CSU-Global OTL 545 Technology

Your Name: Liz Dougan

Course: and Innovation

Subject / Course: High School Spanish II

Topic: Spanish I Vocabulary
Lesson Title: Spanish I Vocabulary Review
Level: High School / II Lesson Duration: 90 minutes

Common Core or State Standard(s) & Learning Objective(s):

Standard 1.1: Participate in basic conversations (written or oral) on a variety of familiar and
predictable topics using isolated words and learned phrases (interpersonal mode)

Objective: IWBAT discuss the following topics in Spanish by completing the Spanish I
vocabulary review: activities, classroom items, food/meals, physical/personality descriptions,
the body, family, and places.

Target Audience
Knowing the Learner
Based on your survey data from earlier in the course, describe the target audience for
this lesson; what types of learning styles will you need to be mindful of?
The three largest groups of learning types that I have are Interpersonal, Intrapersonal, and
Logical-Mathematical intelligences; however, I have some representation of each intelligence
in my classes. I will ensure that each intelligence is addressed during this lesson. The
intelligences that apply to each activity will be written in brackets next to each activity.

The article Multiple Intelligences: What Does the Research Say (2016) guided me in
addressing each intelligence.
Pedagogies
Pedagogies
(How are technology, content, and pedagogical knowledge working together in this
lesson?)
I teach Spanish in a way that my students will be able to use and understand it in the real
world. All the planning that I do is centered on real-world application. My students will need
to know Spanish either for professional reasons, such as needing to communicate with a
Spanish speaker at their job, or personal reasons, such as travel. One of the first steps, and, in
fact, one of the first standards (CDE, 2010, p. 16), is to be familiar with vocabulary that will
enable them to communicate. Spanish I is full of new vocabulary that is designed to give
students a basic knowledge base to actually start using the language. Based on this fact, I
begin Spanish II with this lesson: Spanish I Vocabulary Review. I will use my Google Slides
presentation to prompt their memories and guide the review. The main purpose of the
presentation is to provide images. Research shows that images are more powerful than written
text (Schaffhauser, 2012, p. 1). My students will associate the images with each category and
this will enable them to recall the words much better than if I simply listed the words. By
using images to guide the review, my students will better remember the words and thus be
better prepared to use and understand Spanish in the real world.

Technology Being Used by Students

Students will use their laptops to create their own presentations. They will work in groups to
create and present on one category. Each presentation must include 10 images representing
appropriate words for their chosen category. They may use Google Slides like I did, or they
may choose a different program that they prefer. Students will then use the Smart Board to
present their work.

Students are required to use 10 images so that they are teaching the class visual literacy
(Schaffhauser, 2012). They are also being required to teach their lesson via technology to
incorporate the 21st Century Fluencies (Crockett, Jukes, Churches, 2011).

Technology Being Used by Teacher

Teacher will use laptop and Smart Board to present the Google Slide Presentation. The bulk of
the presentation, everything but the assignment instructions and category titles, is made up of
images. Schaffhauser (2012) explains how this is the best way to teach to visual literacy (p. 2).
Lesson Strategy and Required Materials
Goodwin & Hubbell (2013) point out that teachers must be intentional about how they
allocate classroom time (p. 139). The best way to maximize class time is to plan out each
minute of class. I will use formative assessments as I go through the lesson and edit the time
as needed, however, having the guide below will help me stay on track and teach bell-to-bell
(p. 133).

1. Anticipatory set: Daily Journal Entry: Make a list of topics that we studied in Spanish
I. List as many words in Spanish that you can. (5 min.)
2. Act. 1:
a. Choose a graphic organizer to take notes [logical-mathematical, visual-spatial]
(3 min.)
b. Category activity: Students are to list as many words in Spanish that they can
for each category. After 2 minutes of wait time, start clicking to enable the
pictures to show up. Each category should take 5 minutes. [intrapersonal,
logical-mathematical, visual-spatial] (45 min.)
3. Act. 2:
a. Student presentations: get into groups of 3-4 students to create ONE organizer
of ONE category (studied today) that contains at least 10 words and images.
[Naturalistic (categorizing what is in the world), interpersonal] (15 min.)
b. Presentations [Verbal-linguistic, musical (hearing the words), bodily-
kinesthetic (I will encourage these students to add movement)] (15 min.)
4. Closing Activity: Pop Quiz! Students will write down as many words as they can for
the images on the last slide. Students will turn in their exit tickets as an assessment. (7
min.)

Feedback Strategy
During this lesson, I will be walking around to provide a constant stream of feedback that is
real-time (Goodwin & Hubbell, 2013, p. 90). Glancing at everyones anticipatory set will
tell me what they already know and remember from last year completely on their own.
Viewing their organizers during the first activity will show me how much they remember once
they are prompted with the images. Then, having students cold call on other students during
their presentations to check for understanding on their images will show me how they are
progressing with the review. Lastly, the closing activity/exit ticket will be my final formative
assessment of the day. Ill be able to analyze the data from the results to see who has mastered
the material and who needs more support/review.

Assessments
The exit ticket will be my assessment for this lesson and objective. I chose to give this type of
quiz (students write the Spanish words of the pictures they see) due to the fact that it will
require higher-level thinking skills. Goodwin & Hubbell (2013) explain that multiple choice
quizzes assess lower-level thinking skills since students can use what they have in front of
them to figure out the answer (p. 55). Not giving them options, however, will show me what
they REALLY know (and, adversely, dont know).
Modifications/Enrichments
I would like to offer more options for the presentation portion in the future. For example, I
would like to allow my musically inclined students to create a song about their category using
the target language. My more advanced students, those who can already list many words on
their own, could do a circumlocution activity with the class where they describe a word in
Spanish until the class guesses it. Differentiation is key to reaching each student in the class,
and adjusting elements like the ones listed above will enable me to reach all of my diverse
learners (Differentiation, 2013, para. 2).
 References

Colorado Department of Education. (2010). Novice-mid world language standards. Retrieved

from https://www.cde.state.co.us/coworldlanguages/statestandards

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-Century fluencies for

the digital age. Sage: 21st-Century Fluency Project Inc.

Differentiation. (2013, Nov. 7). The glossary of education reform. Retrieved from

http://edglossary.org/differentiation/

Goodwin, B. & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria,

VA: ASCD.

Multiple intelligences: What does the research say? (2016). Edutopia. Retrieved from

https://www.edutopia.org/multiple-intelligences-research

Schaffhauser, D. (2012). Picture perfect: Teaching to visual literacy. The Journal. Retrieved

from http://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-

literacy.aspx