Lesson Plan for Implementing

ISTE-S

Grade Level(s) 5th Grade

Content Area Spanish Language

Time line 1 month

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 should show they can:

1. Explore the various resources provided and identify the point of view taken by each author.
2. Identify and record the different opinions regarding the Immigration topic.
3. Watch Sra. Garcias iMovie regarding her personal experience as an immigrant in two different countries.
4. Record their document findings on a shared Google doc with the group.
5. Evaluate vocabulary provided and discuss how it can be used to express your groups opinion regarding
immigration.
6. Investigate new vocabulary using the Spanish Dictionary website and create a list with words, expressions,
and definitions.
7. Listen and analyze the content of a real TV interview in the target language.
8. Complete the graphic organizer to understand the various points of view regarding the topic.
9. Play the interactive game City of Immigrants.
10. Keep track of the struggles, situations, and consequences based on problem solving strategies used to play
the interactive game City of Immigrants and their outcome.
11. Practice the necessary grammatical skills required in the groups final project and complete the grammar
practice worksheet.
12. Participate in interactive activities presented by the teacher using Kahoot and EdPuzzle.
13. Discuss and define which side the group will defend. Explain why?
14. Infer how the group will use persuasive writing to defend their point regarding Immigration.
15. Decide how the project will be presented (public service announcement/commercial, skit, song, or a digital or
traditional poster.)
16. Create an objective summary with key ideas your group will use to defend their perspective regarding the
topic of Immigration.
17. Use grammatical skills previously learned to express your ideas in Spanish (use of verbs Tener/To have,
Ser/To be, Estar/To be, action verbs ending in ar, er such as luchar-to fight, caminar-to walk, correr- to
run, comer-to eat, beber-to drink, defender-to defend, protejer-to protect) cognates, connectors,
descriptive and possessive adjectives)
18. Create a script, dialogue, or write a persuasive paragraph defending your groups perspective regarding the
subject.

Students should use their vocabulary recall and grammatical skills to create a project with persuasive arguments
to defend their points of view. They will have a choice of the following technology tools to present their final
project: iMovie, Garage Band, Google slides, voice recorder, posters, and other classroom materials. The project
will use Georgia Performing Standards for Modern Languages and the applicable ISTE-Student Standards.

Students should gain the necessary knowledge and oral proficiency to communicate effectively their perspective
regarding the topic of Immigration. Students will practice useful vocabulary through a worksheet and record their
ideas in a graphic organizer. They will maintain communication outside of the classroom using Google docs to
create, edit, and share their project content. Students will track and evaluate each others contribution to the
project through individual checklists. Students will use resources provided, including article websites in the target
language, graphic organizers, various Web 2.0 tools, and technology tools to meet the required standards.

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 Georgia Performing Standards for Modern Languages

2-Interpretive Mode (INT)

2. Work in pairs or groups on a sequencing activity, such as retelling a story, putting sentences
or pictures in order, creating a storyboard, filling in the missing information, etc.
3. Complete a cloze activity to indicate listening and/or reading comprehension.
5. Work on a sequencing activity, such as reorganizing a story, putting sentences or pictures in order, creating a
storyboard, filling in the missing information to indicate listening and/or reading comprehension.
6. Identify characters, main events, and essential details from a text, video, or listening activity.
7. Participate in a listening or viewing comprehension activity that requires problem solving, such as reacting to
a scenario by choosing and/or writing the solution to the problem or possible courses of action.
8. Compare and contrast intent, humor and tone in authentic materials, including videos, advertisements and
internet sites.
10. Review, summarize, and /or critique a film, story or book in oral or written form, using technology when
appropriate.
11. Accept or defend ideas in oral or written form, using technology when appropriate.
13. Use a checklist during a listening or viewing activity to illustrate comprehension.

3-Presentational Mode (P)

10. Create and present dialogues, skits, short plays, poems and/or songs.
11. Perform spontaneous role-plays with given situations.
12. Create short video clips, such as commercials, soap operas, news broadcasts, weather reports, etc.
13. Participate in debates and discussions on selected topics.
15. Give short speeches or presentations on various topics.

4-Cultural Perspectives and Connections (CU, CCC)

3. Examine newspaper articles, weather reports, movies, radio broadcasts, ads, or commercials and compare
them to samples from ones home culture.
7. Examine and compare differences in social structures, politics, education, and customs by graphing
information, diagramming, etc.

ITSE Standards (Net-S)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression

2. Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
d. Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and
conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools
and resources.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.

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

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 th
The objective of this lesson is for 5 Grade Spanish students to create a presentation of choice using persuasive
arguments to defend their perspective regarding the topic of immigration in the United States of America.
Students will use a list of common and useful vocabulary to construct their persuasive sentences in the target
language. They will practice the use of verbs ser(to be)/ estar(to be)/ tener (to have) as well as cognates,
action verbs, and descriptive and possessive adjectives. They will use their listening skills to understand content
of a TV interview in the target language and complete listening and vocabulary comprehension activities in paper
and electronic form. Multiple web 2.0 tools will be used for this project (Google docs/slides, EdPuzzle, I-Movie,
Kahoot, and You Tube.) They will take what they have learned through the resources provided (digital articles, tv
commercial) and the practice with interactive activities (Kahoot, EdPuzzle) to compile information for their
persuasive material in form of a paragraph dialogue, skit, or short story. Students will be required to turn in a
written piece supplemented by visual aids. Finally, students will create a presentation of their choice using
technology tools such as I-movie, Garage Band, Google Slides. They are expected to create this product using
the guidelines specified in the rubric and present their project to the class.

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 does Human Rights mean?

2. What is social justice?
3. What are some examples of social injustice you have seen in the news lately?
4. What would you do if you have to move to another country so your family can offer you a better life?
5. What is stereotype?
6. Can you identify some problems caused by illegal immigration?
7. Can you identify some benefits and contributions that immigrants bring to our country?
8. What strategies can your group use to discuss and define which perspective to defend?
9. How can you best present your point of view regarding Immigration?
10. How can you employ digital media to create a meaningful visual aid to enhance your presentation?
11. How can you utilize your graphic organizer and your groups collective ideas to write your persuasive
material?

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 a project of their choice such as a public service announcement, commercial, skit,
documentary, newscast, song, or a digital or traditional poster based on the resources provided on my Wiki
page.
Students will generate new knowledge by analyzing all the resources, being assessed along the way, by
editing their work collaboratively, and synthesizing a product using a technology tool of their choice. Students
progress during the project will be evaluated through checklists, worksheets, and comprehensive activities
using Kahoot and EdPuzzle. The final rubric will be available at all times so students understand what grading
elements are required for their final project. In addition, students will use a checklist to track their progress
and evaluate their group members participation and collaboration, making everyone equally accountable.
Projects will be differentiated based on individual student needs. Students will be grouped together based on
their language level (novice beginner, novice intermediate, novice advanced.)

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?)

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Technology supports student learning by allowing learners to use a variety of audio and visual resources to
research information and enhance their listening comprehension and vocabulary regarding the topic of
Immigration. Students will have access to a wiki and explore all the resources provided and check for
completion using a checklist also provided. The resources selected provide visual cues, reading and listening
materials that are age appropriate and enhance the language learning experience. In addition, learners access to
Google drive through their students accounts allow them to work collaboratively and beyond the classrooms
walls. They can consolidate information gathered, edit, and make comments and suggestions to their work to
maximize the quality of their work.
Digital Tools: Kahoot, Mission US (game), EdPuzzle, YouTube, voice recorder, and I-movie.
Resources: Wiki page, Rubric, Checklist, commercial sample, movie trailer, interviews, graphic organizer.
Previous Skills Needed: Students should be able to read and write on grade level. A basic level of grammatical
skills will be reviewed and required for this project (conjugation of verbs in the present tense, application of
descriptive and possessive adjectives and recall and usage of cognates). It is expected that students are
comfortable with the technology tools required for this project. However, these technology skills will be taught to
the students if needed, and tutorial videos will also be available.

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?)

Students will have to make use of previously learned grammatical and vocabulary materials. These are
consolidated in each students individual folders. Students have their own Mac laptop computers and they have
previously used most of the technology tools necessary for this project. Basic computer skills are expected for this
project. Students might have difficulty delegating tasks and managing their time wisely so their collaboration using
Google Docs and completion of check list are required to ensure all members are actively participating and
contributing to the groups designing and completion of the project.

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?

The teacher will use whole group instruction to introduce project. General essential questions will be used to
spark a discussion. All students will share their ideas as a group before being divided into smaller groups. The
teacher will set due dates and checklists to help students manage work required for this project. Technology
related rules will be enforced including proper digital etiquette so students respectfully communicate with each
other online. Teacher will oversee all group activities and follow each groups project through Google Drive
offering feedback at all times. All students will have access to Internet, a Wi-Fi connection, a laptop (that can be
taken home) and a networked printer. Group collaboration will be interrupted occasionally so each student
complete individual activities to assess their knowledge. This will be done through activities such as Kahoot, Ed
Puzzle and traditional worksheets. In particular, the Kahoot activity has photos taken by Sra. Garcia that can
provide visual cues as students answer questions. Informal and formal individual assessments will provide the
teacher information regarding individual knowledge and application of concepts in the Spanish language.
Students must complete the final presentation at school, although they will have access to their shared notes and
script after school hours for editing purposed or to stay on track and avoid getting behind. Technical difficulties
may arise with Internet connectivity and malfunction of Kahoot activity in certain browsers (Firefox/Safari) along
with more traditional paper and pencil activities. The teacher will set aside time to aid students complete their
project even if other technical difficulties do occur. Also, the teacher will have use alternate activities if technical
difficulties cannot be addressed in a timely manner.

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?

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 How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?

Materials and leaning activities are purposefully diversified to maximize student learning. Formative assessments
are in form of graphic organizers, worksheets, interview quiz, and interactive game activity. Information will be
communicated using Google Docs and the teachers Weebly will be updated with regular announcements.
Resources and models will be available for learners to be engaged in building upon existing knowledge. This will
be achieved with game practices using Kahoot, video questionnaire (EdPuzzle) and traditional worksheets.
Students will be required to record their ideas and share their knowledge with their group members. Regular
feedback and reinforcement will be given using the web 2.0 tool, Google Drive in the form of comments.
Instruction and project will be aligned to standards and academic time in class will be maximized. Teacher will
encourage students to self-assess their own thinking and reasoning especially during open class discussions and
through the Mission US game where students take the role of an immigrant and have to make decisions along the
way to complete the game. Accommodations will be made for students with special needs or any students with
IEPs. Teacher will use ongoing formative and informal assessments (discussions, graphic organizers, peer self-
assessments, worksheets) to monitor student progress. Students will use a compilation of information and ideas
collected to define and design how the presentation of their perspective about the topic of Immigration.

I. Students Responsibilities
Each student in the group will:
a. Be responsible for exploring all the resources provided on the teachers wiki and to log/post their
perspectives and reactions as they go along.
i. Watch the videos provided and read the articles.
ii. Record and share their comprehension with their peers in English.
iii. Share their opinion regarding the topic with their peers in English.

b. Complete the interactive activities and worksheet provided in the order presented on the checklist.
Some of these activities will be completed in the classroom individually.

c. Be respectful of his/her classroom peers and group members.

i. Expect to use appropriate language and appropriate digital etiquette when making comments
online and editing work.
ii. Support each other when struggling with time and/or comprehension.

d. Share their language skills with other group members

i. Conjugate verbs ser, estar and tener in the present tense.
ii. Apply possessive adjectives: mi (s), tu (s), su (s), nuestro (a)(s), and connectors (pero,
y, tambin) to sentences.
iii. Use vocabulary previously learned to recall descriptive adjectives and cognates in Spanish.
iv. Use of common active verbs in the present tense.
v. Offer contributions to the group to enhance their persuasive style paragraph in Spanish.

II. Setting up Groups

a. Students will be working in groups of four to create their persuasive style presentation.
b. Students will choose the type of presentation (video, commercial, song, game, digital/traditional poster)

III. Group Responsibilities

Agree on the perspective each group will defend regarding the topic of immigration.
Decide on the tone of the language that will be used to present their ideas.
Contribute to the groups written content, and with the planning and design of their presentation.
Assign different roles based on the presentation chosen (iMovie requires a camera man, editor,
costume/props designer)

IV. Students will show they are able to

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 1. Conjugate the irregular verbs ser, estar and tener in addition to some action verbs ending in
ar, er such as luchar-to fight, caminar-to walk, correr- to run, comer-to eat, beber-to
drink, defender-to defend, protejer-to protect)
2. Use correctly possessive adjectives, connectors and descriptive adjectives to enhance their
persuasive material.
3. Use correct sentence structure and spelling in the Spanish language.
4. Check spelling and word definitions using SpanishDictionary.com
5. Define topic points they will defend to make their persuasive material authentic and valid.
6. Identify, discuss, and validate each others points of view regarding immigration.
7. Create an initial objective summary in English about the resources provided without including
their own opinion about the subject matter.
8. Read and respond to grammar and content related questions through the interactive presentation
Kahoot.
9. Complete the checklist and practice grammatical skills and use of context through the worksheet
provided.
10. Use listening comprehension to individually respond to questions through EDPuzzle activity.
11. Define topics they will defend to make their persuasive material authentic and valid.
15. Create a script, song, paragraph, short story, or presentation in Spanish using Google Docs.
16. Create a final presentation of their choice using a technology tool.

V. Wiki
a. http://clasesragarcia.wikispaces.com/Introducci%C3%B3n

VI. Graphic Organizer

a. https://docs.google.com/document/d/1-
PazFy2WWbKJfUhCm5s4idOnn3biZ88xlNC08DvYCAo/pub
VII. Rubric
a. https://docs.google.com/document/d/1LxNi3GcaTlge3MeXwnNTV9R-Xjo5SzkXZo2LkUty-
EI/pub

VIII. Resources/Templates/Graphic Organizers

a. Video: Story of an Immigrant https://youtu.be/0RCathFexNM
b. Checklist:
https://docs.google.com/document/d/1tQ5El8NkEoLzgTayO4rJGnlefcVWUQrxm56WmCpL39
I/pub
c. Relevant Resources:
Kahoot (code required): https://kahoot.it/ - /
Labeling Commercial http://creativity-online.com/work/tide-washawaylabels/43787
McFarland Preview https://www.youtube.com/watch?v=j-VAOlHGE6Q
Interview Univision https://www.youtube.com/watch?v=09jZqB7YVq4
EdPuzzle https://edpuzzle.com/assignments/5658dd3a250c28ee4d47800b/watch
d. Grammar Practice Worksheet
https://docs.google.com/document/d/1IEjAoyW-hcxTTxHW5_QUAv7LWHFv4BR-
e5k0vzx20AM/pub
e. Additional Resources:
Spanish Dictionary http://www.spanishdict.com/
Time for Kids Articles: http://www.timeforkids.com/search/site/immigration
PaperLi: https://paper.li/f-1442931009
Mission US-Interactive Game: http://www.mission-us.org/pages/landing-mission-4

IX. Google Doc

a. Students will take notes on specific elements they are looking for (example: Authors
perspective, contents summary.) Students will use Google Docs to compile the groups
information and knowledge in preparation for their project. Students will also use Google
Drive to collaborate on dialogue, editing, pacing, and commenting.

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 b. Teacher will check Google Drive and provide teacher commentary to let students know if they
are on the right track.

X. Completed Project
a. Turn in:
i. Notes via Google Drive
ii. Completed checklist
iii. Worksheet
iv. Project via Google Drive or hard copy in case of a traditional posted

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?)

For students with disabilities, the teacher will refer to the student's IEP to be sure that the accommodations
specified are being provided. Frequent consultation with a student's Academic Resource Teacher (ARC) will be
beneficial in providing appropriate differentiation.
The teacher will help students individually. They will be advised to look at the teacher website for video tutorials
on technology tools. Portion of the TV interview has English subtitles for better understanding. Teacher will
allocate time to go over each of the activities and be available to answer any questions. Students will be able to
obtain a hard copy of the graphic organizer, worksheet, and other supplemental materials with enhanced visual or
auditory details (ex: list of verbs with illustrations, voice recoding instructions)

Extension Activities
Gifted and bilingual students will be required to use verbs in the past tense in addition to add their familys story if
they have immigrant members in their families.

Adaptive/Assistive Technology
All students will have access to a computer that has every program they need to use for this project as well as
headphones so they can listen to what is being made.
Every student has a Google email account and access to Google Drive. Students are allowed to take their laptops
home every day.
Differentiation is offered using web 2.0 tools that allow visual cues in form of subtitles/close caption and
photographs. In addition, students can request to print every document shared in the wiki.
Students have the option to use technology for their final project or not. The option for those who do not want to
use technology is a traditional poster with a live final presentation, a short story, or a skit.
Tutorial video on how to use I Movie is posted on the teachers website.
Additional tutorial 25-minutes sessions are offered every Monday and Thursday at 3:00pm.
Students have a variety of activities to practice the grammatical, listening, and reading skills. All activities are
itemized in the checklist provided and might be completed individually or in small groups.

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?)

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The closing event for this project is the presentation of each groups final project to the class. Students had the
option to critique each others project using Todays Meet website.

Having a variety of web 2.0 tools seemed to work well. This lesson offered a variety of activities to equip students
with sufficient vocabulary, grammatical skills, listening and writing abilities to defend their point of view regarding
the topic of immigration. The lesson was very effective at this age level and students were naturally motivated by
the Kahoot and EdPuzzle activities. Some groups needed assistance managing their time specially when they
were documenting their findings or sharing/editing their work using Google Docs.

Offering students a variety of modalities to design and produce their final project was important to allow,
authenticity and creativity and to maximize their engagement. The collaborative aspect of this project inspired
students to take ownership of their work with effort, pride, and dedication.

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?
Recommendations:
Allow students a choice of tools and to work in groups
Select groups based on their level of language proficiency.
Recommend offering comments on each groups Google Docs regularly.
Have alternative methods available if web 2.0 site is down (paper and pencil activities)
Collaborate with Instructional Technologist if available
Allow for plenty of time (could take longer as planned depending on level of students)

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