Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Sonya Breaux
Position

Spanish Teacher

School/District

Woodstock High School / Cherokee County School District

E-mail

breauxsony@gmail.com

Phone

770-365-0465

Grade Level(s)

9-12

Content Area

Spanish 3 Honores

Time line

3 weeks

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.

MLIII.IP1 The students exchange spoken and written information and ideas in the
target language, with some originality and spontaneity, utilizing cultural references
where appropriate.
MLIII.P1 The students present information orally and in writing using familiar and
newly- acquired vocabulary, phrases, and patterns in increasingly complex
sentences and strings of sentences.
MLIII.IP2 The students initiate, sustain, and close oral and written exchanges in
the target language, applying familiar vocabulary and structures to new situations.
MLIII.CCC4 The students improve language skills and expand cultural
understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.

Content Standards
PSC 1.4. Candidates research, recommend and implement strategies for initiating and
sustaining technology innovations and for managing the change process in the school ISTE
1d.
PSC 3.1. Candidates model and facilitate effective classroom management and
collaboratively learning strategies to maximize teacher and student digital tools and
resources. (ISTE 3a)
PSC 3.6. Candidates collaborate with teachers and administration to select some of the
tools and resources for accuracy, suitability, and compatibility with the school technology
infrastructure. ISTE 3g.
NETS*S Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Students use basic language structures with accuracy and combine

learned material to express their thoughts. They are exposed to more
complex features of the language, moving from concrete to some
abstract concepts. Students will learn and use technology tools to
practice and use the new vocabulary in context and expressing it in
complex sentences to describe the environment and natural disasters.
They will contact organizations that care for the environment and work
together with a recycling company.
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.

Lesson 1
EQ1. How can I describe the environment in detail?
EQ2. How can I describe a disaster and give directions and/or instructions when
people are in danger?
EQ3. How can I find news about disasters?
Lesson 2
EQ1. How can I write an in/formal letter?
EQ2. How can I describe a disaster that occurred in my life or to a friend?
EQ3. How can I contact and support Hispanic organizations?
Lesson 3
EQ1. How can I create and develop a recycle campaign in my community?
EQ2. How can I present and convince others to join me to the campaign?

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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Identify useful vocabulary to describe the environment. Students will use

quizlet.com and they will create their own flashcards, also they will create
their own tagxedo to practice the vocabulary and its spelling. Students will
also describe the vocabulary in context and they will use airserver and
splashtop to share with the class. Kahoot.it and educreations will help them
to be responsible to create their own material to practice.
Describe disasters. Students will use the paperboy.com in order to look for
information in authentic Hispanic newspapers. Students will also use the
Glogster.com or Prezi.com, Knovio app. Use padlet to describe in detail
natural disasters.
Use the Spanish language to contact organizations and offer help. Contact
the local news like Univisin.com, International organizations like red cross in
a Hispanic country, download the app TuneIn radio to listen to the news.
Create and develop a recycling campaign in the school or in a small
community. Use a presentation online to convince others: Glogster.com or
Prezi.com, Knovio app, animoto, Prezentit. Among others.They will
collaborate to create the product.

Identify vocabulary: Tagxedo, quizlet

Airserver: Serve as a bridge to communicate students idea with the group.
Splashtop Serve as a bridge to communicate students idea with the group.
Knovio Students can present their projects
Padlet Students can exchange ideas
TuneIn radio: Students use authentic material to practice listening skills.
Univision.com, https://www.redcross.org, www.thepaperboy.com: Students can assess
themselves listening and reading skills using authentic material.
Quia.com, quizlet.com and conjuguemos.com.
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?)
The digital tools used in this lesson will help students to improve their memorization skills faster than the
traditional paper flashcards. Other online resources used to practice vocabulary are tagxedo which they will post
the vocabulary and also the use of educreations to represent vocabulary.
The tutorials or them will be presented using nearpod.com and to review vocabulary kahoot.it. Students will
interact individually as well as a group.
Previous technology knowledge is to be familiar with PowerPoint presentations, The students need to know how
to take a picture, draw using a tablet, or cell, make a phone call.

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?)

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Grammatical knowledge of present tense and commands it is necessary to develop this lesson. Students might
not have all the technology requested but they can work in groups. Because this is a lesson plan for a second
semester of Spanish 3 honors, it is expected that those topics were covered, however it would be useful to have
students to take a self-check quiz using conjuguemos.com
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.
According to the lesson, students will work in small groups or with a partner or in groups of 4-5. Students will have
the opportunity to go to the lab and the language lab. We also have wireless all around the school, so the
students can also use their smartphones. I have only 3 students without smart phones and I always allow them to
use my ipads or the two desktops I have in my class. If that is the cases that we do not have internet, I will have
copies on paper for them to practice the vocabulary and the grammatical structures.
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?

Teachers will take the role of a coach who

will support students knowledge acquisition.
Students will be active members who will be responsible for their knowledge they will define the vocabulary, then
they will organize information, apply what they learn into real situations, they will plan, compare, and execute a
project of contacting real organizations who are related to the environment topic.
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?)
The differentiation in this lesson will be in the content, in the process and in the product. The content will be
presented for kinesthetic, auditory and visual students when they have to manipulate the tools and in the results
when they have to present their project.

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?
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* 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?)

Yes, because the school is having a recycle campaign and they can support the program, also because this
lesson will allow them to create their preliminary test to know their language knowledge, to sown vocabulary
games using online tools. The lesson is successful as long as the technology works and we have internet
conection. The only situation that didn not go well was when the students are not able to take their own decisions
as on what tool to use. My lesson next time will include a self-check test to understand the level of the student
and how s/he can perform better.
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.
Speak 90% the language the students are learning and give clear examples of what you expect so students can
follow your expectations. Have also the instructions written and have a student repeating them. Keep a calm voice
there are some students who feel frustrated with the tone of voice and more than three instrcutions at a time.

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