Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Andrea Radford

Position Teacher

School/District Hillgrove High School/Cobb County School District

E-mail Andrea.radford@cobbk12.org

Phone 678-331-3961

Grade Level(s) 9-12

Content Area Spanish

This unit is a 24-day plan. Research and presentation creation is 12 days of class on a 4 x 4-block
schedule. The first 5 days include online research in the computer lab and practice with the vocabulary.
The second 5 days involve the creation of the presentational device and practicing the presentation. The
groups present the last 2 days. The movie script and production occur during the next 12 days of class.
The first 5 days of class are storyboard and script production. The second 5 days are movie production
and the last 2 days are sharing the movies with students, and making last editing changes due to feedback
Time line from peers.

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
The Georgia Department of Education Georgia Performance Standards for Modern Language
Level IV addressed in this unit:

MLIV.P1 The students present information orally and in writing using familiar and new vocabulary,
phrases, and patterns in increasingly complex sentences and strings of sentences.
MLIV.P2 The students present student-created, as well as culturally authentic stories, poems, and/or
skits in the target language.
MLIV.CCC1 The students reinforce and broaden knowledge of connections between the target
language and other subject areas including language arts, science, history, social science,
mathematics, physical education, health, and/or the arts.

For standard MLIV.P1, students improve the usage of past tense and art vocabulary by
demonstrating correct grammar and sentence structure in descriptions of paintings and in scripts of
research presentations and movies.
For standard MLIV.P2, students create and present skits through movies reflecting a moment in an
artists life.
For standard MLIV.CCC1, students connect to the Fine Arts by demonstrating knowledge of an
artists life and his works (through a visual presentational device), as well as, the life and its effect
Content Standards on the works of Diego Velazquez, Pablo Picasso, and Salvador Dali.

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 1. Empowered Learner
1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
6. Creative Communicator
6b Students create original works or responsibly repurpose or remix digital resources into new
creations.
6c Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.

For ISTE standard #1, students will use Vocaroo and eBeam to improve their speaking and
vocabulary skills.
For ISTE standard #6, students will choose their video recording and editing platform to create a
movie and they will upload the completed movie into Google Drive. Students will research the life
and painting styles of a Spanish artist and create a presentation through Google Drive through
NETS*S Standards: collaboration in a small group..

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This is an art unit that parallels our schools Capstone Project. This art unit in Spanish provides the students with research
experience and presentational experience, which will be a required component of the Capstone Project that students complete
in their senior year. During this Spanish unit, students choose a Spanish artist to research. After a formal presentation of the
research information, the students create movies that reflect a Spanish artists life. During the creation of the final component
of the unit, the students will take on the role of producers, creators, directors, actors, editors, and publishers as they share
information about the artist through video.
In this lesson, art vocabulary is introduced and is a required element of the formal presentation and movie. Four styles of
painting are defined and applied to works of art. Descriptive vocabulary including location phrases within a painting are
concepts required for mastery within the unit. A required slide of the formal presentation contains a painting by the artist,
which the students analyze and describe in detail.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

Unit essential question-Qu es arte en tu opinion? What is art in your opinion?

Guiding or leading questions-Cmo describes una obra maestra con detalles? How do you describe a masterpiece in detail?
Qu es importante en la vida de un artista? What is important in the life of an artist?
Many of my students have never visited an art museum so I use this art unit to bring the art world to them. Their knowledge
of art generally is very limited. I begin the unit with pairs of students creating a concept mapping graphic organizer on the
board with the eBeam (virtual smartboard). They define art in Spanish by adding bubbles and writing in their own
definitions. This activity sparks their interest in learning more about the types of paintings and the artists.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

During this unit, all past tenses are reviewed during grammar review activities and art vocabulary is recycled and extended
through online games, partner games, and eBeam activities. Through cooperative learning, the peer group decides on
biography information to present and how to format the presentational device. Students type the scripts for the presentation
and movie for two summative writing grades, speaking is assessed for two summative speaking grades. Ongoing formative
assessment is through grammar and vocabulary activities and quizzes, and Vocaroo website recording using the headsets and
mics. The research presentation checklist and speaking checklists are attached at the end of this document. The movie rubric
is uploaded separately.

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Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

These learners are skilled in online collaborative projects such as Google Drive or Office 365 and
they have experience evaluating websites as dependable sources. The World Language Computer
lab and laptop cart is used extensively. Computer lab desktops with headsets and microphones are used to
collaborate using Google Drive or Office 365 to construct presentational devices using Spanish language and to communicate
with peer group and mentors, such as museums and community artists. Movie production video cameras, flip cameras or
phones, software with subtitle tools are used to create movies with English subtitles. The computer lab desktops are used to
upload the completed movie.
Research sites are provided through the Cobb Digital Library and the Pathfinder created by the media specialist. Students
are provided with presentation and movie rubric before the research and we watch a previous years movie as an example.
Grammar tutorials are provided and viewed through the online textbook platform.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students complete a Multiple Intelligences Inventory activity (included in attachments) at the beginning of the semester,
which identifies naturalist, musical, logical, existential, interpersonal, verbal, intrapersonal, visual, and kinesthetic strengths
and weaknesses. I plan activities that focus on all of these learning mediums. They complete a personal informational sheet
(included in attachments) on the first day of the semester, which provides likes, dislikes, family information, and culture
background information. I connect the lessons and activities to this information to provide a more engaging and personable
learning experience for each student. I use SLDS (County provided testing data site) for testing data on Reading in order to
plan activities to strengthen Reading skills in both Spanish and English for all students. The students prior Spanish learning
needs are past tense and sentence structure. Students are assessed in the previous unit on past tense and writing structure.
These assessment scores are used to drive data decision for remediation. There may be application difficulties for the two
past tenses.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

This unit uses various classroom management strategies. Students will work individually, with a partner, and with a small
group. We will be located in my classroom, the computer lab, and the media center. For students without internet connectivity
at home, the laptop cart will be available in the classroom every day of the unit. There will be paper copies available for all
online vocabulary and grammar activities. There is time built into the lesson for every small group to work with the
computers every day. If technology challenges arise, students are able to write their scripts and presentations on paper. The
Wi-Fi connectivity is always a challenge in our building. Our laptops on the laptop cart are Wi-Fi connected so I will have the
World Language Department computer lab on reserve. Cameras and i-pads are available in the media center for overnight
check-out.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

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 Throughout this unit, students are using technology tools to communicate, collaborate, read, write, listen, speak, and create
in Spanish. The Theory into Practice teaching model is evident as the teacher begins the grammar unit. The teacher presents
material and explains the importance of the material to the students. The teacher models the expected use of the vocabulary
within the new grammar concepts. The students are given opportunity for practice and correction throughout the rest of the
unit and in future units. This is the language building blocks and corresponds to behaviorist and constructivist theories of
learning. Technology support used by students is Quizlet, Study Stack, Vocaroo, and the online textbook platform.
Mastery Learning methods are used to teach the grammar and vocabulary content through the cycling of teaching,
assessing, re-teaching, and re-assessing. The content is taught directly to the students, followed by constant feedback, and
time to correct with help. These methods create knowledge which is learned step by step and forms the basis needed to build
critical and problem solving thinking skills (Parkay et al., 2014). Technology support is StudySpanish.com used for
remediation.
Cooperative Learning is evident through the group creation of research presentation and movie creation. Peer groups
collaborate as they discover information through research. Students are be able to contribute their individual talent and
knowledge to the group collective. There is ample opportunity through the art ability and language ability as well as creative
ability for each group member to participate and share. Technology support is multiple presentational device platforms,
Google Drive, multiple movie recording and editing platforms.
Nondirective Teaching methods are used for students to reach personal growth and self-understanding (Parkay, et al.,
2014). Throughout this unit, students self-explore their own concept of the visual arts. They develop their own understanding
of how visual arts are used to convey social messages and they will create their own pieces of art to share messages. The
teacher forms a facilitator or collaborator relationship with the student in order to provide a stress-free learning environment.
Authentic Learning connects the real world to the students in their learning (Parkay, et al., 2014). I believe this is the most
important goal of education. The students will make connections through this learning to art in their culture and communities
by sharing with family members, collaborating with museums and other classes. They will view the world around them and
see as well as understand the art that they were blind to before.
Parkay, F. W. Anctil, E.J. & Hass, G.J. (2014). Curriculum Leadership: Readings for Developing Quality
Education Programs (10th ed.). Boston: Pearson.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

IEP students are provided with all grammar notes and notes are posted on class blog for all students. Accommodations of
extended time if needed is given for all assignments. Assignment monitoring is done for all students with teacher monitoring
through observation and group checks along with individual observation. Preferential seating, daily feedback and monitoring,
as well as positive reinforcement are common modifications used with my IEP students.
Reading strategies, such as chunking and highlighting, are ELL strategies that are in the lesson plans for all students.
Memory skills are increased through mnemonics, music, rhymes, graphic organizers. Accommodations for IEP and ELL also
include: visual with audio presentations, manipulatives of vocabulary and grammar through sentence structure, and online
usage of multi-language websites. ). Assistive technology used by an IEP student includes a laptop (provided by the district),
a personal I-pad, and the Kurzweil 3000 software (provided by the district).
Diversity is included by the class study of multiple Spanish artists of different ethnicities and countries. Many ethnicities
and religious/spiritual values are discussed through the study of paintings and the possible meanings of the painting. Students
share their own experiences with art or artists and their own opinions of art. Cameras, laptops, and storage devices are
available through the media center to be checked out and used at home plus these materials are provided in the classroom for
students who are in need.
In order to provide opportunity for learning for all students in my classroom, the methods of the knowledge delivery must
be differentiated. Vocabulary terms and grammar tenses are presented through multiple means such as the usage of cognates,
sentence structure of statements and questions, modeling by writing and thinking out loud, vocabulary cards used as
manipulatives to create statements and questions, pictures for visual prompts for language, and video of actual conversation
for visual and auditory reference.. Differentiation in expression or content is in the presentational choices of the research and
movie. Students are choosing and providing the tasks in multiple medias.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

The closing event is an art reception held in the classroom for students, one student guest of each student, parents, teachers,
and administrators. Students share their presentations and movies with the guests. The day after the reception, all students
complete a reflection survey through Google forms. The questions include What did you like the least/the most about the
unit? Would you recommend changes to the unit? Is so, what? How well did you work with your group? What were any
difficulties, surprises or benefits? Rate the experience with the project, 1 to 10.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
This unit planning has been challenging and rewarding in its development. I had a general idea for the unit and had used
some components of the unit in the past. I try to improve and edit lessons every semester by updating the technology usage or
create a connection to the students lives.
It is difficult to hold back and not provide the students with solutions when they are struggling. I try to lead them by
questioning how and why on the progress that they have made, hoping that those answers will lead them to explore other
possibilities for the solution. Another challenge is to guestimate how much a high school class will accomplish in one day
when they are collaborating on a group project. I constantly monitor the groups work and make sure that each student is
participating. One lesson for me is to include a group-grading rubric that the group will complete together and an individual
rubric for each student to grade themselves. I want to include this in the reflection at the end of the unit.
A technology challenge that I did not predict was uncharged laptops because the teacher using the laptop cart before me did
not confirm that her students returned the laptops into the cart correctly. This will be corrected next time by checking the
laptop cart the afternoon before to make sure that they are charging overnight. One or two more days needs to be added to the
movie editing so that students can add Spanish subtitles.
I have learned to enjoy being a facilitator for my students and they have enjoyed teaching me new tricks with
technology and new information about paintings and artists. I have enjoyed seeing students become excited to analyze
artwork and to share artwork that they have found outside the classroom with their peers and me.

Speaking checklist for presentation and movie

ESPAOL IV HONORS: Proyecto Arte Hispano

Rbrica Individual

I. NOMBRE DEL ESTUDIANTE:

__________________________________________

II. PARTE ORAL- (200)

a. ENTREVISTA [Speaking Summative Category]
i. Pronunciation _____/ 30
ii. Voice Projection (voice volume & modulation) _____/ 15
iii. Intonation (questions, exclamations, etc.) _____/ 15

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 iv. Fluency (smooth presentation, rate of speech, well-spoken) _____/ 15
v. Delivery (well-acted, confident, interacts well w/ group) _____/ 15
vi. Appropriate Dress/ Creativity (in costume, used props) _____/ 10
Comments:

TOTAL: _____/ 100

b. RESEARCH PRESENTATION [Speaking Summative Category]

i. Pronunciation _____/ 30
ii. Voice Projection (voice volume & modulation) _____/ 15
iii. Intonation (questions, exclamations, etc.) _____/ 15
iv. Fluency (smooth presentation, rate of speech, well-spoken) _____/ 15
v. Delivery (utilized the slide presentation, good eye contact, confident) _____/ 15
vi. Appropriate Dress (formal presentation attire) _____/ 10

Comments:

TOTAL: _____/ 100

Group checklist for Research Presentation

ESPAOL IV HONORS: Proyecto Arte Hispano-Rbrica del Grupo

Nombre__________________
I. PARTE ESCRITO- (100)

a. RESEARCH PRESENTATION [Grammar & Writing Summative Category]

i. PowerPoint or other presentational device
Length (minimum 1 slide per person) _____/ 20
ii. Slide Format (Suggested Order) **=Required _____/ 15
1. Title Page**
2. Artist
3. Famous Works
4. Project Painting**
iii. Documented Image Quote(s) _____/ 5
**Example: Images are courtesy of the Google Image Library
iv. Slide Structure/ Visual Representation _____/ 10
1. No complete sentences should be written on the slides.
2. All titles, labels, headlines, etc. must be in Spanish; however, dates can be numeric.
3. Neat appearance (font color(s), font size(s), background color(s) & image size(s) are
appropriate)
v. Written Presentation _____/ 50
1. Minimum 50 words per person; however, minimum 300 words overall combined
2. Typed; 12-font; double-spaced (Times New Roman or similar)
3. Grammar and Vocabulary (subject-verb agreement, sentence structure, spelling)
TOTAL: _____/ 100

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