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LESSON PLAN: VIRTUAL FIELD TRIP TO SPAIN

Description: Take a virtual field trip to Spain. Learn the differences within Spanishspeaking cultures while developing listening, and pronunciation skills.
Teacher: Rebekah Lockaby
Subject: Spanish II
Grade: 9-12
Duration: Varies
Indiana Academic Standards:
Encourage the use of the language and cultural understanding for selfdirected purposes.
Practice appropriate pronunciation and intonation.
Describe practices, products, and perspectives of Spanish-speaking culture.
Report on basic family and social practices of the target culture, and describe
contributions.
Understanding Spanish language and culture outside of the classroom.
Objectives:

Students will expand on previous knowledge by remembering more common

terms used in conversation.
As a result of this virtual field trip students will be able to understand how
Spanish in Spain differs from other Spanish-speaking countries.
They will apply previously learned vocabulary in a new environment.
Students will focus on pronunciation and its effect on the meaning of a word
and form new sentences.
They will have a better understanding of the culture in Spain and understand
the purpose of learning cultural differences.

Prior Knowledge: Spanish I

Materials:

Livemocha- http://learn.livemocha.com/#player/2c4e7758-a950-4f67-b1623375cd2383cd/en/intro
Virtual field triphttp://edtech2.boisestate.edu/tanyawilliams/502/virtualtour/start.html
Correct Pronunciation- http://www.youtube.com/watch?v=Xg525KvZxi0
Pronunciation Activity

Procedure:

Opening Set/Anticipatory Set: Make any necessary changes to the

classroom setting. Provide a brief explanation of the lesson.
Instructional Sequence: Listen to the alphabet. Teach the different
pronunciation differences using the YouTube video. Further explain if
necessary. Complete the virtual tour of Spain together as a class or if possible

individually. Hand out the pronunciation activity for students and go over the
correct pronunciation as a class. Proceed with groups.
Independent Practice: After the tour each country in Spain students will
get into small group to complete a pronunciation activity. Group the students
together to insure positive interaction.
Closure: Provide a brief recap of most important points. Assign homeworkOne paragraph in Spanish for each city explaining what was most significant
or interesting.

Adaptations:

Recognize different cultural backgrounds.

Recognize returning students and remember their specific learning style.
Recognize whether or not students have contained previous knowledge
necessary.

Assessment of Students:

Do students possess common knowledge of the language?

Do they further understand the culture of Spain? How does it differ from the
rest of Hispano-America?
Are students applying previous knowledge in a new environment?
Are they using correct pronunciation?
Do they understand the purpose of learning cultural differences?

Bibliography, References:
"A Virtual Field Trip of Spain." A Virtual Field Trip of Spain. N.p., n.d. Web. 20 Mar.
2014
"Bloom's Taxonomy of Cognitive Levels." Teaching Resources -. N.p., n.d. Web. 01
Apr. 2014.
Word Languages: Indiana State Approved Course Titles and Descriptions.
Doe.in.gov. N.p., n.d. Pdf. 01
Apr. 2014.
Sharpe, Amanda. Design Model (DID): An Iterative Approach to Design Based on
Continual Feedback.
Sharp Eportfolio. N.p., 2011. Pdf. 20 Mar. 2014.
"Spanish Pronunciation: C & Z." YouTube. YouTube, 17 Jan. 2012. Web. 15 Mar. 2014.

Assessment of Lesson Plan: Provide feedback of student achievement in learning

objectives.

Spanish Pronunciation Activity

Direccines: Prctica en pequeos grupos la pronunciacin correcta de cada palabra como si
estuviera en Espaa.

Ce

Ci

Za

Zo

Zu

Centro

Cielo

Zapatos

Zorro

Zumo

Cena

Gracias

Zanahor

Marzo

Azul

Corazn

Zurrid

ia
Cero

Fcil

Zapatilla

o
Celebraci
n

Difcil

Zabullir

Zompa

Azcar

1. What have you learned from this project?

I have learned how to format a lesson plan. I was not aware that there
was so much involved in creating a single lesson plan. I learned how to
incorporate video into a lesson effectively. I also learned how to use the
internet to create exciting virtual field trips. A person does not have to be in
another country to experience different cultures.
2. What were your most useful resources in completing the project?
The academic standards were very useful in creating this lesson plan.
Without the standards to go by this project would have been much more
difficult. Blooms taxonomy helped me create more meaningful objectives.
3. How will/could you share or use this project?
I could use this project with those that I tutor, or with any person I
come across who is interested in Spain. I will use this in my future classrooms
when I become a teacher.
4. What are some other possible applications of the technology you have
learned and used to complete this project?
I have learned that using videos is a great way to explain any topic, but
gives the students a different perspective than my own. I could use video to
teach everything from the culture of every Spanish speaking country to using
correct pronunciations. I also learned that there are many great websites
online that support a virtual field trip. The website that I used has great key
places to visit already and links to interesting websites. I could use this
website for any future virtual field trip.
5. How could this project be further improved?
This project could be better improved by knowing the duration of each
class period. This would allow for better time management. Also the Spanish
pronunciation activity will need to be revised once I am more familiar with the
Spanish language.
6. If this is a student project, how will it be evaluated?

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This is not a student project, but it will be evaluated using frequent
explanations and questioning. The students were assigned homework to
evaluate proper grammar usage and understanding of the culture.
7. Has this project led you to think about other technologies you would like to
explore and master? If so, what are they?
This project has led me to explore other technologies, such as software
that can be bought that supports virtual field trips that I can create on my
own. This will allow more control over the content.