Final Project Lesson Plan Aligned with Triple E Framework

 Lesson Title: Learning Spanish Through “Global Connect”

Grade Level/Context:  High School

Subject: Spanish II

Time Frame: 3-4 45 minutes class periods (one for Zoom; two-three for group reading, discussion, and creating and presenting research)

Learning Goals

	Learning Goals	How will they be met? What will you assess?
Integrated Learning Objective	Lesson Level Learning Objective/Goal: Increase Spanish vocabulary Improve conversational Spanish skills Improve Spanish listening skills	This lesson will consist of the teacher and students communicating in Spanish with someone from a Spanish speaking country using Zoom through the program “Global Connect.” This is a program from The Happy World Foundation. Students will be prepared to ask the Zoom visitor to our classroom questions about his or her community and daily life. However, the focus is learning job oriented and sports related vocabulary. So, the students will be improving their conversation Spanish as well as increasing their Spanish vocabulary. After the 15-20 minute Zoom call with our visitor, the teacher will guide the students through a PearDeck lesson that will require students answer multiple interactive questions about specific words or phrases used in the Zoom conversation, and then write in English a brief summary about our Zoom visitor. The last task will be used to assess whether or not the students met the listening content standard. These will be informal, formative assessments. Lastly, the students will begin research on how professional sports have been a pathway to freedom from poverty for many Latin Americans. Within this study, students will identify what are some possible causes of poverty in Latin American countries, specifically the country of our Zoom visitor. The last one-two days of this unit, student pairs will give a 5-8 minute presentation showcasing what they learned, solutions they offer, and Spanish vocabulary or phrases that are incorporated in what they learned through their research.
Content Specific Goals & Associated Standards	Content Standard(s): Oklahoma Academic Standards for World Languages Goal 1: Communication 1. Interpretive Communication: 1) Listening: Intermediate Mid: a) I can identify the topic and related information in texts, spontaneous conversations, or presentations on a variety of topics related to everyday life and personal interests and studies when heard signed or viewed 1. Interpretive Communication: 2) Reading: Novice High: a) a) I can identify the topic, some details, and/or familiar questions from simple sentences when heard, signed, viewed, or read within texts Students will be able to identify and translate the meaning of the following beginning to intermediate vocabulary words: bien, bueno, jugador, equipo, estar, ser, encantarse, mejorar, con frecuencia  I can reflect on cultural experiences and social activities common to a student of a similar age in the target cultures. I can examine and discuss global issues and challenges affecting the target cultures.
Technology-based Goals & ISTE Standards	ISTE Standard(s): Empowered Learner: 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Digital Citizen: 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. Knowledge Constructor: 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Global Collaborator: 1.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
Other Goals

Materials Needed for the Lesson (tech & non-tech)

• Chromebooks/laptops

• SmartBoard or Promethean Board (something to project teacher screen)

• Access to Zoom

• Google Slides and PearDeck

• Access to Internet
  

LESSON OVERVIEW

Share how the activities in the lesson will help to meet the learning goals.  How will technology play a role in meeting the learning goals? (1-2 paragraph summary)

Using the technology of a computer and Zoom will be able to connect students with a real life Spanish speaker who lives in a different country. This will allow the students to step away from textbook practice and textbook Spanish and allow them to practice conversational Spanish. At the same time, this is allowing them to practice the ISTE standard of being a Global and Digital Citizen. Lastly, the technology used will allow students to work at their own pace as well as construct knowledge by researching a relevant, real-world issue.

TRIPLE E FRAMEWORK CONSIDERATIONS

Share which technology tools you plan to integrate into the lesson that will be USED BY STUDENTS during or following the lesson. Describe how each tool will help to meet your learning goals.  In addition, share the instructional practices you plan to develop in conjunction with the tool to optimize learning.

Name of Tool	Tool 1: Pear Deck		Tool 2: Zoom		Tool 3: Internet
Learning goal(s) met by using the tool.	Informal, formative assessment and presentation of content		Practice conversational Spanish and listening comprehension		Connect with real-world issues in a Latin American country and practice problem-solving skills
How will the tool be used? Teams, pairs, individual, or other?	Paris		Classwide presentation and discussion		Pairs
Tool Integration for ENGAGEMENT in the Learning*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENGAGEMENT	More time on learning; less distraction	2	More time on learning; less distraction	2	More time on learning; less distraction	1
	Motivates students to begin learning	2	Motivates students to begin learning	2	Motivates students to begin learning	2
	Supports shift in behavior to active social learning	2	Supports shift in behavior to active social learning	2	Supports shift in behavior to active social learning	2
	SCORE	6	SCORE	6	SCORE	5
**Teaching Moves to support ENGAGEMENT					Teacher can monitor students are staying on task and appropriate websites.
Tool Integration for ENHANCEMENT of the Learning Goals*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENHANCEMENT	More sophisticated understanding of the learning goals	2	More sophisticated understanding of the learning goals	2	More sophisticated understanding of the learning goals	2
	Scaffolds, differentiates, or personalizes learning	2	Scaffolds, differentiates, or personalizes learning	2	Scaffolds, differentiates, or personalizes learning	1
	Supports student demonstration of understanding in new ways, not possible before	2	Supports student demonstration of understanding in new ways, not possible before	2	Supports student demonstration of understanding in new ways, not possible before	2
	SCORE	6	SCORE	6	SCORE	5
**Teaching moves to support ENHANCEMENT			Make sure there’s captions on during Zoom call.
Tool Integration to EXTEND the Learning Goals*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for EXTENSION	Supports learning outside of the typical school day	2	Supports learning outside of the typical school day	2	Supports learning outside of the typical school day	2
	Bridges school learning & everyday life (authentic experiences)	2	Bridges school learning & everyday life (authentic experiences)	2	Bridges school learning & everyday life (authentic experiences)	2
	Builds authentic life/soft skills	2	Builds authentic life/soft skills	2	Builds authentic life/soft skills	2
	SCORE	6	SCORE	6	SCORE	6
**Teaching moves to support EXTENSION
LESSON SET UP. How will I prepare for each piece of technology being integrated in this lesson?
Setting up Accounts	Students have access to Google Slides and Pear Deck presentations through a Single Sign-On with school email address.		Make sure students who need headphones will have access to headphones. Make sure captions are on for students who need captions.		Make sure students are supported in their groups and with navigating the Internet.
Differentiating
Personalizing
Creating models or mentor
ASSESSMENT: How will you assess the activities happening through the tool?
Monitoring/Observations	I will assess students’ answers on the Pear Deck.		Students will respond to questions about the Zoom call on the Pear Deck presentation.		Students will submit and present pair presentations. This will be a cumulative grade.
Formative & Informal assessments
Summative assessment

ASSESSMENT DISCUSSION (Formative and Summative Assessment): How will you assess student learning during the lesson and at its conclusion?  Remember your lesson level learning objective should address content and ISTE standards.

I will be watching and monitoring student involvement and attentiveness. Also, students will be held accountable through answering questions or following prompts through the Pear Deck.

Feedback from lesson participants - how will you collect feedback?

My lesson participants submitted their reflections and feedback on Google Doc or email. Following is their feedback.

From my friend, Marlin Blakenship (submitted through email): 

“Lesson Feedback

Some instruction on how to use the pear deck tool would have been helpful. I figured it out but was distracted from the lesson while I was figuring it out.

I split my screen into two windows. One for the Google Meet and one for the pear deck. The pear deck slides did not show in the split screen view. Perhaps think about audio only for the zoom portion so students can have full screen for pear deck?

I felt like you had a good presence in the room even over the video. I found myself thinking that this process and tool could be very effective to use with students.

Hope this is helpful.

Dr. Marlin Blankenship”

From my wife, Madison Hammock (submitted in a Google Doc):

“Lesson Reflections

I enjoyed this lesson because we learned practical things and then we took those things and applied them as we listened to the zoom call with an actual native speaker. 

I have never thought about the issues of poverty in Latin American countries and how sports could be used to solve them. 

Mr. Hammock made the learning fun, practical and easy to understand. I feel like I’d be able to have a conversation about this now that we’ve covered it. “

Link to recording of Google Meet class: CLICK HERE

PROCEDURES: What is the minute-to-minute activity that will be happening in the lesson?  Describe what the teacher is going to do and say, as well as what the students are going to do. Follow the 5E format for developing your lesson content.

Time stamp and General Description	What are the students going to do?	What is the teacher going to say and do?
ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE	The students will listen to teacher instructions and follow along on their group or individual Chromebook or follow along on the Promethean board. The students will respond to prompts or questions on the Pear Deck lesson and participate in class discussion. With a partner, students will read an Internet article, and then discuss their findings. The pairs of students will then organize a presentation for the entire class.	The teacher will introduce the lesson by bridging a gap between where we’ve been and where we’re going in our content and discussion. The teacher will have students read vocabulary words and other information off of the Pear Deck lesson. The teacher will guide students through the Zoom conversation.

**Instructional Support Strategies

Personal Reflection:

1. What went well in your lesson? Provide support for your answer.

1. I would need to fully teach the lesson with actual students to answer this question better. However, I think the flow of the lesson would go well. Also, the combination of the Spanish vocabulary words could help students feel more comfortable to speak before the Zoom call. On the flip side, the Pear Deck lesson with the Zoom call might take more than 45 minutes.

2. Were the content learning objectives achieved? Provide support for your answer. 

1. Yes. Students would practice Spanish vocabulary, conversational Spanish, as well as consider and connect with a Spanish culture.

3. Were the ISTE Student Standards met?  Provide support for your answer.

1. Yes. Students would use a technology tool to be empowered in their learning, they would have choice and autonomy in some of the lesson, they would get to participate as a global citizen through the Zoom call, and then they would practice problem solving with a real-world issue.

4. What adjustments/improvements to this lesson or changes in the delivery of the lesson would you make if you taught it again? 

1. I think I would break up the Zoom call and the research component up into two class periods. With the Pear Deck lesson and Zoom call, I could potentially provide a time at the end of the class discussion or a Think-Pair-Share activity.

5. Use the Triple E Lesson Design Rubric to self-assess your lesson. What can you apply in the future that you have learned in this course and through the development of this lesson?

1. I am not sure what I would change. I think the biggest weakness would be making sure that the Zoom conversation would be engaging according to the Triple E Framework or based upon how Kolb defines engagement. I would want to make sure that all students felt confident to contribute in Spanish to the conversation as well as stay engaged to practice listening skills.