Teacher Introduction
Academic Subject(s): Spanish I Grade Level(s): 6-8
The intended learning activity is for a 3 day block period of 55 minutes each day.
As part of a Culturally Responsive Classroom, this lesson addresses the following Principles:
1. Communication of high expectations. This lesson requires students to complete a multi-step assignment, gather information from multiple sources that are new to them, to synthesize information in order to make decisions, and to present a cohesive plan to their peers. Calling on students to complete such higher-level tasks communicates to them that they are capable.
2. Utilization of diverse learning strategies. This assignment allows student to learn through their favorite media: the internet. They work in partners, guide and pace their own learning, and are allowed decision -making and creativity throughout the learning process. These aspects of the lesson promote engagement and authentic understanding.
3. Teacher as facilitator. During this entire lesson, the role of the teacher is a guide and facilitator. Students follow prompts through the assignment, and make decisions based on interests and given constraints.
6. Reshaping the curriculum. This lesson involves skills in the disciplines on Language Arts / Language, Social Studies, Mathematics, and Technology. Students must integrate their skills in all of these areas in order to successfully complete the task. This lesson also aims to combat some of the stereotypes students hold about Latin America.
Standards
Georgia Performance Standards for Modern Languages Level I (2013):
III. Connections, Comparisons, and Communities (CCC) MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:
A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken. (GPS, 2013).
MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students:
A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.
B. Demonstrate an awareness of elements of the students’ own culture. (GPS, 2013).
Technology Standards ISTE
International Society for Technology in Education (2014):
4. Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete a project (ISTE, 2014).
International Society for Technology in Education (2014):
1. Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking and inventiveness
2. Design and develop digital age learning experiences and assessments
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (ISTE, 2014).
Learning Objectives:
-Identify cultural facts from the country selected.
-Analyze and contrast cultural elements from students’ own culture.
-Draw conclusions about culture differences to foster global awareness.
Academic Subject(s): Spanish I Grade Level(s): 6-8
The intended learning activity is for a 3 day block period of 55 minutes each day.
As part of a Culturally Responsive Classroom, this lesson addresses the following Principles:
1. Communication of high expectations. This lesson requires students to complete a multi-step assignment, gather information from multiple sources that are new to them, to synthesize information in order to make decisions, and to present a cohesive plan to their peers. Calling on students to complete such higher-level tasks communicates to them that they are capable.
2. Utilization of diverse learning strategies. This assignment allows student to learn through their favorite media: the internet. They work in partners, guide and pace their own learning, and are allowed decision -making and creativity throughout the learning process. These aspects of the lesson promote engagement and authentic understanding.
3. Teacher as facilitator. During this entire lesson, the role of the teacher is a guide and facilitator. Students follow prompts through the assignment, and make decisions based on interests and given constraints.
6. Reshaping the curriculum. This lesson involves skills in the disciplines on Language Arts / Language, Social Studies, Mathematics, and Technology. Students must integrate their skills in all of these areas in order to successfully complete the task. This lesson also aims to combat some of the stereotypes students hold about Latin America.
Standards
Georgia Performance Standards for Modern Languages Level I (2013):
III. Connections, Comparisons, and Communities (CCC) MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:
A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken. (GPS, 2013).
MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students:
A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.
B. Demonstrate an awareness of elements of the students’ own culture. (GPS, 2013).
Technology Standards ISTE
International Society for Technology in Education (2014):
4. Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete a project (ISTE, 2014).
International Society for Technology in Education (2014):
1. Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking and inventiveness
2. Design and develop digital age learning experiences and assessments
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (ISTE, 2014).
Learning Objectives:
-Identify cultural facts from the country selected.
-Analyze and contrast cultural elements from students’ own culture.
-Draw conclusions about culture differences to foster global awareness.