Technology Integration Lesson Plan Template

Your name: Jazmin Pantoja

Date:
Lesson Title:
Grade Level:
Technology Standard (NETS-S)
Subject Area/Content Standard:
Technology tool/software:
5/3/18
Cultural Traditions (food) Making an Interactive Multimedia Poster.
9th grade Spanish 2
1. Creativity and innovation: 1a) Apply existing knowledge to generate
new ideas, products, or processes.
2. Communication and collaboration: 2b) Communicate information and
ideas effectively to multiple audiences using a variety of media
and formats.
3. Research and information fluency: 3b)Locate, organize, analyze,
evaluate, synthesize, and ethically use information from a variety of
sources and media.
4. Critical thinking, problem-solving, and decision making: 4b) Plan and
manage activities to develop a solution or complete a project.
5. Digital Citizenship: 5a) Advocate and practice safe, legal, and
responsible use of information and technology
6. Technology operations and concepts: 4a)Understand and use
technology systems
World Language/ Spanish
Communicative Standards: 3.1 Engage in oral, written, or signed
(ASL) conversations, 3.2 Interpret written, spoken, or signed (ASL)
language. Cultural Standards: 3.0 Students determine appropriate
responses to situations with complications; 3.1 Use products, practices,
and perspectives in culturally appropriate ways.
Teacher:
PowerPoint (vocabulary review and reinforcement)
https://sites.google.com/site/webtoolsbox/avatars/talking-avatars.
(Speaking avatar with my voice recording talking about Cuban cultural
traditions and food)
Students:
https://quizlet.com/ (vocabulary review and reinforcement)
Online websites to research regarding Hispanic culinary traditions
https://www.youtube.com/watch?v=2015SQYu4DM
https://study.com/academy/lesson/hispanic-culture-food-traditions.html
http://glogster.com/ (Interactive Multimedia Poster)
Google Docs

Brief Overview of Lesson

Give a brief overview of the lesson and why ed tech will enhance it.
At the end of the Unit, students will work on creating a Multimedia Interactive Poster where they will show
culinary traditions and food from a Spanish speaking country of their choice. These Multimedia Interactive
posters will be presented in a cultural fair with the objective to promote and recognize immigrant cultural
roots in our community. Students will apply content knowledge learned in the unit regarding types of
foods and culture. Also, they will have access to some technological tools during the instruction, and
during the time they will be working in the project. These educational technology tools will enhance the
students’ access to the content, provide students with opportunities to research, evaluate and select
relevant information. Additionally, it will provide with students with the possibility to develop technology
standards and abilities they will need to succeed in their future.
 Preparation

Prerequisites: What do students need to know before this lesson?

Vocabulary and cultural knowledge learned regarding food and traditions in Spanish speaking countries.
Basic computer skills.

Context: Where does this lesson come in the unit?

In this unit, students will be speaking about food and their daily life. They will learn the meaning of the
new words regarding familiar topics, and they will practice the use of these words in real life contexts
integrating cultural elements. This lesson will incorporate the use of web-based software to develop the
students’ communicative and interpretative skills when they work collaboratively and present their
projects regarding foods and culinary traditions of different Spanish speaking countries.

Vocabulary: What vocabulary will be learned or reinforced in this lesson? How will you make the
vocabulary development part of the lesson?
Students will review and reinforce vocabulary they have learned during the Unit and other related
vocabulary. They will use this vocabulary to describe some cultural aspects regarding other countries
food.
I will present a PowerPoint presentation to review the vocabulary learned about the “Food Topic,” and the
students will watch a short interactive animated video made by me where I talk about Cuban food using
vocabulary in context. During the PowerPoint presentation, I will stop at certain points to check for
understanding through Think-Pair-Share. Students also have access to https://quizlet.com/ to review the
unit vocabulary independently. This tool will allow students to access the vocabulary words with
illustrations in both in Spanish and English.

Materials: What resources are needed to make this lesson successful? What will you need to prepare in
advance?
 PowerPoint (vocabulary)
 Animated speaking avatar recorded with my voice describing Cuban food using the website:
https://sites.google.com/site/webtoolsbox/avatars/talking-avatars
 Access to the website http://glogster.com/ (Interactive Multimedia Posters)
 Google Docs
 Video “Street Food Around the world” https://www.youtube.com/watch?v=2015SQYu4DM
 Computers for all students.

Objectives or Learner Outcomes

How will the learning be measured and assessed?

General Goal(s):
Students will be able to:
 Develop cultural awareness.
 Develop oral and interpretative communication skills in the target language.
 Become familiar with the use of technology to communicate ideas and accomplish tasks.
 Enhance their knowledge regarding cultures that are related to the target language and specific
and regarding familiar topics including food.
Specific Performance-Based Objectives:
 Students will be able to demonstrate oral, and writing skills when communicating in the target
language about the topic of food.
 The students will be able to demonstrate their understanding regarding how cultural elements
differ from one country to another regarding food traditions.
 Students will be able to use technology to present ideas, communicate and research
 Anticipatory Set (Lead-In)

An "attention getter" to focus on students’ learning? A discussion or activity to activate students’ prior
knowledge?
Students will work In teams. Each team will have access to some images from a particular culture and
type of food. They will have a couple of minutes to discuss in their groups the following questions: what
they observed in the pictures? What have they learned about the topic? What they still want to know? In
the team students will write the information in a poster. Each will use a market with a different color to
promote participation.

Step-By-Step Procedures

Instruction: List procedures for what will happen first, second, and so on to teach what you expect the
students to learn. SDAIE instruction should include some consideration of language development.
1. The teacher will communicate the Standards and Learning Goals of the lesson so students will know
the expected learning outcomes.
2. The teacher will do a warm-up activity to activate the students’ prior knowledge. Students will work in
teams observing a set of pictures and responding to the following questions: What you observed in the
pictures? What have you learned about the topic? What you still want to know? Students in the team will
write the answers in a poster. In the end, they will share the information with the whole class.
3. The teacher will present a PowerPoint to review the vocabulary learned in previous lessons. During the
PowerPoint presentation, the teacher will provide students with time to interact, process and discuss the
information. Students will have access to a printed copy of the PowerPoint. Students will have access to
work the vocabulary reviewed in the PowerPoint using quizlet.com. This technological tool provides
students with digital illustrated vocabulary flashcards in both languages English and Spanish.
4. Students watch the presentation made by me using the website
https://sites.google.com/site/webtoolsbox/avatars/talking-avatars. I will talk to the students regarding the
Cuban food using an animated avatar. In my presentation, I will use images and vocabulary regarding the
topic “Food” in context. I will stop at certain points of the presentation and ask students some question to
promote discussion in small groups. Some questions could be: What do you think about Cuban food?
What differences do you observe with your food? Do you know other countries food? Students will
discuss in smalls groups the information, and they will compare the information obtained with their own
culture regarding food. These questions have the objective of promoting students’ reflection and cultural
awareness. This will be a guided practice of what students will have to do independently.
5. Explain the project and give students directions. Also, the teacher explains and provides students with
the rubric for evaluating the project. Students will work in small groups (4-5) to create an Interactive
Multimedia Poster. They will following these steps:
a) Selecting the Spanish speaking country
b) Selecting the leader and assigning roles in the team.
c) Research, evaluating and selecting relevant information to include in the project. (Students use Google
Docs forms to organize information and share information between all team members as they are doing
research). At the end of this step, students share information with me to receive feedback.
d) Creating the Interactive Multimedia Poster (designing, integrating the information using the website
http://glogster.com/
e) Peer and Teacher feedback – Editing process. Check the project using the rubric to obtain feedback.
f) Finish the project and submit the information.
g) Show the Interactive Multimedia Poster in the fair.
Guided Practice (2-3 sentences): What activities will the students engage in practice the learning?
Include some time when the students are working with partners or in small groups. Be sure to include
how you will check for understanding throughout each stage of your lesson. Write out high level and
open-ended questions to ask throughout your experience.
1) Students will watch a presentation done by me using the website
https://sites.google.com/site/webtoolsbox/avatars/talking-avatars I will talk to the students regarding
Cuban food using an animated avatar. In my presentation, I will use images and vocabulary regarding the
topic “Food” in context. I will stop at certain points of the presentation and asked students some question
to promote discussion in small groups. Some questions could be: What do you think about Cuban food?
What differences do you observe with your food? The students will discuss in smalls groups the
information, and they will compare the information obtained with their own culture regarding food. These
questions have the objective of promoting the students’ reflection and cultural awareness. This will be a
guided practice of what students will have to do independently.
2) Students work in small groups while working in the project, researching, evaluating and selecting
relevant information to include in the project. Students discuss, take decisions and solve problems during
this section of the project. Students work collaboratively discussing and sharing information using Google
Docs. I will walk around answering students’ questions and monitoring teamwork and collaboration skills.
3) Students share information with me through Google drive to receive feedback.

Lesson Extension (gifted students): What activities or alternatives will you provide for those who finish
early and want to explore the topic more?
Advanced students will have the possibility of going more in-depth. Once they have finished their
Interactive Multimedia Poster, they will also create a menu.

Adaptations (For Students With Learning Disabilities):

Students with Special Needs will receive sentence frames for use in their writing.
They will write fewer sentences.
They will have closed captioning during the video presented during the instruction.

Connections (to other subjects)

Health Science: Students will include within their presentation examples of healthy food that is consumed
in the selected country. They will explain why they consider that choice healthy.
English: Some strategies are transferable from Spanish to English such as research skills.

Independent Practice

What will you do to have students practice the learning independently?

Students use quitzlet.com to practice and reinforce vocabulary independently.
The teamwork is distributed, and each student has a section of the project to work on independently.
They will research independently and are responsible for managing their information and posting it in the
Interactive Multimedia Poster. Students engage in peer feedback during the project.

Closure

Reflect on the Anticipatory Set

Discussion Board using platform https://www.edmodo.com/. Students will write about two new things they
have learned regarding food and culinary traditions in a Spanish speaking country. Also, they will list the
strengths and weaknesses faced in this unit and what they learned throughout the unit/project.