21st Century Lesson Plan
Places in the Neighborhood in Spanish
Middle of second semester (4th Grade); Have been introduced to community vocabulary in third grade.
Essential Question: How does my environment affect who I am?
Lesson Sub-Unit Questions:
- What makes up a neighborhood?
- Are the same things that are important to you in your neighborhood important to someone who lives somewhere else in the world?
- The learner will understand that the resources and places in a neighborhood affect how people live and the opportunities available to them therefore affecting the personalities and lifestyles of the people who live there.
- The learner will understand that recognizing cultural differences between their own country and others helps them gain new perspectives to aid in language comprehension and leads to a more tolerant society.
Know & Show:
- Students will know the following list of community places vocabulary: el restaurante, la cuidad, el vecindario, los vecinos, la tienda, el supermercado, la biblioteca, el café, el cine, el parque, el zoológico, la playa, el banco, la iglesia, el hospital, la escuela
- Students will begin to know the following list of additional community places vocabulary: la panadería, el correo, la calle, la estación de bomberos, el peluquería, la estación del tren, el museo, el estadio, la calle, el hotel, la mapa, el aeropuerto
- Students will know how to use “Voy a/al…/Vamos a/al…” correctly in context.
- Students will explore a Central American community using GoogleEarth Streetview and Panoramio.
- Students will create a virtual tour presentation of a Central American community labeled in Spanish using Popplet.
- Students will be able to analyze presentations of Central American communities with their own communities to write a collaborative summary of what makes up a community.
Standards & Benchmarks:
- 1.2.N.L.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences
- 1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
- 2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
- 3.1.N.a Reinforce previously learned content knowledge through the target language
- 4.2.N.a Identify basic target culture practices and compare them to one’s own.
- 30 laptops equipped with GoogleEarth
- Popplet Student Accounts
- “How does my environment affect who I am?” Vocabulary list & Goal Sheet
Setting the Stage: The teacher will have students answer a multiple choice question on Edmodo- Where do you usually go on the weekend in your neighborhood? The bar graph will be displayed on the screen so students can watch the responses as they come in.
Providing input/engaging learners: The teacher will review some vocabulary with a Think-Link-Ink Activity beginning by asking students to think about the neighborhood surrounding their school. Students will be given three minutes to draw and label as many places around their school neighborhood that they can think of in Spanish. Then they will be given three minutes to link with as many fellow students and speak in Spanish about the places that they labeled. During this time, if the students missed places that the person they are talking to listed they must ask that person to write it on their map. After the three minutes are up, the teacher will ask the class based on the responses, how could we categorize what makes up a community? Students communicate their responses on a class Padlet linked to their Edmodo accounts.
Students will make predictions in an Edmodo class post about the differences and similarities there might be between their community and a community in Latin America. Students will share a few responses aloud. Students will watch a quick modeling of how to effectively use GoogleEarth and Panamoria.com to explore a city specifically looking for specific places in the community. There will also be a quick model of the expectations of the finished “Welcome to the Neighborhood” Tour guide. Students will be working in groups of three or four students and will be provided a rubric to guide their exploration of an assigned Central American city. The rubric will also guide their creation in Popplet of a presentation that will act as a tour guide from place to place in the city. Students will label neighborhood places that they find in the target language and put links from GoogleMaps and images into their Popplet presentation. Students will post their presentations to Edmodo then present their Popplets orally to the other students in Spanish.
Informal/Formal Assessment: Students will be formally assessed according to the rubric for their “Welcome to the Neighborhood” Tour guide Popplet and oral presentation. They will also be informally assessed by teacher observation during the Think-Link-Ink activity.
Closure: Students will view the completed Padlet from earlier on the board. Students will be asked to think about their answers and see if the communities from Central America have similar or different needs. Students will be asked to quickly pair and discuss and then share out with the class.
Summary and Reflection
I began working on this lesson plan with the intent to remix a lesson plan that I am already using in my classroom. I think it took a little longer and a little more patience using the TPACK method of finding a tool to work for the goals I wanted to achieve. I could have started with a tool and thought of something in my content that might relate well but I took the slightly more challenging path in this case. I explored some GoogleMap editors like MapFab and Prezi (which doesn’t allow for direct GoogleMap embedding) but they all did not serve as the tool I was looking for. I remembed that in the past, I had used Popplet and it had a direct embed GoogleMap images along with options to embed creative commons images and text. The great thing is that Popplet can also be programed to present similar to a Prezi and jump from bubble to bubble in presentation mode.
In this 21st century lesson, my students are addressing Hobbs list of the five communication competencies in digital literacy. They are accessing and exploring information through GoogleMaps and Panoramio. They are using the resources with the purpose of finding specific information. This process is modeled before students attempt it so that they know how to properly find the information that they need. Students are analyzing information found in GoogleMaps and Panoramio. Students are also using Padlet in the beginning and end of the lesson to analyze and compare how their thinking has or has not changed related to the essential question. Students are creating for their peers a tour guide of a new city using Popplet. Popplet allows for multi-modal collaborative creations through videos, images, maps, text and organization that can be added to the students’ presentations. Students are also creating the Padlet full of their ideas. Students reflect on the presentations and newly acquired knowledge through the think-pair-share closure activity. Since the presentations are in Edmodo, there is freedom as well for students to comment on other students work in reflection. Students also reflect using the think-link-ink activity. Finally, students are acting collaboratively toward a common creation in the “Welcome to the Neighborhood” Tour Guide presentation. They have a desired end result outlined in the rubric but together but determine and act through the process of getting there.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand, Oaks, CA: Corwin/Sage.