UNIT PLAN: UN VIAJE AL
MUNDO HISPANOHABLANT
EMax Pinsky
EDU 521.02Prof. R. Moroney
Summer 2010
In recent years, the focus of foreign language teaching has shifted from merely teaching the target language to teaching students how to survive and communicate in the target culture. This is especially fitting in the current era of ever-increasing globalization, as international travel is becoming more prevalent for business, recreational, and academic purposes. This unit prepares students for such endeavors by: taking them on a journey through common destinations in
Spanish-speaking countries, providing them with knowledge of linguistic structures that are
helpful for travel-related communication in the target language, and more!
Introduction / Rationale
Context This unit plan has been designed for a Regents level
Spanish III class. There are approximately 25 students in the class. Most of the students are in tenth grade.
The vast majority of the students have moderate to advanced computer literacy. Almost all have internet access at home, and many have mobile access via smart phones and other such devices.
The class will be taught by one teacher. The library / media specialist will assist with the technology and research when needed.
This unit contains four lessons. The second lesson and the fourth lesson have been fully developed in the Molloy format.
Unit Objective After the completion of this unit, students will be
able to answer this essential question:What linguistic knowledge, cultural knowledge, and other
information and resources do we need to utilize in order to plan a successful trip to a Spanish-speaking country?
Students will demonstrate their knowledge by planning and presenting a hypothetical trip as a final unit project. Taking on the role of travel agents, students will “sell” their trip through the use of a PowerPoint presentation as well as other materials created with Excel and Publisher.
Justification for Use of Technology
As mentioned previously, the current focus of foreign language teaching is on authentic communication in the target language. Technology is very helpful in this endeavor, as it allows students and teachers to access authentic target language materials that are not readily available elsewhere.
These include, but are not limited to:Websites of various typesMovies and other videosNews articlesMusicVideoconferencingAnd much more!
In this unit plan, students use technology to…Conduct research and find information in the
target languageCreate original presentations and other
products using the target languagePractice target language vocabulary and
grammar through the use of SMART Notebook activities as well as online exercises
Justification for Use of Technology
Materials Materials used during this unit include:
SMART Board and projectorComputers with internet access, SMART
Notebook, PowerPoint, Excel, Publisher, and NaturalReader software
A Filamentality HotlistWriting implementsA scaffolded note-taking handout that
corresponds with the SMART Notebook activitiesWebsite evaluation checklists
Time Frame
Graphic Organizer
New York State Content Area Standards
Languages Other Than English Standard #1: Students will be able to use a language other than English for communication. (Lessons #1, 2, 3, 4)
Languages Other Than English Standard #2: Students will develop cross-cultural skills and understandings. (Lesson #4)
ISTE NETS for StudentsNational Educational Technology Standards for Students:1. Creativity and Innovation (Lesson #4)Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students: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 (Lesson #4)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. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency (Lessons #1, 2, 3, 4)Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
ISTE NETS for Students4. Critical Thinking, Problem Solving, and Decision Making (Lesson #4)Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources. Students: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.
5. Digital Citizenship (Lessons #1, 2, 3, 4)Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Technology Operations and Concepts (Lessons #1, 2, 3, 4)Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:a. understand and use technology systems.
b. select and use applications effectively and productively.
Lesson Plans Lesson #2: The Future Tense After an interactive SMART Notebook
presentation on the future tense, students will work in groups to write a paragraph in which they will use the future tense with at least seventy-five percent accuracy.
Lesson Plans Lesson #4: Final Unit Project After discussing techniques for conducting internet
research and for finding credible web resources, students will utilize these techniques to find at least three credible websites from which they will garner information for a presentation.
After researching a destination of their choice in a Spanish-speaking country, students will use technology to plan and present a hypothetical trip to that destination, and will receive a score of 75 percent or higher on a teacher-created rubric.
Technology Components Lesson #2:
Students will participate in an interactive SMART Notebook presentation in which they will review and practice the future tense. Students will be called upon at random to participate in various ways. This will include clicking and dragging objects to reveal information, popping virtual balloons, and filling in answers using the SMART Board’s pens.
The lesson will also close with a SMART Notebook review activity called seis puertas.
SMART Notebook Activities
Technology Components
Lesson #4:Students will discuss techniques for conducting
internet research and for finding credible web resources. They will then utilize these techniques to find good resources from which they will garner information for a presentation.
Students will use Excel to record and keep track of information.
Students will use PowerPoint and Publisher to create an original presentation.
Adaptive / Assistive Technology Lesson #4:
The student who has a visual disability will use the NaturalReader 9.0 text-to-speech software to assist in reading the information on web sites.
The basic version of this software is available as a free download, and can read text from programs such as Internet Explorer, Word, Outlook, and Adobe Reader.
