Lesson Plan (TSIP 6.1) - ¡Vamos de viaje! (Let’s Take a Trip!) A WebQuest for Beginning Middle School Spanish Students
Your name: Leni Bronstein & Norma Behnke Date: January 23, 2001 Grade level: 7th and 8th grade Spanish I students
Content objectives addressed: This WebQuest addresses the following objectives taken from the Arlington Public Schools’ “Modern Curriculum Framework,” Division of Instruction, Foreign Language Department, 1998: Goal I Communication Listening – The student can understand short utterances drawn from familiar material Speaking – The student can create simple statements with familiar material Reading – The student can read simple recombined short narratives, can pick out main idea and key words from familiar material Writing – The student can copy simple material, can list, identify, and label, and can write simple declarative sentences Goal II Culture The student will demonstrate basic knowledge of geography of target culture countries. Goal III Connections The student will use knowledge of cognates to understand new vocabulary in target language, can access information about target language culture through a variety of sources including technology, can calculate exchange rates, and access information about the culture from a variety of sources including charts, maps, graphs, and tables. Goal IV Comparisons The student will develop sensitivity to cultural differences and differentiate between stereotypes and authentic culture. Goal V Communities The student can begin to use technology to access the target language community and can discuss target language contributions to the greater world community.
Technology objectives addressed: This WebQuest addresses the following objectives taken from the Arlington Public Schools’ “Technology Standards for Grade 8:” C/T8.1 The student will communicate through application software. Compose and edit a multipage document at the keyboard, using word processing skills and the writing process steps. Use advanced publishing software, graphics programs, and scanners to produce page layouts. Integrate databases, graphics, and spreadsheets into word-processed documents. C/T8.2 The student will communicate through networks and telecommunication. Use local and worldwide network communication systems.
C/T8.3 The student will have a basic understanding of computer processing, storing, retrieval, and transmission technologies and a practical appreciation of the relevant advantages and disadvantages of various processing, storage, retrieval, and transmission technologies. C/T8.4 The student will process, store, retrieve, and transmit electronic information. Use search strategies to retrieve electronic information. Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select relevant information. Use local and wide-area networks and modem-delivered services to access and retrieve information from electronic databases.
Materials/resources needed: This unit must be used in conjunction with the WebQuest ¡Vamos de viaje! /Let’s Take a Trip! with related url’s, resources, and links. In addition, both Media Center containing Research Computer Lab and a full computer lab with Internet Browser and Microsoft PowerPoint are recommended for completing this project. In the classroom, a computer with Microsoft PowerPoint and television hookup is necessary for the PowerPoint presentations.
Lesson strategies: The teacher should plan on at least two weeks for classes that meet daily for 50 minutes in order to complete this project. One week is needed for the research and preparation of the PowerPoint presentation and one week is needed for the actual student presentations. Students will work in pairs and have the opportunity to choose a country. Before beginning the research, the teacher should spend a class period introducing the WebQuest, explaining the process, and showing an example of a finished PowerPoint presentation. The first week will be spent with the students spending two days in the Media Center researching the topic using both print and electronic resources. Then, three days are needed in the computer lab for creating the PowerPoint and further Internet research especially for locating graphics. The teacher should direct students to begin creating their presentations by entering all of the text first. That way, at the end of each class session, students will print their presentations, and the teacher will highlight errors before the next session. Thus, the students will begin each class period correcting the previous day’s errors. Later the students can add graphics, transitions, and animation. The second week will be spent with the students presenting their PowerPoints. As students present, classmates will take notes on a note-taking sheet. At the end of each class, the wrap-up activity will involve asking questions in Spanish based on the day’s presentation. Ex.’s ¿Qué puedes comprar en Chile? /What can you buy in Chile? ¿Qué puedes comer en España? /What can you eat in Spain? ¿Qué tiempo hace en México? /What’s the weather like in Mexico?
Assessment/evaluation: The teacher will use two rubrics for evaluating the PowerPoint presentations. These are located in the Evaluation section of the WebQuest. 55 points can be earned for the content of the PowerPoint and 45 points for the presentation itself.