Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Morgan Akin
Name
Position
School/Distr
ict

Spanish Teacher

E-mail

Morgan.akin@barrow.k12.ga.us

Phone
Grade
Level(s)
Content
Area

770.367.2487

Time line

Four days

Apalachee High School Barrow County

10-12
Spanish III

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? ) Please put a summary of the standards
you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content
Standards

MLIII.IP1B Share feelings and emotions.

MLIII.IP1C Exchange opinions and preferences.
MLIII.IP2B Begin to participate in oral and written activities reflecting the
future and past.
MLIII.IP2C Exchange information through conversations, notes, letters, or
e-mail on familiar topics.

NETS*S
Standards:

ISTE-S 1b. Create original works as a means of personal or group

expression (Personal music device/computer)
ISTE S 3c. Evaluate and select information sources and digital tools
based on the appropriateness to specific tasks (iPod, mp3 player,
computer)
ISTE S 6b. Select and use applications effectively
and productively (iPod, mp3 player, computer, online translators)

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Connections to other subject areas: Researching college majors for my seniors is

extremely relevant. Writing disciplines practiced in this project helps to develop their
stamina to write short, concise paragraphs.Overview (a short summary of the lesson or
unit including assignment or expected or possible products)
Mi Playlist El Futuro
This project will be counted as a project/test grade
1. Students will search their iPods, phones, and other electronic devices to find and create
a mixed playlist that represent different parts of their present and different parts of their
future. The ideas should stem from the interview done in class last week. You may also
write your own music and include it in your playlist. If you do not have an electronic
device, 3-4 computers have been reserved in a nearby classroom for you to research
songs.
2. Students will be given one class period to research songs to use. The playlist will
include 10 songs in any language. You should write a 5-7 sentence description IN SPANISH
of why you chose each song to represent that part of your life. For the songs representing
the present, present tense verbs should be used most. For those representing the future,
the future tense should be used most.
3. Students will create a playlist/CD cover with images, words, etc. that represents their
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? Additionally, what
questions can you ask students to help them focus on important aspects of the topic?
(Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson
by provoking inquiry. They should not be answered with a simple yes or no and should
have many acceptable answers.
Qu representa tu presente? What represents your present?
Cmo se habla del futuro? How is the future talked about?
Qu sers en el futuro? What will you be in the future?
A dnde irs? Where will you go?

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?) You must attach copies of your assessment and/or rubrics.
Include these in your presentation as well.

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Students will produce a playlist that represents them and present two of the 10 songs on
the list to the class. Some students actually write their own music and perform it in class.
Formative assessments are built in with peer editing and pair practicing for presentations.
Each product will be different depending on the songs the students choose to represent
their lives. Rubric attached.
Monday- Research of songs, begin to compile list and sentences
Tuesday- Complete list and sentences that explain the songs you chose.
Wednesday- Peer edit (collaboration), final draft, and CD/playlist cover art
Thursday- Final practice for presentations with partners, present to class

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Resources (How does technology support student learning? What digital tools, and
resourcesonline student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etchelp elucidate or explain the content or allow
students to interact with the content? What previous technology skills should students
have to complete this project?)
Students are to use their own personal library of songs to create a playlist about their
lives. Previous knowledge of technology would include being able to connect to Wi-Fi
within the classroom (still reviewed it as a class) and to know how to navigate to a music
site/iTunes. They are also able to use online translators as their edit other students work.
*project rubric and presentation rubric attached, an example was shown in class from a
previous semester
Those without personal music players are able to visit a nearby classroom with computers
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?)
Needs: They need to feel like the project is worthwhile. With high schoolers, I have found
that if I give a project where they can talk about themselves and their life, their interests
are much higher.
Interests: Their friends, family, and their life
Prior learning: We spent the first week of this unit on how to use the future tense of verbs
in Spanish. This knowledge and Spanish I and II content will be needed to complete this
assignment.
Potential Problems: Because this project is writing heavy, slower and/or weaker writers
may have trouble staying on pace. With peer editing and paired practice for presentations,
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 trouble-shoot them? Please note: Trouble-shooting should occur prior to
implementing the lesson as well as throughout the process. Be sure to indicate how you
prepared for problems and work through the issues that occurred as you implemented and
even after the lesson was completed.

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Monday: Individual work, I will walk around and take individual questions
Tuesday: Individual to start, peer editing at the end- may use online translators for
support, groups of two will work together to correct and better each others work (they are
paired based on differences in motivation level -ex: high with low- and by writing strength)
Wednesday: Individual to finish final draft, pairs again with another partner to practice
their presentations (with 10 native speakers of Spanish in class, they will be paired with
those that need extra support in pronunciation)
Thursday: Whole class, presentations
Equitable access: If they do not have an electronic device, 3-4 computers have been
reserved in a nearby classroom for researching songs.
Technical issues: Wi-Fi in my classroom is at times very weak. Most students can access
their personal music without needing the internet. If the internet is out during the
presentations, we will continue presenting and poll the class to see if any of them have
the song being presented on their iPod for us to preview.
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? How will students use digital tools
and resources to communicate and collaborate with each other and others? How will
you facilitate the collaboration?
I really wanted this project to be an authentic learning experience for my students. Many
of my students in Spanish III are seniors and are trying to figure out what lies ahead of
them after high school. I believe that this project allows them the opportunity to think
about their dreams for the future and what it might take for them to get there. Music is
also something that is very close to many hearts and pairing it with technology in this
project provides a chance for my students to truly engage their whole selves with the
assignment.
I am in the role of supporter for this project. Students will have very individualized needs
as they create their playlists. I will be there to support each one as questions arise.
However, because each student will be choosing different songs to represent them, their
needs will be varied.
For this project, students will need to tap into their creative sides and explore their own
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?)

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Monday: Individual work, I will walk around and take individual questions. Students that
struggle with writing, I will visit more often. I will also break down the instructions into
more manageable chunks in order to provide extra support.
Tuesday: Individual to start, peer editing at the end, groups of two will work together to
correct and better each others work (they are paired based on differences in motivation
level ex: high with low)
Wednesday: Individual to finish final draft, pairs again with another partner to practice
their presentations (with 10 native speakers of Spanish in class, they will be paired with
those that need extra support in pronunciation)
Thursday: Whole class, presentations
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?)
Closing to the project: You will choose ONE song of your present and ONE song of your
future to present to the class IN SPANISH. NO NOTES. After you have presented, if it is a
school-approved song, you may play 15-30 seconds of the song for the class.
Students will complete a Google Docs survey via their electronic devices to reflect and
give feedback on the project.
Allowing students the opportunity to pick any song at all to represent them brought up
some very important conversations. We discussed the difference between liking things
versus letting them define and represent you. The two are very different. I allowed my
students to listen to their personal music devices while completing this assignment. They
worked surprisingly well that way and stayed on task a majority of the time.
The presentations for those that completed their work went extremely well. About half of
the class needed a little extra time to finish up the project and practice their
presentations. The students who did not go home and complete the rest of their
assignment have still not turned anything in almost a week later. Because presentations
were involved, I have allowed late assignments to be presented well past the days I had
allotted for this project. In the future I will enforce a two day presentation period. If they do
not present in those two days, they must come in before or after school to do so that it
does not slow down the pace of the course.
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? Please provide a quality reflection on your experience with
this lesson and its implementation.

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After doing this project, I will be adding it to my Spanish III curriculum every semester that
I teach it. My students responded very well to the assignment. Although it was a lot of
writing, I heard very few if any real complaints about the writing. Because they were able
to connect their lives outside our classroom with what we were learning, a vast majority of
them became very invested in their project and presentation. I think that incorporating
music, which most people love, and technology into the assignment, student response was
overwhelmingly positive. I also really like how there was individual work coupled with pair
work to keep everyone on pace and collaborating/problem-solving together through
editing each others work and practicing pronunciation together. I had one student that
wrote his own music and for the presentations he actually brought in his electric guitar
and amp to lay for us. It was such an authentic experience to see that they could take
Spanish outside the classroom and use it for everyday life.
There is currently another teacher at school (our ESL teacher) that is implementing this
project with her English students. I am exciting to see how this project will morph into
something a little different to meet her unique learners needs. My advice would be to
allow your students as much freedom in their song choice as you can in order to provide
an authentic experience with them. I also would suggest having a sample project at the

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