The Technology Infusion Process

Applying the framework to existing lesson plans

World Language

Name:	Department: World Language	Course: Spanish
Date: 1/27-1/31, 2003	Periods: 1, 2, 4	Topic:  1.  Vocabulary Unit 2, Etapa 1 2.        Giving Commands (usted, ustedes, nosotros and tú)

State Goals, CAS, & CFS: 28 Use Spanish inside and outside  of the classroom 29 Use Spanish to develop an understanding of Spanish culture 30 Use Spanish to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines

Learner Outcomes/Objectives (Students will be able to know and do): ·         Students will be able to correctly use the new vocabulary Students will be able to correctly use commands in the usted, ustedes, nosotros and tú

Instructional Strategies:  Cooperative learning  Demonstrations  Discussion  Direct instruction  Modeling

Multi-cultural perspectives  Problem-based learning  Recitation  Reflection  Role playing

Monday: 1.  Greetings will be exchanged in target language.  2. Teacher will introduce new vocabulary by pronouncing the words and having students repeat them.  3.  Students will work in pairs and get the meaning of the words.  4.  Students will play a game to review the vocabulary.  5.  Students will complete the activities on pages 108-109 with a partner.  5.  Students will take turns reading answers aloud.

Homework:   Students will write 10 sentences using any of the vocabulary words.

Tuesday:   1.  Greetings will be exchanged in the target language.  2.  Students will take turns reading one of their sentences.  3.  Teacher will introduce Command forms for Usted, Ustedes and Tú forms.  Teacher will give examples on board.  4.  Teacher will write 8 verbs on the board.  Students will get in groups of 3 and take turns writing on a paper the usted, ustedes and tú command for each verb.  5.  Students will correct the paper for any mistakes.

Homework:   Workbook:  Activities  9 y 10 Page 45

Wednesday: 1.  Greetings will be exchanged in the target language.    2.  Teacher will review Command Forms of ud, uds, tú forms.  3.  Students will complete exercises 6 in class. 4.  Students will take turns reading answers aloud.  5.  Teacher will introduce the nosotros commands by giving examples.  6.  Teacher will write a few verbs on board and have students practice using the nosotros commands.  7.  Students will review giving commands by having students get in groups of 4 and playing “Simon Says” in Spanish.

Homework:   Workbook:  Activities 13, 14, 15 Pages 47-48

Thursday: 1. Greetings will be exchanged in the target language.  2.  Homework will be reviewed by having students read answers aloud.  3.  Teacher will review the usted, ustedes, tú, nosotros forms by having a few students call out commands.  4.  Students will take a short pop quiz.  5.  Students write be given a scenario and they have to come up with a list of 6-8 commands (for the person in the scenario).  6.  Students will take turns reading their scenarios and commands to the class.

Homework:  Research:  Who is Rigoberta Menchú?  Write a paragraph describing who she is and include printout from internet or internet site.

Friday:  Teacher Professional Development Day

Homework:

Curriculum integration (arts, technology, other): English Technology History Geography

Bell Ringers: Monday:  Ask your neighbor:  “¿Qué hiciste este fin de semana?” Tuesday:   Complete a puzzle on vocabulary Wednesday:  Write commands for 5 verbs in the Ud, Uds, nosotros form Thursday:  Students will work in pairs and give each other commands Friday:

Resources / Materials needed: 1. Textbook 2. Workbook 3.  Worksheets 4.  Pop Quiz

Assessment:  Daily Homework  Extended piece of work  Forced choice – teacher made  Forced choice – nationally normed  Free response  Peer assessment  Performance rubric  Self-assessment  Teacher-made quizzes  Writing prompt

 

 

	Comments: What is Essential? What strengths do you see? What possible areas of improvement do you see?	Technology Infusion Possibilities
		Internet/Web	Application Software	Specific Software or Hardware
Subject-matter	Vocabulary and commands. Unclear what specific vocabulary is involved. Not clear where culture comes into these lessons.	Students could learn about usage by examining actual documents A   E   T   M	A   E   T   M	A   E   T   M
Resources	Textbook, chalkboard.	Internet provides access to multiple authentic spanish-language materials A   E   T   M	N/A A   E   T   M	Audio tapes Video of spanish-language broadcasts A   E   T   M
Learning activities	Unclear what textbook-based activities are. Potentially engaging activity about Rigoberta Menchú. Bringing in printout of Internet site seems very low-level activity. Not clear how students are using Spanish outside the classroom.	Students could learn about usage by examining actual documents Students could do web searches for examples of each comamnd form and see them in context A   E   T   M	Students could use word processors to write spanish dialog Students could use spreadsheet to make chart of command forms by 1st, 2nd, 3rd person, etc. A   E   T   M	Computer-based simulations of spanish use Video cameras to make films showing proper usage A   E   T   M
Communication activities	Lots of one-on-one and whole-class oral communication. Some written communication.	Students could use email to communicate with native spanish speakers A   E   T   M	Students could create PowerPoint presentations on proper usage to share with younger students or their parents Students could use Word to create a spanish-language drama using the forms (or exploring the consequences of improper use) A   E   T   M	Students could engage in video conferences with spanish speakers around the world Students could gain experinece using handheld translators to assist dialog A   E   T   M
Assessment activities	Very traditional paper and pencil assessments. Unclear how research activity is assessed.	Internet-based quizzes   A   E   T   M	Rubrics for assessing projects created by studnets A   E   T   M	Computer-based spanish assessment software A   E   T   M

Key:  A = makes more authentic; E = makes more engaging; T = makes easier to teach; M = makes more multidimensional

Comments

• This is a very teacher-centered lesson. Students do not have a lot of choice; activities are not higher-order. However, this may be appropriate given (some of) the objectives.
• There are many resources available on the Internet to expose students to real-world usage examples
• Technology could help make activities more authentic and (potentially) engaging
• Communication with real native spanish speakers via email or video conferencing could make learning more authentic
• Having students use a word-processor to write a drama about the consequences of inappropriate usage could bring rules alive.
• Assessments could be more authentic and engaging by using applications software

 

Concluding thoughts