Explorando Latin America

Explorando Latino America

Author(s):


Julisis Moquete, Samantha Lewis

Grade Level:

8th Grade - Spanish II
Timeframe:
Class periods? 2, 4, and 6
Number of hours? Minutes? 55 minutes
Lesson Description or Explanation

In this unit, students will learn about diversity in Latin America. Students will also learn about different cultural aspects such as music, food, traditions, sports, etc…, and how they vary throughout Latin America. Students will express what they learned in this unit through a digital story that will be due towards the end of this unit.

Indiana Curricular Standards


8.6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness.
Examples: Electronic dictionaries, language websites, TV programs, etc.
8.6.2 Use digital media and culturally authentic resources to study target cultures.
Examples: Short video clips, advertisements, etc.
8.4.1 Investigate and report on basic social practices of the target cultures.
Examples: Celebrations and holidays unique to the target cultures, fashion, sports, etc.
8.4.2 Examine products, perspectives, and symbols of the target cultures through guided participation.
8.4.3 Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
8.4.4 Describe contributions from other cultures.
Examples: Art, literature, famous people, etc.



ISTE Standards

Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.


Assessments
Formative/Summative

Formative assessment: Ongoing observations and methods of evaluation designed to measure student comprehension of a concept or task in order to identify areas that require enhanced or adapted instruction.
Students will be observed during the process as he or she works on obtaining information that focuses on the music, dance, politics, geography, sports, food, etc… of their country of choice. Students will be asked to keep a journal each day to record new information and vocabulary that they find relating to their country of choice. The process is more important than the final project because the main focus is discovering new information about Latin American countries.

Summative assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program.
I will evaluate the final-project based on creativity, thoroughness and accuracy of the topic country. I will assess if they included sufficient details within their digital project to clearly to paint an image that will accurately inform others of that culture. Finally, students will be assessed on the introduction of their project in the target language and the overall quality of the presentation.


Prior Knowledge

Curricular Knowledge or Skills: The class will discuss their prior knowledge of Latin American countries. I will introduce a map to the students showing the geographical location and talk about local information specific to various regions. I will present a PowerPoint that will provide students with visual information which encompasses the diversity of Latin America. We will talk about the local culture and what kinds of things we see in the media.
Technology Knowledge: Students will already know how to use digital story making technology (PowerPoint, I movie, moviemaker). Students will have also attended a tutorial on how to use a digital recorder and digital cameras.

Technology


Internet Resources: (please list URLs)
www.batanga.com
www.freetranslation.com
www.colonialzone-dr.com


Hardware: PC, Mac, Video Cameras, Digital Cameras, Voice Recorders

Software: Internet, Microsoft Office, moviemaker Power Point, iMovie)

Procedure

Day 1: Teacher will introduce the unit on Latin America and include details specific to the various regions and describe where the countries are located geographically. The information on the countries will include music food traditions and sports and other cultural notes. Students will brainstorm in small groups to discuss their prior knowledge and what they are interested in learning about. Day 2 – Students will do research and determine which country of Latin America they want to learn about most. Afterwards they will choose a partner based on the country they choose. The groups will be no larger than 4 people and each group will focus on a different country. Day 3 and 4 – Students will begin putting together information about their country and develop an outline organizing the areas of focus for their presentation. Day 5-7 – Students will begin putting together their digital presentation and integrating interviews, pictures, and video clips with their other research. Students will start editing their projects and those who need more time will be given time. Day 8 – Students will orally introduce their project and show their presentation to the class.
Differentiated Instruction

ESL
Our ESL students that are native speakers of Spanish could contribute information about their own country. ESL students that are not native-Spanish speakers can take notes in their journal in their native language and have use of online translation tools.

Challenge/Extend

The students that are more confident or advanced Spanish speakers can extend the project by interviewing a person from that country in the target language.

Special Needs

For those students that are not who are unable see due to visual impairments they will have use of technologies that will read aloud or make the print bigger.
Please download and save this document to your computer.