Spring 2014

Immersion I Lesson Plan Format

Michael Carr
School: Miller Middle

Field Study Teacher:

School
Grade Level: 8th
Unit: Spanish Traditions, Cultures
Duration: 4 days
Day, Date, and Time of Lesson: 4/15/2015

Number of Students in Class:25

Lesson

1.Objective(s):
ThelearnerwillunderstandbasicSpanishculturetraditions.Thelearnerwillcreatea
Googlepresentationwiththeirgroupwithnolessthan5slidespresentingthelearners
findings.
Thelearnerwillresearch,collaborateandpresenttheirfindingson3differentSpanish
traditions.
ThelearnerwillcollectandcollaborateonatraditionofSpanishculturethattheychoose
aslongasitisrelatedtoSpain(Bullfighting,RunningoftheBulls,anddifferentfestivals
celebratedeveryyear.)
ThelearnerwillpublishtheirfindingonGoogle.Thelearnerwillcreateaslideshow
usingGoogleslidesandpresenttheirmaterialattheendofthelessonforagrade.

ColoradoAcademicStandards
ContentArea:WorldLanguagesStandard:2.KnowledgeandUnderstandingof
OtherCultures
1. Thelearnercanidentify a few major traditions and celebrations (DOK 1) the learner

will discover attitudes and values that are reflected in traditions and celebrations.
Cultural understanding promotes a global outlook.
2. Studying other cultures enhances and facilitates knowledge in other subjects
(e.g., social studies, literature, visual arts).

Content Area: Reading, Writing, and Communicating

Standard: 4. Research and Reasoning
Students can: a. Conduct short research projects to answer a question (including a
self generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration. (CCSS:
W.8.7) i. Differentiate between paraphrasing and using direct quotes in a report ii.
Organize and present research appropriately for audience and purpose iii. Present
findings
b. Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (CCSS: W.8.8) i. Differentiate between
primary and secondary source materials ii. Document information and quotations;
use a consistent format for footnotes or endnotes; and use standard bibliographic

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format to document sources iii. Write reports based on research that include
quotations, footnotes or endnotes, and a bibliography or works cited page c. Draw
evidence from literary or informational texts to support analysis, reflection, and
research. (CCSS: W.8.9)
Part 2 Communication and Collaboration: A,B,C part 3, A,B, D
http://www.iste.org/standards/iste-standards/standards-for-students
http://www.cde.state.co.us/sites/default/files/documents/coreadingwriting/document
s/rwc_8th_grade.pdf
http://www.cde.state.co.us/sites/default/files/documents/coworldlanguages/docume
nts/world_languages_standards_adopted_12.10.09.pdf

3. Learning Target(s):
The learners will research 1 Spanish Traditions. The learners will create a Google
Slides presentation with their groups. The learner will include at least 3 different
finding relating to Spanish Cultural Traditions. The learner will include 3 images and
2 video links related to one of the Traditions of Spain. The learner will create at
most a 10 minute Google Slide presentation.
4. Assessment: The learners will collaborate with their group each day in class.
The learners will build up their knowledge each day by presenting their finding in an
exit slip that will be collected at the end of class as a formative assessment to
determine changes for the following day. The learner will put there finding in a
Google Slide show. The learners will present at the end of the lesson. The learners
will be graded according to the grading rubric.
Key Vocabulary:
Google
Drive
Cloud
Storage
Digital
Multimedia
Collaboration
Search engine
Explore
Plug in
Create new
Slideshow
URL
Link
Prerequisite Technology Skills: The learner will have prior knowledge of Google, and
Google Drive. The learner will have prior created a Google account, and email prior
to the lesson date. The learner will have already connected their accounts with
other learners in their groups. The learners will understand how to navigate with
their Google Drive Share with me accounts and linked together with the class. The

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learner will have prior Knowledge of Google Slides. The learner will have prior
Spanish Cultural and language knowledge novice.

5. Materials: Computer, Google Account, Internet access, Wifi, Whiteboard, paper,

pencil, pen, search engine and Google Slides.

6. Introduction/Anticipatory Set: The teacher will come to school dressed in

bullfighting uniform. In the United States we practice cultural traditions such as the
4th of July and a turkey feast on Thanksgiving. In Spain they also celebrate traditions
such as the Running of the bulls and bullfighting. One cultural tradition is the
running of the bulls. The teacher will present a video of a Spanish traditional
bullfight to get the students motivated https://www.youtube.com/watch?
v=9QDLVT4ots4 . Students will come to class prepared to begin a large project.
The teacher will present on the board the main objects of the Assignment, and
review how it is similar to a previous project. Teacher will state the essential
question, and allow group discussions.

7. Essential Questions or Big Picture Statement: Why are traditions so

important to the Spanish cultures? How do traditions help cultures celebrate their
history and culture? Do students understand enough about culture to value a
second language? Do students have basic Spanish understanding?
8. ****Step-by-Step Lesson Process:****
Day 1 Introduction: The teacher will have listed on the board of the presentations to
come. The students will have prior knowledge of a big assignment. The teacher will
present on the projector different cultural traditions identifiable with the Spanish
Tradition to be used as examples. The teacher will spend 20 minutes on this
guided practice. The learners will ask questions and discuss partner selections.
The teacher will spend 10 minutes assigning 6 groups. The learners will
Think/pair/share on how they want to present their findings. The learners will
practice independent study by spend the remainder of class discussing new
material related to Spanish traditions. The students will begin researching new
information. The teacher will check for understanding of content and process by
circling the learners. The teacher will assess at the end of the lesson by creating
exit slips that must include at least 1 tradition the learner will use in their final
presentation. The remaining 30 minutes of class will be Guided practice where the
teacher will model on the projector different types of festivals and the relevant to
the lesson. The teacher will ask the students at the end of class if they are
understanding the assignment. At the end of class The learners will display
thumbs up, or thumbs down for how much they are understanding when asked by
the teacher. The teacher will assign an Independent study to take home. At home

Spring 2014
students will need to write up one paragraph on the different Cultural festivals that
the students are choosing for their presentation, and explain why they are
important. The students will post the one paragraphs online (Google account) the
following day for a grade and an assessment. The students will need to Share
with me their homework. The teacher will grade this as a summative
assessment.
Day 2 Group work day. The learners should be aware of what they need to be
researching. The learners will enter the class and examine the board to find out that
they need to begin researching new material in order to present their finding. The
teacher will state that today students need to research on history of the tradition
and why it is significant. The teacher will present exemplars on what is to be expect
from previous classes. The teacher will have written on the board for the students
to get out their computers and get into their assigned groups, they are to research
the following and are able to explain why this tradition occurs in the culture, how it
looks and why it is important. The teacher will perform rounds for 35 minutes to
examine, and see if the students are advancing in their findings. The teacher will
begin to differentiation between students, and find out what methods would work
best for each individual group. The teacher will then decide which students are
excelling at the material and which students are not. The teacher will spend the 20
minutes modeling how to research, by searching and bringing up information on
the board that those students can use if unable to get started on their own. The
teacher again will differentiate between the 6 groups. The groups that are
excelling will need to be presented with more advance research methods. The
teacher will model the more advance methods by explaining more specific search
options. The learner will be informed not to use Wikipedia if they are excelling but to
find different sources. The learners of the advance groups will need historical
content of each individual traditional festival or celebration. The teacher will use the
last 5 minutes of class to cold call on students and ask what they learned in class
today. This will be one way to formally (formative) asses If students are
succeeding at researching new material, and what they can share with the class.
The teacher will check for understanding of content being discovered and
the process for which each group is discovering the material. The teacher will do
this by circling the room, and the teacher will become an active participator in the
research methods the students are using, as well as making sure students are
citing, and or sourcing their material. The teacher will then assign an Independent
practice for the students to go home and read one articles that will be posted
online In Google at the end of class. http://magazines.scholastic.com/TopNews/2014/11/adi-s-catalonia The learners will be assigned an questions to be
completed by next class period. The teacher will assess the material by asking the
students to prepare themselves for a brief discussion
Day 3 The teacher will have on the board for students to sit down and prepare for
discussion. The teacher will have a brief 5 minute discussion at the start of the
class. This will be a formative assessment to see if the majority of students read
the articles from the previous class The teacher will provide Direct instruction for

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the content material about governmental structure of Spain. The teacher will
directly instruct students to pull together all their information and plug it into their
Google Slide shows. The teacher will Directly inform students to include a
minimum of 3 images total and 2 videos (the videos must be under 3 minutes each)
The teacher will spend 10 minutes of class explaining how important culture is, and
why each society has its own unique traditions. The students will need to take notes
and listen to the teacher. The teacher will then update the class on the fact that the
presentations will be presented the next day. The rubric will be reviewed The
teacher will allow the class to continue onto independent studies for the
remaining 45 minutes of class. The teacher will again preform rounds and ask
students to show what they group project has pulled together. The teacher will help
those students and differentiate between which students are ready and which
students may need more time. The teacher will have students show him or her their
projects up to this point and asses what needs to be completed for homework. The
teacher will remind those students who need more work that they will be online in
Google drive to make instant feedback assessments. Students who have been
told to work after class will do this through Google Drive in order to complete their
projects.
Day 4: Presentation Day: At the start of class The teacher will use strong voice and
write on the board for the learners to sit and prepare for presentation. The learners
will each have a total of 10 minutes to present their slideshows for the class. The
learners will explain in detail according to the rubric what material they found, and
why it is related to Spanish traditional culture. The teacher will randomly chose the
groups to present and then will fairly grade the material. The learners will spend
detailed time explaining what they have accomplished. The learners will each
present their 5 slides, two video and 3 pictures. The learners will explain the
tradition they have chosen and why it is important to the culture of Spain. The
teacher will assess the timing of each group, content and focus. The teacher will
provide direct feedback to each group. The teacher will then have a final
discussion with questions and answers. The teacher will post grades at the end of
class with detailed comments. The teacher will provide an overall participation of
each individual group member grade. This will be a summative assessment. The
teacher will then asses how students felt about the project by asking for thumbs up
or thumbs down.
The teacher will begin the closure by congratulate all the students on their hard
work. The teacher will use examples of what was presented from the group
presentations and directly explain what the teacher observed. The teacher will close
by a small celebration of different traditional foods of Spain. The students can
participate by brings different materials for the party such as napkins, plates and
traditional meals or snacks of Spain. The teacher will then move on to explain the
next assignment on a topic related to World Languages. The teacher will assess the
transition by asking the students to type a page on what they learned in the
presentations. The students will summit the page via Google Drive for a grade and

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feedback.

****Rubric for Presentation ****

5 being outstanding and covered all bases and one being off topic and not
presented well. Circle the number you chose
1
No slides
used
Topic was
confusing

2
Two slides
used
Minimal or
just some
understand
ing

3
Three
slides used
Clear
Understand
ing

Presentatio
n Clarity
15%

Informatio
n

Some
organizatio
n but not
enough
focus

Clear
information
given
logically
and
sequentiall
y

Overall
group
contributio
n
15%

Did not
contribute
to the
group

Some
participatio
n and
contributio
n to group
members

Participated
with all
group
members

Technology
40%
Understand
ing of Topic
presented
30%

presented
randomly

4
Four slides
used
Clear
Understandi
ng, with
some
expertise
Information
presented
in a fun and
exciting
way

Participated
and
contributed
to all group
members

5
Five slides
used
Thorough
understandi
ng, expert
on subject
and
Information
presented
made me
want to
know more
about that
topic
Collaborativ
e and was
open to
new ideas
and
opinions

9. Reflection on Lesson:
1. The learners will have meet the objectives by providing clear evidence of
understanding in the presentations. Through the type up page students will
demonstrate knowledge of their subject matter and information given in the
presentation.
My evidence is from all the exit slips and written assignments from the homework
and the presentations as a whole. My summative assessment is the reflection
paper at the end.
My next instructional steps would be to introduce a Spanish literature novel Don

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Quixote.
Next time I would have made sure that each group had chosen their own
classmates to see if it helped in creating better presentations when working with
friends. I would look at my pacing of material. Did students have enough time to
prepare? Did they have enough background knowledge to meet expectations in
technology?