Class Level: 8th Grade, Spanish I

‘I CAN’ Statements  I can describe what my family looks like, their hobbies, and what they like/dislike in
Spanish
 I can make cultural comparisons of my family and families in the target culture
 I can make a presentation with a voice over using Seesaw or Adobe Spark
Standards  Standard 1.3: Students present information, concepts, and ideas to an audience of
Addressed in the listeners or readers on a variety of topics
Lesson (ACTFL)  Standard 2.1: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
 Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
ISTE Standards  Creativity and Innovation: Students demonstrate creative thinking, construct
addressed in the LP knowledge, and develop innovative products and processes using technology

While the students will be following an outline for the presentation, they will be creating
the project mostly by themselves. Since the project is new, there aren’t any previous
examples to show. Students will follow the rubric to know what they need to include.
However, they will have a lot of creative space to make what they want from the
presentation.

 Technology operations and concepts: Students demonstrate a sound understanding

of technology concepts, systems, and operations.

I am almost as new to the technology being used in the project as the students are.
Therefore, we will likely be troubleshooting some things together. They will have the
choice of using Adobe Spark, Seesaw, or another application of their choice to create the
presentation. Learning these application will be necessary to create presentations.

Describe the  Seesaw

technology  Adobe Spark
resources you are
using in this Students will either use Adobe Spark or Seesaw to create the family presentations, because
lesson. Why? through either of these resources they can create a Power Point slide show and do a voice
over of the slideshow fairly easily. I’d like students to use Seesaw since that’s the
application we have been using for most technological assignments. However, Adobe Spark
works a little easier for this project and many of them have used it before in another class.
Students will also have the choice of using another application as I would like to learn about
other ways of making the project better, but they will need to share with me the application
first so that I can approve it for use during the presentation.
Rationale: For this unit we have been studying families. We focused on social identity and how all
families have unique structures. Most of the culture materials we used we related to
Mexican families. For this project, students will create presentations describing themselves,
several family members, a room in their home, a unique thing in their family, a cultural

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 comparison, and for extra credit they will create a family tree and describe that. Not only
will students be using what they’ve learned in the family unit, they will also be using skills
they’ve been building all year to add detail to the presentation. Another important part will
be comparisons between all of the people and things included in the presentation.
Materials & Set Up  8th Grade PPT
Required  Prewriting
 Grading Rubric
 Macbook Cart
Agenda (This lesson plan will be spread over a period of one week)

Day 1: Introduce the project

Day 2: After interpersonal assessment work on prewriting
Day 3: After interpretive assessment work on prewriting
Day 4: Finish prewriting, record presentation

Due Date: Sunday, April 1, 2018

Assessment: Projects will be graded based on the rubric scale (found in supplementary materials)

Technology Lesson Plan Questions and Responses:

1. How are you integrating technology from a student-centered approach?

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 1. This project is outlined is a student-centered approach as they have the freedom
of expression when making the presentations. My goal behind the project in
regard to content is that students will be able to describe their families in the
target language among other goals found in the I CAN statements. Furthermore,
students will learn and practice how to use technology to make a screencast of
their presentations. I did not learn how to do that until I had to for the final
project this year (my last semester in college) but I wish I would have know how
to do this earlier, so I’d like my students to learn it too.
2. Describe your management considerations for integrating the technology.
1. How will you manage the dissemination of devices (if applicable)?
1. We have a one-to-one policy at Tappan so each students will have access
to their own Macbook during the project. Students may also choose to use
personal devices (Phones, Ipads, etc).
2. How will you avoid distractions and keep students on-task?
1. Students will not make able to talk other than to ask questions during the
prewriting phase, since other students in the class will be testing at that
time. On the day I give them to work I’ll let them know that I always have
a back up plan and if students are not using their time wisely in class we
will switch and do something different and they’ll need to work on the
projects at home.
3. How will you introduce the technology app/resource that they are using so
that all students can be successful in the lesson?
1. All students in the classroom have access to Seesaw, which is one of the
options. They have been using the application almost all year. For this
project, we are just using a new feature of the application. I will
demonstrate for students myself beginning to make a presentation on both
Seesaw and Adobe Spark so that students know exactly how to use the
technology.
4. How will you assist students that struggle with technology?
1. Since there will be time in class to work I can help students individually
with technology if they are having problems. It’s best that I make a project
first by myself so that I know what some common troubleshoots are. For
example, I know that the applications do not save on their own, but need
to be saved. If a student does not save their work they will have to redo
worked they’ve already completed. I’ll try to address at many of those
kinds of things up front so that students have lesson questions later. Also,
they can come see me during advisory or lunch all week. I’ll also be
available via email during Spring Break.
5. If project needs to be completed at home or outside of class with technology,
how will you address access/equity issues?
1. In my classes all students have access to technology at home as far as I
am aware of. Students who need technology can check it out over break to
take home and work on the project. They can also come to my class to
work outside of class if they’d like.
6. Please discuss any other management concerns that may come up as a result
of the tools you selected.

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 1. I do have some students who don’t like using technology very much. While
I want to help them be successful in any way I can I need to be cognizant
of helping students learn the technology instead of doing part of their
work for them.
3. Describe how you believe that using technology will engage, enhance, or extend
learning in this particular lesson in order to meet learning goals. Please measure
your lesson according to the Triple E Measurement
tool http://www.tripleeframework.com/triple-e-evaluation-tools.html (share your
measurement score in your reflection).
1. This technology is engaging because students will enjoy sharing about their
families. She will like the fact that they can share pictures and that they can share
with the professor details about who they are outside of the Spanish class.
2. This technology enhances the project by providing scaffolding to help students
learn. In the prewriting phase they will write everything they want to say in the
presentation. Then, they will have slide with pictures and labels they can refer to
when making the recording. They can record as many times as they like, until they
are happy with the presentation as well.
3. The project strongly extends the learning of the students because it teaching them
(those who have not made a screencast before) how to make a screencast. The
technology they are learning to use as tools in Spanish class will carry with them
in to their future 
4. What were two concerns you have about using the technology in your lesson? How
did you address these concerns?
1. By biggest concern is that I’m not sure how long it will take for students to
complete the assignment. Since I have not done it before, I’m not sure what many
of the barriers may be. I feel that some students will complete the project much
faster than others and I’m not sure how to handle that. I want to give students
enough time in class to finish most of the project, for two reasons. Firstly, I’m not
a huge fan of giving students a big project over Spring Break. I know a lot of them
are going out of town and I don’t want them to be working on this when they
should be outside, spending time with their families. Secondly, these presentation
will likely be 3-4 minutes each. If all the students put off the assignment over
break and turn it in at the end of break I’m not sure where I’ll find the time to
grade 65 presentations in a timely manner while student teaching, taking other
university courses, working, and job searching. I really only have break to work
on these so time for teacher is a concern here.

Triple E Framework: Reflection

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My lesson plan design passed the Triple E Framework rubric, but barely. I was given the green
light for all of the reason I mentioned in the pre-writing questions for the lesson plan design.
However, one thing I struggled with is why students couldn’t have completed the same
proficiencies by making posters and doing oral presentations. When I came up with is that while
making posters would display the same things, the oral part of the presentation was different
because instead of students memorizing what they wanted to say and presenting that to the class
they were able to spend more time forming ideas and perfecting their recordings. Now they can
go back, as I did, and complete a review of their pronunciation of the materials and learn from
the way they spoke in the presentation and be better because of it. This was not something I
thought about until post-project, but I’d like to have students do a reflection to work on this. It
even makes the technology used more meaningful. The Triple E Framework really is solid and
I’m glad I can use it moving forward while experimenting and creating new projects.

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 Artifacts: Student Samples of final project
Student #1 – David (Adobe Spark)

https://spark.adobe.com/video/Xt1yxpKNPRG9U

Student #2 – Jonah (Seesaw)

https://assets.seesaw.me/e/c/f/f/b/0/ecffb0b4-950c-45e0-a5fd-63128fa9b13b.mp4

Student #3 Julia (Seesaw)

https://assets.seesaw.me/d/4/f/1/7/d/d4f17d0b-3fe4-40e7-a946-e5d1f872674e.mp4

Student #4 Rya (Seesaw)

https://assets.seesaw.me/4/7/3/c/d/3/473cd314-f813-4186-b583-4d52591877fb.mp4

Student #5 Eliana (Adobe Spark)

https://spark.adobe.com/video/6N7sML6ZCKxeH

(I Included five student samples instead of two just in case you need more access on one of
the sites and having trouble viewing any of the presentations). They turned out fantastic!

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 Supplementary Materials
Prewriting:

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Grading Rubric:

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 Reflection of Lesson Plan
After you teach the lesson please explain what went well with the lesson plan, how the
technology impacted the lesson, and what you would change about the lesson in the future.

Overall, I’m very happy with the results of this lesson/project. While some students had
difficulties with the technology we were able to work through it together to get the presentation
completed in every case, except 2. There were two students who did not turn in the presentation
at all. This is not uncommon from either of those students, but I’d been so busy I did keep
reminding them like I should have to get the project done, even late. My worries came true with
all of the students waiting until the last second to turn everything in which my the first week
back from Spring Break very difficult with grading. If I were going to do that part over again I
would have assigned the project a bit earlier and had it due the Friday we went on Spring Break.
This way, students who were going to turn it in late could have done so over the Spring Break.
Then I would have at least been able to do some grading over the break, which would have put a
lot lesson stress on me last week. Last week was the end of the quarter so I needed to have all of
the grades in for students’ report cards and for parent teacher conferences.

Anyway, there was a fairly even spread of students who chose to use Adobe Spark and
students who chose to stay on Seesaw. The presentations were similar, although Adobe Spark
presentation often included nice background music. The students did an exceptional job on the
presentations. They worked hard, and were frustrated at time, especially during recording, but
they seem to be proud of themselves for creating the videos. I enjoyed grading them and learned
a lot about my students and their families. I took the time to write back to each student on their
rubrics to make another connection with them in some way in hopes to foster better student
teacher relationships. In the future I will either use this lesson in almost the same way for a
family unit, or I will adapt the lesson to fit in to another until. The next unit is on clothing and
cost and I’d like to use the same apps to have students make fashion show videos. We’ll see 

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