Beruflich Dokumente
Kultur Dokumente
Analysis
The use of the language in a communicative context is the number one goal in
the GA Performance Standards. 11th -12th grade students have the opportunity
to experience the use of language and understanding the culture of people
who speak the language.
Learner Analysis
The learners are students between 17 and 18 years old. The students will exhibit
Intermediate-Low level proficiency in speaking and writing and Intermediate-Mid
Context Analysis
Class characteristics there are 25 students who will be taking the class
during 2nd period for 45 minutes per day. (PSC 2.5)
Technical considerations the school will have 5 computer labs available
for us to reserve and use. Special accommodations for vision and hearing
impaired are available. (PSC 2.5). Students with special needs can use the
special headphones available in each class. (PSC 3.4)
Teacher characteristics The teacher should have some knowledge of the
webpages suggested, and also feel comfortable using technology
Standards State or local content and technology standards (NETS-S)
Students demonstrate creative thinking, construct knowledge, and
development of innovative products and processes using
technology.
Students apply digital tools to gather, evaluate, and use
information.
Students understand human, cultural, and societal issues related to
Task Analysis
Learning Objectives
Essential Questions:
Where do immigrants come from?
What are the causes and consequences of illegal
immigration?
What will become of those countries from which
immigrants have left?
Design
Overview
Where are immigrants coming from? It is an intriguing question.
Immigration has affected several countries in positive and negative ways. The
understanding of other cultures has been affected by immigration. The
countries most affected by immigration are: Uruguay, Spain and the United
States. These countries are strongly influenced by other countries. Let's
explore how immigration and emigration affect these countries. Students will
use the internet and suggested webpages. The authentic resources are
available to develop culture knowledge and skills in the target language. (PSC
2.1, 2.3, 2.6) There are several links students can access in order to complete their
task. (PSC 3.6)
https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/Modern%20Languages%20Level%20V.pdf
ISTE Standards for Students. (n.d.). ISTE Standards for Students. Retrieved July
19, 2014, from http://www.iste.org/standards/standards-for-students
Details
The Webquest will be differentiated in content and product. Students will be able
to select their own webpage and groups they want to work with. The products are
an essay and a presentation, the presentation can be done through online
presentations or video or poster. According to the diverse needs of all students.
(PSC 2.5) I included more than two UD strategies in my multimedia project: Text
has script read for vision impaired students, and also the bilingual parts in the
webquest for those ESL learners. (PSC 2.6) Simple and intuitive. Use of the
design is easy to understand, regardless of the user's experience, knowledge,
language skills, or current concentration level. I could use the Audacity program to do
the script spoken in the webquest. (PSC 3.4)
Development
There are 6 steps to complete the task and each student individually is responsible
to research and summarize the information. After that they will make groups of 34. Students will need to learn Slidedog or Prezi or Emaze. (PSC 3.3, 6.1) I have
checked that the Internet links work, documents download properly, and video
and audio are embedded correctly. (PSC 3.5)
Implementation
I will implement this webquest during the first unit called: Family. After we have
learned the vocabulary about immigration using authentic clips with people who
has different accents and talking about their family. The Implementation section
will describe our real world because daily in our community we have the
opportunity to interact with immigrants from different countries. (PSC 6.3).
I will have to reserve the computer lab and the language lab for 5 sessions. We
will use YouTube videos selected by me and at their own pace they will answer
multiple choice questions to develop listening skills. We will use Blubbr.tv. I will
also have online questions for them to reply using Polleverywhere. Sometimes we
will read about how immigration affects families using the newspapers online
(thepaperboy.com) and then they will use Padlet to respond to comprehension
questions. Finally, we will have a Voice Thread for them to express their own
opinion. All the above activities will be responded using Spanish. (PSC 3.1, 3.2,
3.5) I will use the Netsupport software to support and assist students in need, also
to control they are on task. Netsupport has screen control, chat room, and voice
recording options. (PSC 3.2)
Students will watch the first video at home about immigration in Spain and then
all the work for the webquest will be in class. During class students will learn how
to use the online presentations and they will write their essays using
spanishchecker.com. Students will be encourage to bring their own technology
just in case we dont have electricity or internet connection. (PSC 4.1) I will invite
a teacher to be part of the committee to grade some students presentations. I will
collaborate with them to give feedback to the students. (PSC 3.7)
Evaluation
The Evaluation section describes how you will know if this WebQuest/project
actually helps students learn and if it is a well-designed project from the student
perspective.
Student Learning
I will assess the students understanding about immigration.
Students will be able to exhibit the causes and consequences of
the immigration. The other part of the assessment is the
language skill. Using a rubric for speaking presentational and one
for the writing essay, students will be informed about the parts in
Fluency,
Choppy. Difficult to
Irregular fluency.
Pretty good.
Pronunciation,
understand parts.
Vowels incorrect or H
Minimal errors in
pronounced
pronunciation.
Subdued, but
always correspond
expression flowed
said.
said.
Verbs conjugated
An occasional error,
Excellent. Definitely
incorrectly.
at or above level. NO
Noncomplex
grammar used.
Mispronunciation.
Intonation
Monotone
25%
correctly
Obviously understood
and expressed with
perfect intonation.
Super-simple sentences.
Difficulty in
Grammar
35%
comprehension due to
errors
sentences only.
Acting
25%
A couple of good
Excellent! All
consistent.
well acted at
appropriate times.
1
Disorganized, no props.
3
Pretty well organized,
Preparation
Limited imagination.
and
Excellent, above
of organization and
And creativity
following directions.
requirements. Good
Props. Did not adhere
to all directions.
15%
Tiene
una
introduccin
15%
interesante
gramtica.
buena
15%
15%
15%
15%
Product Design
I will know if the project itself is well designed if he students are able to respond
to the essential questions in detail and they are using the technological sources to
implement and support their ideas. (PSC 2.6) I will take notes of students
reactions and feelings about the videos. Students will complete some sort of
evaluation or feedback form at the end of the webquest. It will assess presentation
of the title, description, grade level, keywords, motivational effectiveness of
introduction, clarity of the task, scaffolding process, quality and relevance of the
sources, and finally relevancy of evaluation. It also has a blank box to leave
general comments about the webquest.
Reflection
Reflect on this project around four aspects:
Project Development As a result of this project, I learned how to
use several software and apps to develop an attractive
webquest. I also learned to plan more effectively and to focus on
one task at a time.
References
Breaux, S. (n.d.). Inmigracin. Animoto. Retrieved July 21, 2014, from
http://animoto.com/play/xMLElvRoCr7wagfeHrH1AQ
Extreme pobreza y violencia, razones para emigrar. (n.d.). YouTube. Retrieved July 21,
2014, from https://www.youtube.com/watch?v=MTS2XAvNDUQ
Georgia Performance Standards. (n.d.). Georgia Performance Standards. Retrieved July
20, 2014, from https://www.georgiastandards.org/standards/Georgia
%20Performance%20Standards/Modern%20Languages%20Level%20V.pdf
Historias de Inmigrante - Suizos Franceses. (n.d.). YouTube. Retrieved July 21, 2014,
from https://www.youtube.com/watch?v=wOdvRVlWAQQ
Historias de inmigrantes en ciudad | Antofagasta TV Noticias. (n.d.). YouTube. Retrieved
July 21, 2014, from https://www.youtube.com/watch?v=zbjbSUu862g
ISTE. (n.d.). ISTE. Retrieved July 20, 2014, from http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf
ISTE Standards For Students. (n.d.). ISTE Standards For Students. Retrieved July 19,
2014, from http://www.iste.org/standards/standards-for-students
Inmigrantes Frontera Estados Unidos la Migra mojados ilegales. (n.d.). YouTube.
Retrieved July 21, 2014, from https://www.youtube.com/watch?v=reeVL3d6ois
LA HISTORIA DE UN INMIGRANTE QUE LLEGA A ESTADOS UNIDOS. (n.d.).
YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?
v=G9Tkn3D9M74
La inmigracin en Espaa - Fernando Lpez para Informativos VEO7 TV.
(n.d.). YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?
v=N03MsOi1S_k
georgiastandards.org. (n.d.). georgiastandards.org. Retrieved July 20, 2014, from
https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/Modern%20Languages%20Level%20V.pdf