows them to work at their own
pace as well.
If they do not have their notes available, they can find them on itslearning and I will have them
posted at the student support station in our classroom. Students know they are allowed to consult the
support station as often as they need during a lesson without having to ask permission. This benefits
students who may be too shy to ask a question or who are reluctant to express the need for an
example.
Extensions include: using more than the minimum required commands/vocabulary, creating a video
of their ad, placing their store on a map of an imaginary city and/or creating a dialogue with their
partner about the store/city.

Adaptive/Assistive Technology
Students will all have a personal device or computer that they can use for this project in class. They
can use wordreference.com to look up a word/s they may not remember or know in Spanish, but I ask
that they consult me after they look it up to make sure they are using any new words correctly.
Students who have trouble with handwriting, will benefit from the ability to type. Also, Quizlet will
pronounce the words so the students can access their vocabulary list and listen if they need help with
pronunciation while preparing for their presentation.
Lastly, for students who prefer to create their ad without technology, I give the option for them to use
paper and markers and then use the cam scanner app to upload it electronically to the dropbox on
itslearning. Usually the more artistic students prefer to physically draw and color their design for
themselves and I see no reason to prevent that. I, do, however, want to be able to project their work
on the whiteboard like all the other presentations, so that is why I require the scanned image.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will

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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?)

The closing even for this assessment will be the presentations in class. Students will present their ads
and I will evaluate them and provide feedback on the rubric. The students who are watching the
presentations will offer feedback via Todays Meet or a listening sheet, that will be provided for those
who may not have their personal device in class that day.
In the past I had done this lesson without technology and every student produced a paper version of an
ad. This lesson was so much more engaging since the students are very interested in using their phones
and the computers for their work. They loved the freedom to choose the web tool that worked best for
them. I learned about a couple of new tools myself just by observing them!
What did not go as smoothly as Id hoped was retrieving their work from the dropbox. Many students
didnt understand about using the shareable link on Google Drive, and even though I tried to walk
them through it in class as they finished, many did not finish in class and submitted later, sometimes
incorrectly. Next time I would have a designated final submission time in class to make sure every
presentation was accessible/in the right format, and ready to go.
I would not teach this lesson differently because I loved the way it went! Im so glad I took the chance
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?
Reflection:
I learned that allowing students the freedom to choose with the Web tools was not as risky as I thought
it would be. They are very proficient with them and it made them more excited to do the project. I also
learned how much smoother a project goes when it is executed completely with technology. As I said,
in the past I had done this with paper/pencil. This went so much better! It made me want to do my
lessons this way as much as possible.

Recommendations:
- Perhaps plan for an additional class period for creation of ad so students wouldnt rush
- Model obtaining and submitting the shareable link on Google Slides/Docs
- Sign up for a computer lab or laptop cart

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