Professional Documents
Culture Documents
Abstract
This lesson plan followed the ASSURE model (Smaldino, Lowther, Russell, & Mims,
2015). It was designed for a Spanish II project-based on the culture of Hispanic foods and
eating habits. The Technology Integration Matrix was used to determine that this lesson
was geared towards a Goal Directed Transformation (E5). The lesson plan describes the
students use of Discovery Education streaming to interactive boards to educate others
and describe while collaborating with group members, the cultural aspect of food and
eating habits of a particular Spanish-speaking country.
2.
3.
4.
5.
Each student will have access to the boards created by each group.
Student netbooks
Teachers desktop computer
Speakers: with the aid of speakers the students will be able to hear video and
audio clips clearly.
6. Headphones: the students will be provided with headphones so that they could
listen to video and audio clippings they are interested in embedding on their board
without disturbing each other.
7. Interactive whiteboard
8. Interactive pen to write on interactive whiteboard
9. Wireless Internet Service
10. Discovery Education Streaming
11. Students research and record information
Utilize Technology, Media, and Materials
1. The teacher will demonstrate using the interactive white board how to build a
board on Discovery Education.
2. The students will log in to Discovery Education and familiarize themselves with
the mechanics of building a board.
3. The students will complete their research on Hispanic food, traditional meals and
the culture of Hispanic food for the Spanish-speaking country they selected.
4. Students will research video clips relating to foods of that particular country.
5. The Discovery Education Board will include:
a. Traditional meals of that particular country
b. Eating Habits/norms of that particular country
c. Video clips
d. Recipes
e. Audio files
f. Comparative information depicting the cultural eating habits of Hispanics of
that particular country and the United States
Require Learner Participation
1. Student participation in this lesson will include small group activities. The lesson
is structured to begin with a whole group instruction and discussion to prepare for
the smaller group activities.
2. The students will each access Discovery Education Streaming (as they have done
before).
3. Students will be instructed to log into Discovery Education as the teacher displays
the features on the interactive white board. The desired behavior will be modeled
and demonstrated.
4. Students will be encouraged to familiarize themselves with the templates of the
boards and to discover new features available and other useful technologies that
can be embedded in the board and used to complete the project.
5. Students will decide on the responsibilities of each group member and the
deadlines.
6. Students will use the rubric provided by the teacher as they work to ensure they
have completed all the requirements.
7. The students will complete a draft of the information and layout they will include
on their board, from the research they have conducted.
8. The students will present their draft/board on the third day to the class and ask for
feedback from their classmates and the teacher, before they complete the project.
9. Students will make necessary editing and corrections from the feedback received
from the teacher and fellow classmates.
10. The students will present their interactive board teaching their classmates about
the culture and eating habits of that particular Spanish-speaking country.
Evaluate & Revise
The ASSURE lesson plan model aids in the incorporation of technology into
classroom instruction. It serves as a guide for the teacher and focuses on the level of
technological support applied. Using the ASSURE model allowed the teacher to
meaningfully incorporate technology into a lesson, engaging the students in creativity,
higher order planning thinking and activities using technology in unconventional ways
that best enable them to monitor their own learning (TIM, 2007). The students felt that
since they were able to create their own boards, they were able to include interactive and
interesting yet valuable information that would contribute to the lesson.
Rubric
Completion of Task:
5
All the required information is included in the project.
3
Most but not all the required information is included in the project.
1
A few of the required information are included in the project.
Amount of Information provided:
5
The project provided an excellent explanation of the eating habits and culture of
food for that particular Spanish speaking country.
3
The project provided a good explanation of the eating habits and culture of food
for that particular Spanish speaking country.
1
The project provided a poor explanation of the eating habits and culture of food
for that particular Spanish speaking country.
Accuracy:
5
The information provided in the project is accurate and contains fewer than 3
errors.
3
The information provided in the project is somewhat accurate and contains fewer
than 4 errors.
1
The information provided in the project is not accurate and has 6+ errors.
Interactivity and Creativity:
5
The board is very attractive, interactive and creatively presents the main ideas of
the project.
3
The board is somewhat attractive, interactive and presents the main ideas of the
project.
The board does not present the main ideas of the content of the project in a
creative or attractive manner.
Organization:
5
The board is very organized. Organization does not distract from the content and
interaction of the board.
3
The board is organized with a few minor glitches and adequate sequencing.
Organization somewhat distracts from the content.
1
The board is poorly organized. The main ideas and content are obscured by a lack
of organization.
References
Georgia Performance Standards for Modern Languages (2013). Retrieved from
www.georgiastandards.org
International Society for Technology In Education (2008). Retrieved from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Smaldino, S. E., Lowther, D. l., Russell, J. D., & Mims, C. (2015). Instructional technology and
media for learning (11th ed.). Boston, MA: Pearson.
Technology Integration Matrix. (2007). Levels of technology integration into the curriculum.
Retrieved from http://fcit.usf.edu/matrix/