Lesson Title:  Lesson 1- Spanish Navigators/Christopher Columbus
Topic Area:  Spanish Explorers/Spanish History
Grade Level: Spanish III

 Created by:  Velda Schneider

Time Frame:  Lesson 1, Days 1-5

Lesson Overview
Students will learn about Spanish Navigators and the time periods that they lived in.  They will give power points over the information that they find on their Spanish Navigator given to them.

Standards Based Goal
My Spanish III students will gain knowledge and understanding of other people and cultures through the study of the Spanish language.  Students will use knowledge and perspectives that can be gained only through the target language and culture.

Student Objectives
My Spanish III students will consistently identify and describe customs, traditions, beliefs, and values of Spanish.  (National/State Standard #2)  Students will consistently identify significant examples of historical and current events which shaped the Spanish culture and he or she applies knowledge of these events tot understand the perspectives and behaviors of the people for  the target culture.  (National/State Standard #5)

Prerequisite Skills
Prior Knowledge of Subject area:   My Spanish III class will have to have a basic knowledge of different Spanish explorers, and a basic knowledge of Christopher Columbus and have completed Spanish II class. .

Time Sequence

Sequence of Activities

Notes/Technical Considerations/Resources

Day 1

  5 mins.

20 mins.

 



25 mins.

 







5 mins.

  (Connect to site, get focused and review protocol, if taught over the DDN). or brainstorm on the whiteboard different Spanish explorers names.
 

  I will give students an opening lesson on Spanish navigators.  I will create a KWL chart to build upon prior knowledge of students and we will do this chart on the smart board with student participation.

Students will go to the library or computer lab and research information on other Spanish Explorers.  I will have students work in groups of 3 searching different Spanish explorers.  I will give them the following names to do a web informational search:  Alonso de Ojeda, Juan de la Cosa, Vasco Núñez de Balboa, Juan Ponce de Léon, Hernando Cortez, Hernando de Soto, Sebastián Vizcaíno.

I will give the students their homework assignment, which is for each of them to create power points on their explorer that is assigned to their group.  They can then collaborate on the information they found on their explorers. Extended Activity/Homework:  To continue to research the following explorers and create individual timelines to compare with their groups members the following day.

  (Get the Vtel system ready and running, if I were to teach this over the  DDN.)
 

I will need to use the smart board (white board) to write on as I do the KWL chart with my students.

Computer lab available for students to work on research over their explorers that they are assigned.

Students will need pen and paper to compare and finalize their information.

Day 2

5 mins.

20 mins.

   




25 mins.

 





5-10 mins.

Get students focused on lesson and divide into the separate Spanish explorer groups.

Have students collaborate together in groups with the Spanish explorer that they have, and share their individual pieces of information they found on the lives and voyages of the different explorers and combine their information to make one power point for their group at the local and remote site of whichever explorer that they have.  

Students will create their power points format to be able to share the next day with other students in class or over the vtel system.

Have students finalize and practice running through their power point presentations for the next day.

Students will need pen and paper to compare and finalize their pieces of information.

Computer lab needs to be available for students to collaborate and do their power points on.

Special Considerations
Resource students will be grouped with other students for one on one help.  Students with limited power point skills will be paired with others who are more knowledgeable.

Assessment   
Teacher observation will be used at each site.  Students from each site studying the same explorers will have a discussion on the WebCT, so that I know they are trying to make connections about the same explorer that they are studying. I will check to make sure that all students took part in the discussion board.  I will also be checking students assignments and make sure they are working together.

Day 3-Day4

5-10 mins.

  35 mins.

5 mins.

Get students focused on their power point presentations and divided into their presenting groups.  Briefly review protocol on how to listen and respect the presenters.

Power point presentations on Spanish Explorers lives and voyages.

We will wrap up with discussions on the presentations and any presentations left will be finished the next day.

(possible use of Vtel System)

 (possible use of Vtel System) Internet access.

Special Considerations
Resource students will be grouped with other students for one on one help.

Assessment   
(Teacher observation will be used at each site-if on the vtel system).  The teacher will have a rubrics checklist to make sure all students were following protocol, and meeting all criteria expected in the power point presentations, also I will be checking group dynamics through the entire Spanish explorer project.  (The rubric for this 4 day lesson is below this lesson plan)

      Spanish Navigator Power Point and Research Rubric

 Qualities

Quality Indicators:  

Acceptable Evidence:

 Incorporates beliefs and practices associated with Engaged Learning principles.

Students will interact in groups giving their input based on what they know, what they want to know and in the end what they learn.

Incorporates beliefs and  practices associated with  Constructivist Theory of Learning.

Students will be provided with choices as they collaborate together on how they choose to present their information that they find.

 Utilizes a backwards design approach to curriculum.

Students will demonstrate learning by researching and follow opening guided statements and questions.  Students can speak to the guided questions from the beginning of the unit.

 Students assessment activities are integrated throughout the unit.

I will be watching students on the discussion board for group dynamics and I will also assess them in how well they work together on their projects.

 Videoconferencing and other    technologies are used to enhance  and extend the learning   experiences in ways that wouldn’t be possible without them.

The technologies provide a scaffold for student learning.  Technology helps students transfer prior knowledge to their power point presentations, and how to correctly use the vtel system during their presentations.

K

What I Know

W

What I Want to Know

H

How will I find information?  (Which resources, web pages, texts, experts, etc.)

L

What I Learned