You are on page 1of 25

Concurrent Design: Instructional and Motivational Strategy Planning

Table of Contents Table of Contents .................................................................................................................................. 1 Revised Goal Statement ................................................................................................................................ 2 Revised Units and Clustered Objectives ....................................................................................................... 2 WBI Strategy Worksheets ............................................................................................................................. 3 Overview for the Entire WBI Course ......................................................................................................... 3 ORIENTATION TO LEARNING................................................................................................................. 3 INSTRUCTION ON THE CONTENT .......................................................................................................... 4 MEASUREMENT OF LEARNING ............................................................................................................. 5 MOTIVATIONAL STRATEGIES ................................................................................................................ 6 Unit 1: Laying the Foundations – The Building Blocks of Spanish ............................................................ 8 ORIENTATION TO LEARNING................................................................................................................. 8 INSTRUCTION ON THE CONTENT .......................................................................................................... 9 Unit 2: Framing the Walls – Building Up Your Vocabulary...................................................................... 11 ORIENTATION TO LEARNING............................................................................................................... 11 INSTRUCTION ON THE CONTENT ........................................................................................................ 12 Unit 3: Installing the Windows – Ask Me and I’ll Tell You ...................................................................... 14 ORIENTATION TO LEARNING............................................................................................................... 14 INSTRUCTION ON THE CONTENT ........................................................................................................ 15 Unit 4: Constructing the Space – Using Verbs in the Present Tense ...................................................... 17 ORIENTATION TO LEARNING............................................................................................................... 17 INSTRUCTION ON THE CONTENT ........................................................................................................ 18 Unit 5: Adding Personal Touches – Pulling It All Together ..................................................................... 21 ORIENTATION TO LEARNING............................................................................................................... 21 INSTRUCTION ON THE CONTENT ........................................................................................................ 22 Factors Affecting the WBI Design for Beginning Spanish 1a ...................................................................... 24 Media Selection for WBI Beginning Spanish 1a .......................................................................................... 25 Identifying Types of Media for Beginning Spanish 1a............................................................................. 25

1

Concurrent Design: Instructional and Motivational Strategy Planning
Revised Goal Statement Upon completion of the WBI course Beginning Spanish 1a, students will be able to read, write, and communicate in Spanish using basic grammar and vocabulary, and the present tense. Revised Units and Clustered Objectives I. Laying the Foundations - The Building Blocks of Spanish (Objectives 1.0 – 1.2.2, 2.1.1 – 2.1.2, 3.0 – 3.1.2) II. Framing the Walls - Building Up Your Vocabulary (Objectives 2.0, 2.1, 2.2 – 2.3.1) III. Installing the Windows - Ask Me and I’ll Tell You (Objectives 3.2, 4.0 – 4.3) IV. Constructing the Space - Using Verbs in the Present Tense (Objectives 2.3.2, 5.0 – 5.2.2) V. Decorating It All - Pulling It All Together (Objectives 2.2, course wrap up)

2

 3. OVERVIEW OF THE INSTRUCTIONAL STRATEGIES FOR Beginning Spanish 1a Learners will be introduced to the WBI course Beginning Spanish 1a by:     2. navigate. Explain relevance of the WBI. Links to useful tutorials and how to use the LMS. Assist learner recall of prior knowledge. Short video of people explaining why learning Spanish is an important language to learn. tourism and entertainment. The icebreaker discussion helps learners get to know each other. Opening icebreaker asks learners to demonstrate how much they already know about the Spanish language and Hispanic culture. and any personal experiences they’ve encountered with Spanish or Hispanic culture (vacation. books. Video of the instructor welcoming the learners and introducing herself in Spanish with English subtitles. Learners will share a photo. social. Provide an overview of entire WBI course. and professional reasons.Concurrent Design: Instructional and Motivational Strategy Planning WBI Strategy Worksheets Overview for the Entire WBI Course ORIENTATION TO LEARNING 1.     3 . and music will provide the excitement for learners to enter the Spanish speaking world. Directions given to set up a WordPress blog for classroom activities. etc. Link to a site map.) with background music. 5. The video. Main goal and objectives of the WBI course are listed. A slide show with glimpses into the daily lives of Spanish-speaking people (family gatherings. Learners will be invited to participate in an opening icebreaker. acquaintances. and narration. music. a short biography. cultural events. and proceed through WBI     A welcome statement describing Spanish as an exciting language to learn for personal. State the goal  and main  objectives. etc. art. 4. business encounters. and experiences. Provide directions on how to start. captions.) Directions on how to use the website are included. pictures. skills. Photo of the instructor with contact information.

  Vocabulary A & B (& C) . Learners will progress through the following strategies for each pass (2xs per unit) after each unit introduction slide show and video are presented.1-3 & B. papers Flashcards Journal Peer review Instructor responses to learner practice Feedback from LMS     2. Present content information. Provide feedback on practice performance. Each unit is divided into two passes (Unit 4 is divided into three passes).                4. OVERVIEW OF THE INSTRUCTIONAL STRATEGIES FOR Beginning Spanish 1a Each unit will progress the same. Provide learning cues. 4 . etc. Grammar A.    3. o Elaboration of content will be done via  Examples and non-examples  Text-based descriptions  Graphics Long term project – Reading lecture or web search assignment Listening assignment Oral dialogue E-pal assignment or project Appropriate strategies will be suggested Essential questions posted throughout unit to be answered via threaded discussion or email Graphics will be used to guide learners though unit Drill and practice Exercises Games Role playing Web search / WebQuest Virtual Field Trips Group or individual investigations Questionnaire Dialogue writing and presentation Projects.Concurrent Design: Instructional and Motivational Strategy Planning INSTRUCTION ON THE CONTENT 1. portfolio. Present opportunities for practice.1-3) .New vocabulary will presented via audio/visual presentation with narration.Grammar will be presented via direct instruction such as text.1-3 (C. audio/video lectures.

short answer. short answer. chat. A completed written report and narrated presentation will be submitted upon completion of the course. Formative quizzes and unit tests will be scored based points for correct     Advise scores for performance or provide feedback on progress     5 . learners will receive formative evaluations after each unit pass with a quiz. It incorporates vocabulary and grammar concepts as learners utilize Web search investigations to find out more about Hispanic culture.   Review previous learning throughout unit Text or audio Wrap-ups MEASUREMENT OF LEARNING Assess performance  OVERVIEW OF THE INSTRUCTIONAL STRATEGIES FOR Beginning Spanish 1a Beginning Spanish 1a is an introductory course. shared files. Student progress will be evaluated and remediation will be recommended and implemented in order for students to be successful. reading. No pretest or diagnostic evaluation will be given. Feedback will be given via email. true/false. essays and oral portions will be included. and speaking portions will incorporate vocabulary use and grammar concepts. Listening. “El mundo hispano” is a long term project that is added to over the length of the course.Concurrent Design: Instructional and Motivational Strategy Planning 5. Beginning Spanish 1a is a comprehensive course. and an oral section. Learners who participate in this class are not expected to have any foundation for Spanish. and journal comments. The final exam will be timed and a proctor instructor will mediate the exam. essays. Throughout each unit pass practice assignments will be assigned. and game participation will receive feedback from the instructor and peers. Provide review of and close the unit. fillin-the-blank. writing. and multiple-choice. The exam will be comprised of listening. the long term project “El mundo hispano”. All assessments will use a combination of multiple-choice. fill-in-the-blank. writing. Due to the “building block” nature. and speaking sections. All practice assignments. modified true/false. and audio/visual presentations will be scored based on guidelines. E-pal assignments. and at the end of each unit with a test. At the end of the course students will take a timed final exam incorporating all vocabulary and grammar concepts presented throughout the course. checklists and rubrics. reading. Essential Question discussions. and are graded based on completion.

if necessary. (instilling confidence) E-pal assignments give students the opportunity to practice their emerging language skills in a community. and pronunciation (for oral sections). punctuation. Final exam will be scored as a percentage. (establishing relevance)      6 . All assessments will be posted using their school’s LMS with comments so learners can self-monitor progress. (instills confidence that learner already has some knowledge of the Spanish language) Share a photo and short paragraph of introduction (helps participants to identify with other classmates and begin building community) For Instruction on the Content   Opening videos shows native speakers the same age using Spanish in real life situations that mirror participants’ interests and lives. (develops choice) Listening activities allows participants to practice learned vocabulary and grammar concepts in context. (focusing attention) Grammar lessons and activities develop participants’ abilities to communicate with others. (establishes relevance) Use an icebreaker to learn about participants personal experiences.Concurrent Design: Instructional and Motivational Strategy Planning responses.    MOTIVATIONAL STRATEGIES Beginning Spanish 1a For Orientation to Learning    Use a slide show that invites learners to enter into daily activities of the Spanish speaking world. This allows them to get to know each other and experience a learning community. Remediation will be encouraged. (establishes relevance) Essential Question discussions bring together the class as students share and respond to questions. (establishes inclusion in learning community) Vocabulary building activities focuses the participant on specific topics that increase their language abilities. (instill confidence in communication skills) “El mundo hispano” long term project gives participants possibility to investigate topics of choice within given parameters. including spelling.

and establish inclusion) 7 . develop attitudes. (Both promote competence. enhance meaning. (focuses attention and instills confidence in learners) Peers’ interaction and feedback (establishes inclusion and develops positive attitudes based on relevance to learner) Formative quizzes and tests. Learners will be encouraged to take the next course that will continue to grow their language skills. and summative exam (facilitate satisfaction and engender competence) For Summary and Close   Learners will be encouraged to maintain contact with classmates and to find local and international activities where they can continue to practice. and improve developing language skills. add to.Concurrent Design: Instructional and Motivational Strategy Planning  Oral practice and presentation (engendering competence) For Measurement of Learning    Instructor provides constructive feedback on assignments that receive a completion grade.

and the present tense. vocabulary. State main objectives and performance outcomes   3. etc. folk / cowboy lore. no prior knowledge will be assumed. cities.) Learners brainstorm any words or phrases they might know as related to specific categories such as: food. (Because this is an introductory language course. 2.1.). Provide directions on  8 . Learners share their brainstorm ideas via WordPress blog and post the link to the classroom in order to establish a link between learners and instructor. geographical features.e. Assist learner recall of prior knowledge. Provide an overview of unit   DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 1: Laying the Foundations – The Building Blocks of Spanish Welcome and introduction to Unit 1 is presented. o Short video of student writing a letter home describing her host family. 3.2) ORIENTATION TO LEARNING 1. and education. skills.1 – 2. names of places (i. Explain relevance of the instruction  Learners hear via audio recording and text-based information o How the Spanish language is influencing the world in entertainment. states. and experiences   5. vocabulary and the present tense.1.2. business.  Learners also hear how by learning Spanish they become more adept in the English language as well. 2. All objectives are included in the text-based information.0 – 1. o Of the need for bilingual skills in all areas of life as the Spanish speaking population increases in the United States.1. o How knowing Spanish leads to better opportunities in the future. and other uncategorized words or phrases. vocabulary. and the present tense. Two short visual presentations: o Slide show with narration: Initial introduction dialogue between three people using foundational vocabulary and phrases. and to communicate in Spanish using beginning grammar.2.  Learners are told that this course is the foundation upon which the Spanish language is built and the tools and techniques can be applied in other language acquisition as well. Directions for Unit 1 given at the beginning of the page containing the lesson information. 4. In an audio recording in a conversational voice the instructor states the main objectives of the course which are: to read in Spanish using beginning grammar.Concurrent Design: Instructional and Motivational Strategy Planning Unit 1: Laying the Foundations – The Building Blocks of Spanish (Objectives 1. to write in Spanish using beginning grammar.0 – 3.2.

and proceed through unit    Assignments given after a text-based lesson is given. slide show and video presentation for Unit 1 the text-based content for foundational skills will present: Paso 1A:    Essential Question: Why is spelling so important in Spanish? Vocabulary: Greetings. navigate. Present content information.Concurrent Design: Instructional and Motivational Strategy Planning how to start. and Farewells Grammar: o Punctuation and written accents o Pronunciation of vowels and consonants o The verb ESTAR Begin long term project “El mundo hispano” via Web search: ¿Quién habla español en el mundo? (Who in the world speaks Spanish?) Paso 1B:    Essential Question: What could happen if words are not pronounced correctly in Spanish? Vocabulary: Family and People. INSTRUCTION ON THE CONTENT 1. DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 1: Laying the Foundations – The Building Blocks of Spanish After the Welcome and Introduction. Introductions. Provide  9 . Numbers 0-31 Grammar: o Gender and number agreement o Definite articles with nouns o The verb SER Listening assignment with simple questions and answers: ¡Hola! ¿Cómo estás? E-pal assignment: Write and peer edit a dialogue Oral dialogue: Record e-pal dialogue Recommend students create vocabulary flashcards with which to    2. Learners are directed to use the ¡Socorro! (Help!) page for help or technical assistance. Learners are directed to return to the home page upon completion of Unit 1 and await the beginning of Unit 2.

punctuation. Drill and practice Long term project: Web search. Present opportunities for practice. grammar. Provide feedback on practice performance.Concurrent Design: Instructional and Motivational Strategy Planning learning cues.  practice. Provide Instructor will provide: review of and close the unit.What could happen if words are not pronounced correctly in Spanish? Graphics will be used to guide learners though unit Games: Twenty Questions (Welcome and Introduction) Essential Questions: Journal and peer response Vocabulary practice: Flashcards. role playing Oral practice: Record e-pal dialogue Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling.  Summary of vocabulary words and phrases and their pronunciation  Summary of grammar points  Give a pre-view of the topic for Unit 2 10 . 5. and vocabulary Instructor responses to learner practice of grammar assignments and written and oral e-pal dialogue Instructor answers any questions that arise during unit Feedback from LMS 3. Drill and practice Grammar: Exercises.               4. Essential questions: o 1A – Why is spelling so important in Spanish? o 1B . individual investigations Listening assignment: short answer E-pal assignment: Dialogue writing and presentation (speaking).

3. navigate. Learners identify an encounter they had outside of the class where they heard or saw Spanish used in a real-life situation. use correct vocabulary pronunciation. Directions for Unit 2 given at the beginning of the page containing the lesson information. Provide an overview of unit 2.0. Learners share their graphics and descriptions via their WordPress blog. skills. These and subordinate unit objectives are presented in text-based notes at the beginning of the unit. o Slide show: Cognate building o Video: grammar and vocabulary building In an audio recording in a conversational voice the instructor states the main objectives of the unit which are: begin to develop working repertoire of vocabulary.2 – 2. State main objectives and performance outcomes 3. (Complete sentences are recommended but not required at this point.1. Learners choose two graphics and brainstorm as many words in Spanish as they can to describe it. use vocabulary phrases without equivalent English translations. Assignments given after a text-based lesson is given. and experiences 5. Explain relevance of the instruction 4. 2. Assist learner recall of prior knowledge. Provide directions on how to start. Learners are reminded to use the ¡Socorro! (Help!) page for help or technical assistance. and proceed through unit  DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 2: Framing the Walls – Building Up Your Vocabulary Welcome and introduction to Unit 2 is presented. Learners post their impression in their WordPress blog.Concurrent Design: Instructional and Motivational Strategy Planning Unit 2: Framing the Walls – Building Up Your Vocabulary (Objectives 2. 2.1) ORIENTATION TO LEARNING 1.           11 . Learners are directed to return to the home page upon completion of Unit 2 and await the beginning of Unit 3.) Dictionary use is permissible.

favorite time of year is and why. Talking about the weather Grammar: o The verb HAY o The verb HACER o Contrast SER and ESTAR Listening assignment: ¿Cómo eres? (What are your like?) E-pal assignment: Create a questionnaire for your e-pal that gathers the following information: phone number. date of birth. Grammar: o Telling the date and time o Preposition de with definite articles o Adjective agreement Continue long term project. Present content information. Days of the Week. and a brief description of themselves. DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 2: Framing the Walls – Building Up Your Vocabulary After the Welcome and Introduction. “El mundo hispano” via Web search: “¿Cómo es el mundo hispano?” (What’s the Hispanic world like?) Paso 2B:    Essential Question: How can differences make us stronger? Vocabulary: Descriptive Adjectives. Numbers 32-100.Concurrent Design: Instructional and Motivational Strategy Planning Unit 2 continued INSTRUCTION ON THE CONTENT 1.     . Provide learning cues. Months. Oral presentation: Record a descriptive paragraph Recommend students create vocabulary flashcards with which to practice. Times of Day. . Recommend students create flashcards for verbs and conjugations Essential questions: o 2A – How does where we live affect who we are? 12   2. slide show and video presentation for Unit 2 the text-based content for building vocabulary will present: Paso 2A:    Essential Question: How does where we live affect who we are? Vocabulary: Seasons.

Drill and practice Grammar: Exercises.              4. 5. and vocabulary Instructor responds to learner practice of grammar assignments and written and oral e-pal descriptive paragraph Instructor answers any questions that arise during unit Feedback from LMS 3. individual investigation Listening assignment: Short answer E-pal assignment: Questionnaire. Provide feedback on practice performance.Concurrent Design: Instructional and Motivational Strategy Planning o 2B – How do differences make us stronger? Graphics will be used to guide learners though unit Essential Questions: Journal and peer response Vocabulary practice: Flashcards. write descriptive paragraph Oral practice: Record e-pal descriptive paragraph Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling. Provide Instructor will provide: review of and close the unit. grammar. Drill and practice Long term project: Web search. Present opportunities for practice.  Summary of vocabulary words and phrases and their pronunciation  Summary of grammar points  Give a pre-view of the topic for Unit 3 13 . punctuation.

o Slide show with narration: Simple Question and Answers o Video: grammar and vocabulary building In an audio recording in a conversational voice the instructor states the main objectives of the unit which are: change subjects to subject pronouns. Paragraph is posted to their WordPress journal. Learners post their brainstorming activity via shared document in Word Press. using negatives.Concurrent Design: Instructional and Motivational Strategy Planning Unit 3: Installing the Windows – Ask Me and I’ll Tell You (Objectives 3. Learners are reminded to use the ¡Socorro! (Help!) page for help or technical assistance. communicate using simple and complex questions and answers. These and subordinate unit objectives are presented in text-based notes at the beginning of the unit. and proceed through unit     Directions for Unit 3 given at the beginning of the page containing the lesson information. and experiences 5. Assist learner recall of prior knowledge. 4. navigate.3) ORIENTATION TO LEARNING 1. Assignments given after a text-based lesson is given.2. Explain relevance of the instruction        4. skills. Learners upload their recording and submit it to their WordPress blog. Learners create a list of questions they use regularly to find out information for a game of twenty questions.0 – 4. Provide directions on how to start. learners brainstorm why using questions are important in everyday situations and write a summary of their discussion. Provide an overview of unit 2. Learners complete an interrogative questionnaire questions regarding themselves and write paragraph using the information.   3. State main objectives and performance outcomes  DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 3: Installing the Windows – Ask Me and I’ll Tell You Welcome and introduction to Unit 3 is presented. Learners play a game of Twenty Questions with a partner and record their discussion. 14 . In pairs. Learners are directed to return to the home page upon completion of Unit 3 and await the beginning of Unit 4.

Oral presentation: “Un día en la vida” (A Day in the Life) narrated presentation Recommend students create vocabulary flashcards with which to practice. Recommend students create flashcards for verbs and conjugations    2. Provide learning cues. DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 3: Installing the Windows – Ask Me and I’ll Tell You After the Welcome and Introduction.Concurrent Design: Instructional and Motivational Strategy Planning Unit 3 continued INSTRUCTION ON THE CONTENT 1. In the House Grammar: o Subject pronouns o The verb IR + a o Using negative words Listening assignment: Student interview about school and activities E-pal assignment: Write a dialogue asking about their school schedule and activities.   15 . and where they go after school and on the weekends. slide show and video presentation for Unit 3 the text-based content for building vocabulary will present: Paso 3A:    Essential Question: How do your educational choices prepare you for your future? Vocabulary: School supplies. “El mundo hispano” via Web search: ¿Qué hacen los jóvenes? (What do the young people do?) Paso 3B:    Essential Question: How does where you go and what your say reflect who you are? Vocabulary: Places Around Town. Present content information. School classes and activities Grammar: o Forming questions o Relative pronoun que o Ordinal numbers and frequency words Continue long term project.

and vocabulary Instructor responds to learner practice of grammar assignments and written and oral e-pal descriptive paragraph Instructor answers any questions that arise during unit Feedback from LMS 3.  Summary of vocabulary words and phrases. Drill and practice. Drill and practice Long term project: Web search.              4. Game ¿Adónde vas? Grammar: Exercises. Present opportunities for practice. and their pronunciation  Summary of grammar points  Give a pre-view of the topic for Unit 4 16 . 5. Provide Instructor will provide: review of and close the unit.Concurrent Design: Instructional and Motivational Strategy Planning  Essential questions: o 3A – How do your educational choices prepare you for your future? o 3B – How does where you go and what you do reflect who you are? Graphics will be used to guide learners though unit Essential Questions: Journal and peer response Vocabulary practice: Flashcards. punctuation. Provide feedback on practice performance. individual investigation Listening assignment: Short answer E-pal assignment: Dialogue of daily schedule Oral practice: Visually narrated presentation with captions Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling. grammar.

5.2) ORIENTATION TO LEARNING 1. State main objectives and performance outcomes 3. and conjugate irregular present tense verbs.3. and experiences 5.2. Learners post their explanation activity to their WordPress blog. Provide directions on how to start. Explain relevance of the instruction 4. conjugate verbs in the present tense. Assist learner recall of prior knowledge. navigate. and proceed through unit  DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 4: Constructing the Space – Using Verbs in the Present Tense Welcome and introduction to Unit 4 is presented. Provide an overview of unit 2.0 – 5.2. Presentation link is posted to their WordPress journal. skills. 17 . conjugate regular present tense verbs. Learners explain the importance of writing and speaking correctly when communicating with others. These and subordinate unit objectives are presented in text-based notes at the beginning of the unit. o Slide show with narration: Present tense verbs o Video: grammar and vocabulary building In an audio recording in a conversational voice the instructor states the main objectives of the unit which are: use the verb GUSTAR. Learners are reminded to use the ¡Socorro! (Help!) page for help or technical assistance. Assignments given after a text-based lesson is given.            Directions for Unit 4 given at the beginning of the page containing the lesson information. Learners create a narrated presentation with visual graphics of things they like and don’t like based on specific topics. Learners read and comment on classmates’ postings adding additional thoughts. Learners are directed to return to the home page upon completion of Unit 4 and await the beginning of Unit 5.Concurrent Design: Instructional and Motivational Strategy Planning Unit 4: Constructing the Space – Using Verbs in the Present Tense (Objectives 2.

DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 4: Constructing the Space – Using Verbs in the Present Tense After the Welcome and Introduction.Concurrent Design: Instructional and Motivational Strategy Planning Unit 4 continued INSTRUCTION ON THE CONTENT 1. slide show and video presentation for Unit 4 the text-based content for building vocabulary will present: Paso 4A:    Essential Question: What do you do to stay healthy? Vocabulary: Food.verbs  -z.verbs Continue long term project. Present content information. Sports and other activities Grammar: o The verb GUSTAR o Infinitive verbs o Present tense verbs  Present tense of –AR verbs  Present tense of –ER & -IR verbs Continue long term project. “El mundo hispano” via Web search: ¿Qué lleva la gente? (What do the people wear?) Paso 4C:    Essential Question: How do clothing and accessories portray your values? Vocabulary: Clothing and accessories Grammar: 18 . “El mundo hispano” via Web search: ¿Qué come la gente? (What do the people eat?) Paso 4B:    Essential Question: How involved are you in your community? Vocabulary: Entertainment and social activities Grammar: o Irregular first person verbs  -oy verbs  -g.

role play.              5. Recommend students create flashcards for verbs and conjugations Essential questions: o 4A – What do you do to stay healthy? o 4B – How involved are you in your community? o 4C – How do clothing and accessories portray your values? Graphics will be used to guide learners though unit Essential Questions: Journal and peer response Vocabulary practice: Flashcards. Consider the theme. Listening assignment: Short answer E-pal assignment: Web search. and appropriate attire.    3.stem changers  -i. Provide Instructor will provide: review of and close the unit.changers   Listening assignment: ¡Festejamos! (Let’s party!) E-pal assignment (2 pairs): Writing project: Plan a party for your class. Drill and practice Grammar: Exercises. Write an invitation and create the itinerary. writing assignment.Concurrent Design: Instructional and Motivational Strategy Planning o Irregular stem-changing verbs  -ie. punctuation. Drill and practice Long term project: Web search. 4. Provide feedback on practice performance. grammar. and their pronunciation  Summary of grammar points 19 . music. Oral practice: Audio/visual dialogued presentation Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling. food. Present opportunities for practice.stem-changers  -ue. activities.  Summary of vocabulary words and phrases. Provide learning cues. and vocabulary Instructor responds to learner practice of grammar assignments and written and oral e-pal activity Instructor answers any questions that arise during unit Feedback from LMS  2. Who will be assigned to what? Oral presentation: Audio/Visual dialogue presentation of the planned party Recommend students create vocabulary flashcards with which to practice. group research.

Concurrent Design: Instructional and Motivational Strategy Planning  Give a pre-view of the topic for Unit 5 20 .

Provide an overview of unit 2. Explain relevance of the instruction 4. and record a reflection about a typical day they spent with their friends. These and subordinate unit objectives are presented in text-based notes at the beginning of the unit. Learners are directed to return to the home page upon completion of Unit 5 and await final instructions. Assist learner recall of prior knowledge. Assignments are given after a text-based lesson is given. Learners post their activities to their WordPress blog. navigate. Learners write. read. Learners create lists of words that they can use to complete their reflection story. Provide directions on how to start. skills. Checklist with word list is posted to their WordPress journal. Directions for Unit 5 are given at the beginning of the page containing the lesson information.             21 . Instructor provides a checklist for students to follow as they prepare their reflection story.2. Learners read and comment on classmates’ postings adding additional questions and reflections of the similarities to their own lives. and communicating. Learners are reminded to use the ¡Socorro! (Help!) page for help or technical assistance. writing.Concurrent Design: Instructional and Motivational Strategy Planning Unit 5: Adding Personal Touches – Pulling It All Together (Objectives 2. course wrap up) ORIENTATION TO LEARNING 1. State main objectives and performance outcomes 3. o Slide show with narration: Present tense verbs o Video: grammar and vocabulary building In an audio recording in a conversational voice the instructor states the main objectives of the unit which are: recall and produce correct vocabulary and grammar in reading. and experiences 5. and proceed through unit  DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 5: Adding Personal Touches – Pulling It All Together Welcome and introduction to Unit 5 is presented.

Numbers 100-1000 Grammar: o Review basic sentence structure o Review agreement o Review simple and complex question and answer structures Continue long term project. Include transportation. food.    22 . Recommend students create flashcards for verbs and conjugations   2. slide show and video presentation for Unit 5 the text-based content for building vocabulary will present: Paso 5A:    Essential Question: How can you change your world? Vocabulary: Travel. Provide learning cues. DETAILED INSTRUCTIONAL STRATEGIES FOR Unit 5: Adding Personal Touches – Pulling It All Together After the Welcome and Introduction.Concurrent Design: Instructional and Motivational Strategy Planning Unit 5 continued INSTRUCTION ON THE CONTENT 1. “El mundo hispano” via Web search: ¡Dígame adónde vas y que haces! (Tell me where you are going and what you are doing!) Paso 5B:    Essential Question: How has this course changed you? Vocabulary: Grammar: o Review regular Present Tense verbs o Review irregular Present Tense verbs  First person irregular  Stem-changing verbs Listening assignment: ¡Viajamos! (Let’s travel!) E-pal assignment (2 pairs): Writing project – Using the information you have learned in your long term project “El mundo hispano” and other activities. Oral presentation: Audio/visual narrated presentation with captions Recommend students create vocabulary flashcards with which to practice. with graphics. activities. create a travel itinerary to two different countries. Present content information.

Concurrent Design: Instructional and Motivational Strategy Planning Essential questions: o 5A – How can you change your world? o 5B – How has this course changed you?  Graphics will be used to guide learners though unit  Essential Questions: Journal and peer response  Vocabulary practice: Flashcards. 5.  Oral practice: Audio/visual dialogued presentation  Peers respond to Essential Questions journal entry  E-pal edits dialogue for spelling. and vocabulary  Instructor responds to learner practice of grammar assignments and written and oral e-pal activity  Instructor answers any questions that arise during unit  Feedback from LMS  3. Present opportunities for practice. and their pronunciation  Summary of grammar points  Give a pre-view of the topic for Unit 5 23 . Provide feedback on practice performance. 4. role play. Provide Instructor will provide: review of and close the unit.  Listening assignment: Short answer  E-pal assignment: Web search. writing assignment. Drill and practice  Long term project: Web search. punctuation. group research. Drill and practice  Grammar: Exercises. grammar.  Summary of vocabulary words and phrases.

projects. Weekend emails will be addressed based on level of importance. There are several types of assignments that are included: performance . The order of content will be the same and buttons and links will be displayed in the same manner and position on the page. Content must be completed in a sequential manner. and the interactivity level of the WBI design. Due dates will be clearly stated for each activity. Mastery of ordered content is considered building blocks for the overall course. presentations. 24 . Icons and graphics will be the same for each identified section of the course. Assignment submission requirements will be stated and maintained throughout the course.     Feedback         A Frequently Asked Questions (FAQ) page with answers will be available Answer keys to practice assignments will be available. Instructor is available via chat during given office hours when not scheduled on-campus. discussion. This is the first time the course has been offered and the instructional strategies and hybrid design are being tested. and paper-and-pencil – formative quizzes and tests.   Navigation and Learner Control  The Web page for each unit will follow the same template. Email questions will be addressed within a 24 hour period during the week. limited experience of the instructor. On-campus weekly hours for face-to-face interaction and practice will be scheduled (this is the hybrid part of the course). Larger class size may be considered as the WBI becomes more familiar to the learner and the instructor. Automated assignment submission verification will be emailed when assignment is submitted. and a final exam.Concurrent Design: Instructional and Motivational Strategy Planning Factors Affecting the WBI Design for Beginning Spanish 1a Class size  Class is limited to 20 students based on the inexperience of learners online course experience.completion. LMS will be updated to reflect learners progress and grades within one week after due date. Learner control is limited. Links to expert Websites and instructor contact information will be present.

com will be used for journaling and reflections. automated submission verification. formative and summative evaluations. 25 . e-pal assignments. E-mail. clearly organized content. threaded discussion. Learner – Management uses grade books. assignments. journals.   Media Selection for WBI Beginning Spanish 1a Do the media help learners understand the content? Do the media support (or detract) from the WBI environment? Are the media congruent with the objectives. content delivery. Audio/visual will demonstrate proper pronunciation and learner created dialogue.) Participant and instructor photographs are used to develop community (put a name with a face). and instructional strategies Are the media easy to access? Identifying Types of Media for Beginning Spanish 1a        Short videos and PowerPoint will be used in each introduction. question and answers. content. and hyperlinks. relevant examples. and on-campus schedule. discussion forums. WordPress. solving instructional or technical problems. Music will be used to set the tone for some activities. Learner-Authority interaction is accomplished via group or individual e-mail. Learner – Learner interaction creates community. etc. Learner – Content interaction is text/audio/video based.Concurrent Design: Instructional and Motivational Strategy Planning Interactivity    Participation lasts for one semester allowing high levels of interactivity (the goal is to communicate with others). chat rooms. and speaking/role playing assignments. GoogleDocs will be employed for assignments that are collaborative (e-pal assignments. Text and graphics will be used to deliver content. and chat will be used. It involves discussion forums. and course announcements. questioning. dialogue writing.