Technology Integration
Lesson Plan
Your
name:
|
Viviana
Rodriguez
|
Date:
|
June
19, 2016
|
Lesson
Title:
|
El
Menú (Menu)
|
Grade
Level:
|
5th
Grade
|
Technology
Standard (NETS-S)
|
Standard
1: Creativity and innovation: Students
demonstrate creative thinking, construct knowledge, and develop innovate
products and processes using technology.
Standard 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.
Standard 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.
Standard
4: Critical thinking, problem solving, and decision making.
B. Students Plan and manage activities to develop a solution or
complete a project
|
Subject
Area/Content Standard:
|
Content:
Standard 2.1: Students address topics
related to self and the immediate environment, including:
l. cuisine and recipes.
Communication:
Standard
3.3: Present to an audience of
listeners, readers, or ASL viewers.
Standard
3.6: Produce and present a written,
oral, or signed (ASL) product in a culturally authentic way.
|
Subject
Area/Content Standard:
|
Culture:
Standard 1.1: Students associate
products, practices, and perspectives with the target culture.
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Technology
tool/software:
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Computer, Internet Browser, Microsoft Word, Publisher,
Microsoft power point, Projector.
|
Preparation
Prerequisites: What do students need to know prior to this lesson?
|
Students
should have knowledge of internet browsing on a computer and typing on a
computer. Also, they need to
have a basic understanding of Microsoft word, PowerPoint and Publisher.
|
Context: Where does this lesson come in the unit?
|
This project will
take place over a two week period (They only have class twice a week). The
content will be introduced at the first lesson with some flashcards and a
brief explanation. I would bring the
attention to this topic with pictures and a video about the food in
Spanish. I will explain them that we
will make a menu using Microsoft Word/Publisher and an oral presentation
about the menu in the restaurant with Power Point/Projector. They will learn
vocabulary about food in Spanish.
|
Vocabulary: What concepts will be learned or reinforced in this lesson? How will
you make the concepts development part of the lesson?
|
Vocabulary will
mainly consist of food in Spanish.
They will learn the vocabulary about food in Spanish. The students will create a Menu for the
restaurant. They will need the new
words in order to create this Menu.
|
Materials: What resources are needed to make this lesson successful? What will you
need to prepare in advance?
|
Students will need
an assortment of restaurant menus from a variety of kinds of specialty
restaurants. Copies of restaurant Menu planning sheet (but they are free to
create their own). As the instructor I
will need to prepare in advance the technology and be sure everything is
working very well.
|
Objectives or Learner Outcomes
How will the learning
be measured and assessed?
General Goal(s):
|
In cooperative groups, students will work in the
developing of the menu. They will learn new words about the food in
Spanish. Based on the California Department of Education-Performance Task
Rubric (CA Dept. of Ed., 2007). The
rubric will grade: Format, vocabulary,
prices, labels, foods, number of food items and sections in Menu,
Graphics/Pictures. Overall presentation, oral performance.
|
Specific Performance-Based Objectives:
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In cooperative groups students will recognize and
write the new words about the food in Spanish. They will work together to create and
develop this assignment.
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Anticipatory Set (Lead-In)
An "attention
getter" to focus students’ learning?
A discussion or activity to activate students’ prior knowledge?
|
Students will
play Bingo and memory game in order to learn and identify the new words.
|
Step-By-Step Procedures
Instruction: List procedures for what will happen first, second, and so on to
teach what you expect the students to learn. EL strategies should include
some consideration of language development.
|
WEEK ONE/DAY
ONE:
DAY TWO:
WEEK TWO/DAY
ONE:
DAY TWO:
Students’
grades are distributed with notes from the teacher.
|
Guided Practice (2-3 sentences): What activities will the students engage in to
practice the learning? Include some time when the students are working with
partners or in small groups. Be sure to include how you will check for
understanding throughout each stage of your lesson. Write out high level
and/or open-ended questions to ask throughout your lesson.
|
|
Lesson Extension (advanced students): What activities or alternatives will you provide
for those who finish early and want to explore the topic more?
|
I will provide
some worksheets and software about the food. Games with the program Kahoot
about Spanish vocabulary.
|
Adaptations (For Students With
Learning Disabilities):
|
Flashcards, Alternative
Assignment (Individual), Assignments read to student, Extended Time, Use of
Visuals. Depending on the disability, assistive technology as an iPad, or
communicative tablet will be used. (CAST, 2014)
|
Connections (to other subjects)
|
At the end of
this project, student will have learned the following which can be applied to
other areas of study:
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Independent Practice
What will you
do to have students practice the learning independently?
|
They can work on
worksheets and software about different kind of food. I have been using Kahoot and I really like
it.
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Closure
Reflect on Anticipatory Set
|
Ask the class to
raise their hands to contribute to a discussion of what they already know about
the name of the food in Spanish. Write
a list on the blackboard. If this
project has success it is possible to make similar projects in the future.
They will have fun while they will learn.
|
Lesson Evaluation
|
CATEGORY
|
4
|
3
|
2
|
1
|
Format
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Exceptionally attractive with lots of color and
proper menu format is evident. One is able to open up menu to view sections
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Attractive with lots of color and proper menu
format is evident. One is able to open up menu to view sections.
|
Basic without much color and not very appealing to
the eye. Proper menu format is confusing but sections are evident.
|
Unattractive and no color were used and very
confusing. Proper menu format is not evident and sections are not separated.
|
Vocabulary
|
All vocabulary words are very readable and are
accurate
|
Vocabulary is mostly readable and mostly accurate.
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Some vocabulary is hard to read and some
inaccuracies are evident.
|
All vocabulary is hard to read and most of the
text is inaccurate.
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Prices
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All foods are listed with prices in pesos and are
realistic.
|
Most foods are listed with prices in pesos and
fairly realistic.
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Some foods are listed with prices in pesos and are
not very realistic.
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No foods are listed with prices in pesos.
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Labels
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All sections are correctly labeled and there are
no spelling errors.
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All sections are labeled correctly and there are
1-2 spelling errors.
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Some sections are labeled correctly and there are
3-5 spelling errors.
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One or less sections are labeled correctly and
there are 6-10 spelling errors.
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Foods
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All foods are Spanish/Mexican/South and Central
American and there are no spelling errors. There are 3 or more foods in each
section.
|
All foods are Spanish/Mexican/South and Central
American and there are 1-2 spelling errors. There are at least 3 foods in
each section.
|
Most foods are Spanish/Mexican/South and Central
American and there are 3-5 spelling errors. There are 2 foods in each
section.
|
One or less foods are Spanish/Mexican/South and Central
American and there are 6-10 spelling errors. There are less than 2 foods in
each section.
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Number
of food items and sections in Menu
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Include 4 -5 different sections of food Included
3-4 choices under each section
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Include 3 sections of food Included 2-3 choices
under each section
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Included 1 or 2 sections of food Included only 1
or 2 choices of food under each section
|
Did not divided menu into section Listed some food
choices but not in any particular order nor under a section like drinks or
main dish
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Pictures
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Pictures go well with the text and there is a good
mix of text and pictures.
|
Pictures go well with the text, but there are so
many that they distract from the text.
|
Pictures go well with the text, but there are too
few and the brochure seems "text-heavy".
|
Pictures do not go with the accompanying text or
appear to be randomly chosen.
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References
National
Standards in Foreign Language Education Project. 1999. Standards for Foreign Language Learning
in the Twenty-First Century. Yonkers, NY: National Standards in
Foreign Language Education Project.
CAST. (2014). UDL Guidelines – Version 2.0 – Principle I. Provide Multiple Means of Action
and Expression. www.udlcenter.org/
aboutudl/udlguidelines/principle2
ISTE. ISTE Standards – Students.
www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Lewis, B. (n.d.) Anticipatory Sets.
www.k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
Roblyer M.D.
& Doering, A. (2013). Integrating Educational
Technology Into Teaching (6th ed.). Upper Saddle River, NJ: Pearson Education.
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