CALL: Computer Aided Language Learning Spanish 502: Mini-unit presentation

CALL: Computer Aided Language LearningCALL: Computer Aided Language Learning

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Spanish 502: Mini-unit presentation Spanish 502: Mini-unit presentation

Un día de clasesUn día de clases

This two-week mini-unit uses technology such as the World Wide Web, video, Hot Potatoes, Audacity, Quia, and Powerpoint to facilitate students’ learning of new vocabulary, grammar, and culture that will allow them to:

This two-week mini-unit uses technology such as the World Wide Web, video, Hot Potatoes, Audacity, Quia, and Powerpoint to facilitate students’ learning of new vocabulary, grammar, and culture that will allow them to:

Unidad 2; Etapa 1:Unidad 2; Etapa 1:



• Use the Spanish language to engage in small conversations on the theme of school life, and school community

• Use the Spanish language to engage in small conversations on the theme of school life, and school community

• Write dialogues in Spanish on the theme with complete sentences• Write dialogues in Spanish on the theme with complete sentences

• Conjugate regular AR verbs in the present tense• Conjugate regular AR verbs in the present tense

• Explain how schools in México are similar and different from their own school• Explain how schools in México are similar and different from their own school

Unit ObjectivesUnit Objectives

Students will be able to :Students will be able to :

• Idenify and describe classroom objects• Idenify and describe classroom objects

• Discuss and describe school subjects and class schedules• Discuss and describe school subjects and class schedules

• Say what they and others do at school in the present tense using regular AR verbs

• Say what they and others do at school in the present tense using regular AR verbs

• Compare and contrast their school with schools in México• Compare and contrast their school with schools in México


The following standards from the National Standards for Foreign Language Learning, and the Massachusetts Foreign Languages Curriculum Framework are addressed within this mini-unit:

The following standards from the National Standards for Foreign Language Learning, and the Massachusetts Foreign Languages Curriculum Framework are addressed within this mini-unit:


National Standards for Foreign Laguage LearningNational Standards for Foreign Laguage Learning

Communication Strands:Communication Strands:

• 1.1- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

• 1.1- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

• 1.2- Students understand and interpret written and spoken language on a variety of topics

• 1.2- Students understand and interpret written and spoken language on a variety of topics

• 1.3- Students present information, concepts, and ideas on a variety of topics.• 1.3- Students present information, concepts, and ideas on a variety of topics.

Massachusetts Foreign Languages Curriculum FrameworkMassachusetts Foreign Languages Curriculum Framework

Communication Strands:Communication Strands:

• 1.3- Ask and answer questions• 1.3- Ask and answer questions

• 1.9- Ask and respond to questions to clarify information• 1.9- Ask and respond to questions to clarify information

• 1.10- Exchange opinions about people, activities, or events• 1.10- Exchange opinions about people, activities, or events

• 1.17- Initiate, sustain, and close a conversation• 1.17- Initiate, sustain, and close a conversation


Culture Strands:Culture Strands:

• 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

• 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

• 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

• 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Culture Strands:Culture Strands:

• 4.1- Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines, and other daily activities.

• 4.1- Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines, and other daily activities.



Comparisons Strands:Comparisons Strands:

• 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

• 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


Comparisons Strands:Comparisons Strands:

• 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own

• 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own

• 6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture

• 6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture

• 6.5 Compare, contrast, and exchange views on an aspect of the target culture• 6.5 Compare, contrast, and exchange views on an aspect of the target culture


Connections Strands:Connections Strands:

• 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

• 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures


Communities Strands:Communities Strands:

• 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

• 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.


Communities Strands:Communities Strands:

• 8.1 Apply knowledge of the target language and culture beyond the classroom setting• 8.1 Apply knowledge of the target language and culture beyond the classroom setting



Days one and two: Web QuestDays one and two: Web Quest



Day three: Website design presentations Day three: Website design presentations



Day three: Website design presentations Day three: Website design presentations

Students continue to work in groups to complete their websites in Spanish.Students continue to work in groups to complete their websites in Spanish.

Groups will present their websites to the class. The class will vote on the best website.

Groups will present their websites to the class. The class will vote on the best website.

The best website will be presented to the Headmaster and school’s tech person for consideration to be integrated into the school’s existing website.

The best website will be presented to the Headmaster and school’s tech person for consideration to be integrated into the school’s existing website.



Day four: “Tarde para la escuela” video Day four: “Tarde para la escuela” video



Day five: Role-Plays and Assessments Day five: Role-Plays and Assessments



Students present their role-play dialogues.They will be graded according to the rubric. Students present their role-play dialogues.They will be graded according to the rubric.

The role-plays will be video recorded. The class will vote on the best role-play and that video will be uploaded to the class Wiki.

The role-plays will be video recorded. The class will vote on the best role-play and that video will be uploaded to the class Wiki.

Students listen to the audio “En vivo: diálogo”, look at the accompanying photos in the text book, and answer the comprehension questions for homework.

Students listen to the audio “En vivo: diálogo”, look at the accompanying photos in the text book, and answer the comprehension questions for homework.

Day five: Role-Plays and Assessments Day five: Role-Plays and Assessments



Day six: Las materias Day six: Las materias



The class collectively goes over the homework. The class collectively goes over the homework.

Introduce new vocabulary “Las materias”Introduce new vocabulary “Las materias”

Students take turns writing answers on the boardStudents take turns writing answers on the board

Day six: Las materias Day six: Las materias

Students do activities 5 and 6 in the textbookStudents do activities 5 and 6 in the textbook

For homework, students make out their “horarios” and complete the worksheet For homework, students make out their “horarios” and complete the worksheet

Nombre________________________________ Español uno La fecha________________________________ Dr. Av ilés La tarea: Horario de clases Direcciones: Now that you have completed your “horario de clases,” answer the following questions in Spanish. Answer in complete sentences.

1. ¿A qué hora tienes la clase de español? 2. ¿A qué hora tienes la clase de inglés? 3. ¿A qué hora tienes las matématicas? 4. ¿Tienes el arte en la escuela? 5. ¿Tienes los estudios sociales? 6. ¿Tienes la clases de música? 7. ¿A qué hora empiezan las primeras clases del día? 8. ¿A ti te gusta la educación física? 9. ¿Te gusta la historia? 10. ¿A qué hora termina la clase de español?



Day seven: Los verbos Day seven: Los verbos



Day eight: Los verbos Day eight: Los verbos



Students perform their rap or song on AR verb conjugation for 10 bonus points on the upcoming exam.

Students perform their rap or song on AR verb conjugation for 10 bonus points on the upcoming exam.

Hacer ahora: Quick review of AR verb conjugationHacer ahora: Quick review of AR verb conjugation

Students take turns writing answers on the boardStudents take turns writing answers on the board

Students do activities 7, 8, 9, 10, and 11 in the textbookStudents do activities 7, 8, 9, 10, and 11 in the textbook

Day eight: Los verbos Day eight: Los verbos

La tarea: Más practica cuaderno pp. 37- 38La tarea: Más practica cuaderno pp. 37- 38



Day nine: El repaso Day nine: El repaso



The class collectively reviews the lessonslearned during this mini-unit for the the next day’s exam.

The class collectively reviews the lessonslearned during this mini-unit for the the next day’s exam.

La tarea: Study for the examLa tarea: Study for the exam

Day nine: El repaso Day nine: El repaso



Day ten: El examen Day ten: El examen



Day ten: El examen Day ten: El examen

Role-Play Rubric 5 pts. Greeting in Spanish 10 pts. Ask how each other are doing and respond in Spanish 25 pts. Use the yo and tú forms of tener 25 pts. Use at least five new vocabulary words 5 pts. Farewell in Spanish 10 pts. Use proper pronunciation 10 pts. Dialogue is grammatically correct 5 pts. Hand in written script (each student has a script to hand in) 5 pts. Good performance of role-play

5 pts. 10 pts. 15 pts. 20 pts. 25 pts.

Greeting in Spanish

Ask how are you With no response

Ask how are you Give response

Yo and tú forms of tener several times correctly

Yo and tú forms of tener a several times with errors

Yo and tú forms of tener a couple times correctly

Yo and tú forms of tener a couple times with errors

Yo and tú forms of tener a once correctly

Uses five new vocabulary words times with errors

Uses four new vocabulary words times with errors

Uses three new vocabulary words times with errors

Uses two new vocabulary words times with errors

Uses two one vocabulary words times with errors

Farewell in Spanish

Excellent Pronunciation

Good Pronunciation

Improving Pronunciation

Pronunciation needs improvement

Poor Pronunciation

Perfect Grammar

Almost Perfect Grammar

A few grammatical errors

Many grammatical errors

Far too many grammatical errors

Handed in written script

Excellent Performance

Good Performance

Okay Performance

Weak Performance

Poor Performance

Documents

CALL: Computer Aided Language Learning Spanish 502: Mini-unit presentation