Wander 1

Ariel Wander
Professor Stephanie Shteirman
ILS 562
5 November 2014
Collaborative Planning Tool
Teachers: Summerlin (LMS), Flood (Spanish), Wander (MLS Student)
Grade Level: 4th
Content Areas: Foreign Language in Elementary Schools
Unit of Study: Explorers
Time Frame: November 17-November 28 (1 library class per week)
Estimated Sessions in:
(4) Classroom
(3) LMC
( ) Lab
( ) Other
Areas of Collaboration:
(X) Planning
(X) Teaching
( ) Co-Teaching
(X) Resources
Essential Question(s):
Who were the explorers in Latin America and Spain?
Where did the explorers explore?
What items did the explorers use to explore?
Why did explorers explore?
Standards
Content (Foreign Language in Elementary Schools curriculum):
o 1.3 Students present information, concepts, and ideas to an audience of listeners
or readers on a variety of topics.
o 1.4 Students engage in conversations, provide and obtain information, express
feelings and emotions, follow simple instructions and share opinions.
o 2.2 Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
Common Core:
o RI.4.9: Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
o W.4.7: Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
o W. 4.8: Recall relevant information from experiences or gather relevant
information from print and digital sources, take notes and categorize
information, and provide a list of sources.

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o W.4.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
o SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others ideas and expressing their own clearly.
o SL4.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
o SL.4.6: Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion); use formal English when appropriate to task and
situation.
AASL:
o 1.1.6 Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather meaning.
o 1.1.9 Collaborate with others to broaden and deepen understanding.
o 1.2.3 Demonstrate creativity by using multiple resources and formats.
o 1.3.4 Contribute to the exchange of ideas within the learning community.
o 3.2.3 Demonstrate teamwork by working productively with others.
Unit Objectives/Learning Outcomes (What will students know and be able to do? You will
find the content in the curriculum):
Content: Students will be able to identify the key explorers in Latin America and
Spain and brainstorm items needed for the explorers journeys. Students will also
identify the explorers motivations for exploring.
Information Literacy: Students will be able to use information from various websites
to gather relevant information.
Technology: Students will use iPads to record interviews.
Performance Task: This is the authentic scenario. You are awho must Many curriculum
documents have this.
You are a group of news reporters who have the chance to interview a famous explorer.
As a group, you must choose which explorer you want to interview. After you have
researched your chosen explorer, your group must prepare interview questions and
answers and then record the interview (one group member will be the interviewer, one
will be the explorer, and one will be the camera person).
Lessons/Learning Activities (What are our tasks/activities within the performance assessment?
How does it break down?):
Day 1 (Class): Teacher will present project to class and split class into groups. Teacher
will provide list of potential explorers from which groups will each choose one.
Teacher will assist students in brainstorming potential interview questions. Teacher
will provide instruction on relevant Spanish vocabulary and terms.
Day 1 (LMC): LMS will present vetted websites and printed materials for students to
use in their research.
Day 2 (Class): Teacher will provide time for students to work in groups and will assist
students in organizing the information they have gathered/are continuing to gather.
Teacher will continue to provide instruction on relevant Spanish vocabulary and terms.
Day 3 (Class): Teacher will provide time for students to work in groups and will assist

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students in organizing the information they have gathered/are continuing to gather.
Teacher will continue to provide instruction on relevant Spanish vocabulary and terms.
Day 2 (LMC): LMS will introduce methods of recording interview videos. LMS will
help students continue to research and prepare their interview questions and will
provide support to students who are practicing to record their interviews.
Day 3 (LMC): LMS will provide support to students as they are recording their
interviews. LMS will instruct students on how to save the videos on Google Drive.
Day 4 (Class): Students will present their final interviews to the class.
Materials Needed:
Technology: iPads/computers, SMART board for presenting the assignment and
showing the final interviews
Print Resources: books and articles on various explorers
Electronic Resources: websites on various explorers such as:
o http://www.42explore2.com/explorers2.htm
o http://manassas.k12.va.us/round/ClassWeb/Volz/explorers.htm
o http://www.socialstudiesforkids.com/subjects/explorers.htm
o http://www.enchantedlearning.com/explorers/namerica.shtml
o http://www.kathimitchell.com/explorer.htm
o http://www.heritage.nf.ca/exploration/early_ex.html
Final Product(s) (In what format will students present information?):
The final product will be an interview that is recorded on an iPad using the iPads
camera/video app and shared with the class using a SMART board.
How will the final product/process be evaluated? This is summative. Rubric? Checklist?
Other?
The final product will be evaluated using a rubric on the depth of the interview
questions and answers as well as the overall quality of the interview (recording and
editing).
Roles & Responsibilities of the LMS and classroom teachers:
LMS: Identify print and digital resources; help students and teacher access relevant
resources; assist student and teacher with technical aspects of the project (accessing
websites, recording video, editing video, etc.)
Classroom teacher: Introduce the project; provide instruction on content; assist
students with brainstorming exercises
End of Unit Evaluation (reflection, comments, suggestions for improvement, etc.). This you
write after the unit is done. You would include any things you will change for the next time.

Works Cited
Guilford Public Schools. Foreign Language in Elementary Schools (FLES): Grades 1-4. n.d.
Web. 5 Nov. 2014.
<http://www.guilfordschools.org/pdf/curriculum/FLES%20curriculum%20approved.pdf>
Frederick, Karen & Decker, Erica. WebQuest: Explorers. QuestGarden.com, n.d. Web. 5 Nov.

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2014. <http://questgarden.com/77/10/7/091021164006/index.htm>