Tech-Integrated Lesson Plan

One of the last projects in my Technical Education class was to adapt a lesson plan for our level and subject to include or increase the application of technical tools.  Using an online source, Lesson Planet  (http://www.lessonplanet.com/lesson-plans), I located a plan for a quarter-length project suitable for Spanish III or IV high school students.  The project, Crime in the Spanish Speaking World and Our Country, asks students to choose a Spanish-speaking country and research reports of a crime using native sources and prepare, in Spanish, a panel presentation comparing their findings to the handling of similar cases in the U.S.  During the course of the approximately 10-hours class time required, students get an introduction to the vocabulary of crime, a review of the present perfect and past perfect tenses in Spanish (which they will be required to use), and practice translating from Spanish to English and English to Spanish.  One of the key outcomes of the project is that students will realize that the two languages have differing ways of expressing the same idea, and that word-for-word translations are not possible.

Police at crime scene in Tenerife

While the project already includes internet research to locate local magazine, newspaper, and television reporting in their target country, I added the use of the Active Board (or similar white-board technology).  I would use the board for the preparatory exercises -- vocabulary, verb tense, and translation.  This will benefit students who have difficulty following a discussion and taking notes at the same time, as the annotated white board can be printed and handed out to students.  In addition, the panel discussions (4 students at a time) would be video recorded, so students can watch themselves presenting in Spanish, and the videos can be used as an introduction to the lesson to future classes.

The bonus factor in choosing this lesson?  It comes from the Ohio Board of Education and is perfectly meshed with state standards for foreign languages.

The lesson plan itself is 33 pages, including pre- and post-assessment materials and handouts.  It can be examined here: http://tinyurl.com/d54h9xw

My adapted lesson plan, using a format provided by our instructor, can be viewed here: http://tinyurl.com/d9zhahs


REFLECTION

This is (at least to me) a tremendously exciting project for several reasons:

 1)  The topic (crime) is a fascinating one that is highly likely to grab the attention of the students.  (Witness the number of top TV shows that are about crime or detectives.) 

2)  The research involves locating and understanding source material from the target country that is actual Spanish language reports written by native speakers for native speakers.

3)  The focus is on translating Spanish to English and English to Spanish.  So often students look for a one-to-one literal translation which is, of course, impossible.  This exercise will highlight the fact that the two languages are used differently to express the same thought.

4)  Common work is done on the active board, eliminating the necessity for note-taking, as at the end of class the pages can be saved and printed out for all students to refer to.

5)  Students will be required to present their findings in Spanish, but as part of a group of presenters, which takes the focus off individual presenters.

6)  This lesson came from the Ohio Department of Education, and is perfectly targeted to Ohio Standards in Foreign Language and English Language Arts.

7)  Could easily be adapted to either 3^rd-year or 4^th-years Spanish classes using one class period a week for one quarter.

STANDARDS

Ohio Standards Connection:  Foreign Language

·         Communication

o   Benchmark H:  Analyze information from a variety of oral, written and visual sources by summarizing, critiquing, and explaining texts.

o   Indicator 9:  Analyze content from severa sources (e.g., newspapers, magazines, Internet) deaing with a single issue (e.g., military conflicts, pollution).

·         Comparisons

o   Benchmark B:  Analyze and explain how the target language and English express meaning through variations in style.

o   Indicator 2:  Analyze and explain how the target language and English express such forms as time and tense relationships (e.g., conditional clauses, use of subjunctive versus simple indicative).

·         Communities

o   Benchmark D:  Report information about and personal reactions to various products, media and services of the target culture.

o   Indicator 5:  Discuss content from a variety of target language sources (e.g., print media, movies, TV, Internet) with others.

 Ohio Standards Connection:  English Language Arts

·         Reading Process:  Concepts of Print, Comprehension, Strategies and Self-Monitoring Strategies

o   Benchmark A:  Apply reading comprehension strategies to understand grade-appropriate texts.

o   Indicator 1:  Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

·         Reading Applications

o   Benchmark D:  Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

o   Indicator 3:  Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.

ISTE:  NETS-S (2007)

·         Research and Information Fluency:  Students apply digital tools to gather, evaluate, and use information.

o   b.  Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

o   d.  Students process data and report results

·         Technology Operations and Concepts:  Students demonstrate a sound understanding of technology concepts, systems, and operations.

o   a.   Students understand and use technology systems.

o   b.   Students select and use applications effectively and productively.