Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Laura Cepero

Position Spanish Teacher

School/District Kennesaw Mountain High School/Cobb County

E-mail Laura.cepero@cobbk12.org

Grade Level(s) 10th-12th

Content Area Spanish IV

This project is done with: One class of Spanish IV for a duration of a week and half. Students
Time line are on a 90 minute block schedule.

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.

This lesson will mainly assess the Foreign Language State Standards for communication,
and presentational as students will be presenting their findings and materials all in Spanish.

They will give prepared presentations (near full control of present, past and future tenses),
using visual and technological support as appropriate. Demonstrate Intermediate-Low to
Intermediate-Mid proficiency in oral and written presentations with respect to proper
pronunciation, intonation, and writing mechanics.
Content Standards

Students will demonstrate creative thinking, construct knowledge, and develop an

innovative presentation of their Web 2.0 tools using technology. Students will choose the
appropriate platforms and tools for meeting the desired objectives of their creation or
communication. Students apply digital tools to gather, evaluate, and use information.
Students publish or present content that customizes the message and medium for their
intended audiences. Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital
NETS*S Standards: tools and resources.

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

For this lesson we will be learning about applications, what they are, how have they impacted society, statistics
on apps, and their relation contribution to the Spanish language. I will open the lesson with essential questions
and will present them with a Slideshow on Applications and their use to society. Once I have given the students
questions to think about, and information to dwell on, the students will research, or design 5 applications in
detail. They will research/design applications that are made to appeal to audiences that speak Spanish or
would like to learn to speak Spanish. Students will have guiding questions they must answer in regards to their
research of the applications:
a. When was this app created?
b. What is the use/purpose of this application? What are the Spanish language aspects of this app?
Who will benefit from using the app?
c. Who created the application, and when?
d. How many stars does the application have and what rating do you give this app?
e. If you created the app, explain why, and how it will help its users.
f. Have you used the application before or think to use it in the future?

Once students have begun to investigate apps or create apps, I will post discussion questions on
Edmodo, and students will engage in discussion with peers about their findings and evaluations of
certain applications throughout the project. The students will take on professional roles as they
can choose to design applications or research applications and give ratings to the applications.
This professional role as an application analyst is relevant in our digital age. Students will use
Popplet in the process of their research to help them through their planning, and brainstorming
process. Once students have chosen the 5 applications, they will then present their information via
a presentational platform of their choice. The only requirement is they will have to make the
audience feel they are looking at a smartphone, Ipad, etc. Students can choose to draw a
smartphone and include their research of the apps on the drawing of the smartphone, or they can
choose to present their project via PowerPoint, Sway, Prezi etc. Each app must be visually
represented as most apps are (i.e Facebook app has an F is recognized by its blue color,
Instagram has a camera, Twitter has a bird on the face of their app cover etc.) The entirety of the
project will be presented in Spanish, but for the purpose of this project, I will give resources and
present information in English.

The
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.

1. What impact do applications have on today’s society?

2. Do we need to have more apps in other languages? Why?
3. Describe benefits of applications for students, what are some disadvantages?
4. Are apps helpful or harmful to society?
5. Where will applications be in 20 years? Will they still be functional?
6. What are apps have not been created yet and should exist?

7. Through your research, what stands out to you regarding apps?

8. How do apps contribute to language learning? Do we need more?

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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.

Students will be summatively assessed on the 5 applications they created/researched. They will be assessed
through a checklist and a rubric that focuses on their ability to communicate in the target language of Spanish,
and how well they present their information. The requirement that remains throughout the project is that
students are required to present in the information to the audience with a theme of a Smartphone, or tablet.
They can choose if they present the information via a presentational platform, or a physical object, such as a
poster board.
I will differentiate by having students decide on the way they present their final product. They have the choice
of creating apps or researching apps that already in use.

I will formatively assess students through a short answer quiz, where they will have to analyze questions, and
give a response in Spanish.

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?)

Popplet will be used to assist in their organization of information, and brainstorming ideas for their final
product. Students will be doing research of applications via the computer, to find out information about apps,
how many people use apps, etc. This research process will help students understand the impact apps have on
today’s society. Students will be given the project rubrics to guide them through their research and creation of
final products.
Students will be given the option of using presentational platforms (Sway, Power Point, Google Slides etc.) to
present their final products, and use the Edmodo class blog to share thoughts, ideas, and increase
collaboration. Polleverywhere will be used to administer a survey to activate background knowledge,
and discussion. Previous technology skills: How to do reliable research. Skills with apps, how to explore
them, and download them. The definition of Web 2.0 tools. How to create a presentation via a presentational
platform. Create sentence in Spanish, and have a proficient skill in speaking Spanish for the presentation.
Teaching resources:
- Access to computer lab
-Slide show on applications in Spanish (present to students)
-Articles on apps and their effect on society
-Sample of Popplet
-Edmodo discussion board

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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?)

In order to see what information students know about Web 2.0 tools prior to the lesson, I will ask them a
discussion question on Edmodo. “What do you know about Web 2.0 tools, and what are they?” By having the
students answer this question prior to the lesson, I am activing any background knowledge student’s may have,
and this allows me to see who has retain this information before. To make the information about Web 2.0 and
apps more relevant to them, I did a survey on Polleverywhere to see how many of them used apps, how many
of them used apps daily, what kind of apps do they mostly use (social, news, music, or other). How many of
those apps have Spanish features?
By administering this survey, I help students activate their learning prior to them researching about apps on
their own.
Some difficulties students may have is finding apps that relate to Spanish. Their goal is to find apps that appeal
to the Spanish community and learning Spanish, meaning they might be unfamiliar with these apps, therefore
struggle a little bit. However, their research process should help them to resolve these uncertainties.
I do not expect students to struggle with the actual process of researching, or using the presentational
platforms, as they are all well versed in their use of presentational platforms.
They may struggle giving their presentation to the class, and due to it being a language learning class, I
anticipate that will need assistance in translations, and might have trouble delivering a presentation all in
Spanish. The students some time get nervous, especially presenting in front of their peers.

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 can choose to work in pairs of two or individually on this project. They are given the option of how
they would like to present their final product. To make the lesson equitable and accessible for all students, we
will be working in the classroom, and in the designated computer lab. There are enough computers in the lab
for each student, and access to a printer if needed. Students will be given class time to work on this and
supplies such as marker, glue, scissors, and paper will be provided to students. In case the lab experiences
technical difficulties, we have a second resource we can use. My school has a laptop cart that can be reserved,
and the Media Center is available for use as well. In case Popplet does not work, I will provide students with
copies of thinking webs on sheets of paper. If students have technical difficulties with using a presentational
platform, I have provided them with the second option of creating their final product on a poster board.

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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?

Students will be communicating, creating, and collaborating throughout the duration of the project. They will
collaborate on research with partners, and through Edmodo, hold class discussions on the topic of applications.
My role will be more of the Guide, as students will research information and create their own products based on
the research they do. Students will be expected to create a presentation based on their research, analyze
information aligned with objectives, and state standards. The technology will support my teaching through the
research the students do. We will study statistics and history of applications, making the final product relevant
and authentic to the students. They will be making connections through their research and applying it to their
end product. The students have the option to create apps of their own. Creation of the apps gives the students
an authentic and meaningful learning experience. They take on the professional role of an app analyst and app
creator, something that is very common in our digital age. The collaboration will be evident throughout the
entire lesson as students can work in partners or individually. They will also be sharing ideas via Edmodo. I will
guide and facilitate discussion through the Edmodo page, encouraging useful and important class
collaboration. The student’s final product will show their ability to analyze, create, and apply the knowledge
they obtain from the lesson.

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?)

Differentiation will be shown in a variety of ways. Student’s have the option of working individually or with a
partner. They also have the option of creating presentations through a presentational platform or using a poster
board. This gives students’ choices based on their learning needs and preferences. Student’s will also create a
Popplet which addresses students with learning disabilities. Popplet will allow the students to analyze their
thoughts. In addition, for students who become easily distracted during research, or struggle with reading, I will
have them utilize the Google extension, Mercury Reader. This will allow students to focus on articles that they
read in regards to their research.

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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?)

The closing event will be students sharing their projects, and engaging in presentations that encourage
discussion. Through questioning students and probing them, I will find out how the students liked the project
and if they found it meaningful. From their verbal feedback, I can make changes necessary for the next group
of students who participate in this project. Having students choose to create a large replica of an IPhone with
apps or a digital presentation was a very good choice! Students’ who are very artistic were able to show their
talents through the creation of the IPhone, and the students who are advanced in technology were able to show
their talents through the digital presentation. In addition, the students who created apps did a very great job,
and I loved giving them the option to create their own apps. The student’s creativity really showed! Something
that I would change or make clear to the students is the variety of apps. Students’ were researching and
exploring the same apps, making the project presentations a little repetitive. I should have mentioned this to
students at the start of the project. To modify this I will start by encouraging the students to create their own
apps, rather than research existing ones, and I can also have students put in a Google Docs what apps they
will be exploring and then share the document. This way we could avoid students researching the same apps.
I also noticed that student’s will need to be graded on their presentational skills. Students would benefit from
learning better presentational skills. If I provide students with a rubric on presentation expectations, it can
potentially help them improve their presentational skills. I feel like this would help the students for the future.

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 really enjoyed implementing this project, and based on the reflection from the students they also found the
project interesting and engaging. One thing I will always believe is that letting students create something is the
best thing a teacher can do. I had a student come up with an app idea that I loved so much. He created an app
that tells you jokes, reads you stories, and allows you to solve riddles all in Spanish. I thought it was so clever,
and it is something this student came up with because of the assigned project. This is was an awesome
learning experience for me, and the students!

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