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  This lesson provided by:  
Author:Chrissy Roe
System: Hoover City
School: Spain Park High School

  General Lesson Information  
Lesson Plan ID: 17285

Title:

Los Paises Hispanos

Overview/Annotation:

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.


 Associated Standards and Objectives 
Content Standard(s):
LOE (3-5) Modern Languages
3. Identify simple target language words from diverse children's multimedia sources.
Example: number words from various children's television programs
 
LOE (3-5) Modern Languages
6. Describe tangible products from a target culture.
Examples: sporting goods, traditional and contemporary dress, foods, modes of transportation, flags, types of dwellings
 
LOE (3-5) Modern Languages
9. Identify words common to both the target language and to English, including cognates and borrowed words.
Examples:
cognates--astronauta and astronaut, Haus and house;
borrowed words--le weekend and the weekend, los jeans and the jeans
 
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.
Example: recognizing the prefix bi, meaning two, in the Spanish word bicicleta and in the English word bicycle
 
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.
  • Identifying main ideas with some details
  • Guessing words and phrases based on context
  •  
    LOE (9-12) Modern Languages Level I
    6. Identify tangible and intangible products of a target culture, including symbols and expressive art forms.
    Examples:
    tangible--food, clothing, paintings, flags;
    intangible--national anthems, religion
     
    LOE (9-12) Modern Languages Level I
    7. Identify other subject-area topics that relate to topics discussed in the target language class.
    Example: cultural influence of explorers and settlers in various regions of the world
  • Locating major countries, cities, and geographical features of places where the target language is spoken
  • Identifying examples of vocabulary words and phrases, proverbs, and symbols from the target language that relate to other disciplines
  • Examples: currency symbols, capitalization and punctuation, dates
     
    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.
  • Recognizing main ideas and important details in expository texts
  • Identifying the sequence of events in narrative texts
  •  
    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.
    Example:
    food--bouillabaisse and other seafood dishes prepared in coastal regions;
    dwellings--climate-dictated construction such as thatch roofs, houses on stilts, and stucco walls;
    arts--wood from the Black Forest used in crafting cuckoo clocks
     
    LOE (9-12) Modern Languages Level II
    7. Compare information common to other school subjects and to the target language.
    Examples: metric system, cognates, historical figures, artists, musicians, current events
     
    TC2 (3-5)
    1. Use input and output devices of technology systems.
    Examples: input—recording devices, keyboards, touchscreens
    output—printers
  • Demonstrating ergonomics relative to technology systems
  • Demonstrating correct keyboarding techniques
  • Demonstrating safe removal of storage media
  •  
    TC2 (3-5)
    5. Practice safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
     
    TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  •  
    TC2 (6-8)
    9. Practice responsible and legal use of technology systems and digital content.
    Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites
  • Identifying examples of computer crime and related penalties
  • Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying
    penalties—fines, incarceration
  • Citing sources of digital content
  •  
    TC2 (6-8)
    11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
    Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases
    collecting—probeware, graphing calculators
    organizing—graphic organizers, spreadsheets
    evaluating—reviewing publication dates, determining credibility
    synthesizing—word processing software, concept-mapping software
     
    TC2 (9-12) Computer Applications
    11. Critique digital content for validity, accuracy, bias, currency, and relevance.
     

    Local/National Standards:

    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):

     

     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    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.

    Background/Preparation:

    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.


      Procedures/Activities: 
     
    1.)Instruct each student to pull up the Guía Mundial Website using the URL below.
    (Guía Mundial)
    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:
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      Assessment  

    Assessment Strategies

    Collect completed worksheets to see if students were able to apply reading comprehension skills to correctly gather the needed information.


    Acceleration:

    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.

    Intervention:

    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 accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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