|Lesson Plan ID:
Los Paises Hispanos
This lesson will introduce beginning Spanish students to basic reading skills needed to comprehend material in another language while also providing basic information on Spanish speaking countries.
|LOE(3-5) Modern Languages||3. Identify simple target language words from diverse children's multimedia sources. |
|LOE(3-5) Modern Languages||6. Describe tangible products from a target culture. |
|LOE(3-5) Modern Languages||9. Identify words common to both the target language and to English, including cognates and borrowed words. |
|LOE(6-8) Modern Languages||3. Identify the main idea of nonfiction texts, including target language newspaper and magazine advertisements. |
|LOE(6-8) Modern Languages||8. Relate vocabulary of the target language to vocabulary of other subject areas. |
|LOE(9-12) Modern Languages Level I||2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame. |
|LOE(9-12) Modern Languages Level I||6. Identify tangible and intangible products of a target culture, including symbols and expressive art forms. |
|LOE(9-12) Modern Languages Level I||7. Identify other subject-area topics that relate to topics discussed in the target language class. |
|LOE(9-12) Modern Languages Level I||8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language. |
|LOE(9-12) Modern Languages Level II||2. Interpret spoken and written authentic target language materials and information on familiar topics. |
|LOE(9-12) Modern Languages Level II||6. Explain the influences of geography on a target culture, including food, clothing, dwellings, transportation, and the arts. |
|LOE(9-12) Modern Languages Level II||7. Compare information common to other school subjects and to the target language. |
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(6-8) ||9. Practice responsible and legal use of technology systems and digital content. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|TC2(9-12) Computer Applications||11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
IMPACT Technology Standards: 1a: Learners develop, model, and assess age-appropriate projects that are relevant and authentic. 1c: Learners use technology resources to gather, store, reshape, analyze, and communicate information. 1d: Learners use technology resources to access quality information from numerous sources. 2c: Instruction prepares students for the real world. 2d: Technology is used to attain curricular goals.
|Primary Learning Objective(s):
Students will rely on native language reading skills such as cognates, prior knowledge, and extra resources to gather information from an authentic language site. Students will also identify Spanish speaking countries and locate them on a map.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Computers with Internet access; Paises Hispanos Worksheet optional; blank map of Spanish speaking countries
|Technology Resources Needed:
Student Internet access- It is best if students work in pairs but if computers are limited then a larger group will work.
As with any website used in class, please check to make sure the site is working before assigning the activity to the class. Print a copy of the 'paises hispanos' worksheet for each student. If you chose, prepare blank maps of South and Central America for the students to label.
1.)Instruct each student to pull up the Guía Mundial Website using the URL below.
)Guía Mundial is a Spanish language website that provides maps, photos, charts, graphs, and detailed information on every country in the world.
2.)Explain to students that they will be gathering information about Spanish speaking countries using a Spanish only website. Tell them that the Spanish word for country is 'pais' and have them locate that word on the webpage and click on it.
3.)Ask students to briefly discuss the skills they use to comprehend difficult information in English: cognates, using pictures or maps, prior knowledge
4.)Pass out the 'paises hispanos' worksheet and ask students to gather the information needed using the reading skills discussed. They should write their answers in Spanish.
5.)If desired and time allows, pass out blank maps and ask students to label each country as they discover where it is located.
6.)Remind students that it isn't as difficult as it looks. Many students leave this activity with a sense of satisfaction realizing that they were able to gather information from a Spanish website with little prior Spanish knowledge.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Paises Hispanos Worksheet.doc|
Collect completed worksheets to see if students were able to apply reading comprehension skills to correctly gather the needed information.
Beginning students may use the website to locate each country and label it on a map provided by the teacher. The map may then be used for study purposes later. Instead of focusing on the basics, upper level Spanish students can gather in-depth information on any country in the world. Students can research, make comparisions or draw conclusions, then present their findings.
Because this activity teaches 'survival skills,' once students begin the activity, it is best for the instructor to walk around and offer assistance to regular ed students only when needed. This frees us the teacher to spend extra time with those who need it.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: