CALL: Computer Aided Language Learning Spanish 502: Mini-unit presentation

Un d ía de clases This two-week mini-unit uses technology such as the World Wide Web, video, Hot Potatoes, Audacity, Quia, and Powerpoint to facilitate students ’ learning of new vocabulary, grammar, and culture that will allow them to: Unidad 2; Etapa 1:

Un d ía de clases Unidad 2; Etapa 1: Use the Spanish language to engage in small conversations on the theme of school life, and school community Use the Spanish language to engage in small conversations on the theme of school life, and school community Write dialogues in Spanish on the theme with complete sentences Write dialogues in Spanish on the theme with complete sentences Conjugate regular AR verbs in the present tense Conjugate regular AR verbs in the present tense Explain how schools in M é xico are similar and different from their own school Explain how schools in M é xico are similar and different from their own school

Unit Objectives Students will be able to : Idenify and describe classroom objects Discuss and describe school subjects and class schedules Discuss and describe school subjects and class schedules Say what they and others do at school in the present tense using regular AR verbs Say what they and others do at school in the present tense using regular AR verbs Compare and contrast their school with schools in México Compare and contrast their school with schools in México

Un d ía de clases The following standards from the National Standards for Foreign Language Learning, and the Massachusetts Foreign Languages Curriculum Framework are addressed within this mini-unit: Unidad 2; Etapa 1:

National Standards for Foreign Laguage Learning Communication Strands: 1.1- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Students understand and interpret written and spoken language on a variety of topics 1.3- Students present information, concepts, and ideas on a variety of topics.

Massachusetts Foreign Languages Curriculum Framework Communication Strands: 1.3- Ask and answer questions 1.9- Ask and respond to questions to clarify information Exchange opinions about people, activities, or events Initiate, sustain, and close a conversation

National Standards for Foreign Laguage Learning Culture Strands: 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Culture Strands: 4.1- Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines, and other daily activities. Massachusetts Foreign Languages Curriculum Framework

National Standards for Foreign Laguage Learning Comparisons Strands: 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Massachusetts Foreign Languages Curriculum Framework Comparisons Strands: 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own 6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture 6.5 Compare, contrast, and exchange views on an aspect of the target culture

National Standards for Foreign Laguage Learning Connections Strands: 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

National Standards for Foreign Laguage Learning Communities Strands: 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Massachusetts Foreign Languages Curriculum Framework Communities Strands: 8.1 Apply knowledge of the target language and culture beyond the classroom setting

Days one and two: Web Quest

Day three: Website design presentations

Students continue to work in groups to complete their websites in Spanish. Groups will present their websites to the class. The class will vote on the best website. The best website will be presented to the Headmaster and school ’ s tech person for consideration to be integrated into the school ’ s existing website.

Day four: “Tarde para la escuela” video

Day five: Role-Plays and Assessments

Students present their role-play dialogues. They will be graded according to the rubric. Students present their role-play dialogues. They will be graded according to the rubric. The role-plays will be video recorded. The class will vote on the best role-play and that video will be uploaded to the class Wiki. Students listen to the audio “ En vivo: di á logo ”, look at the accompanying photos in the text book, and answer the comprehension questions for homework. Day five: Role-Plays and Assessments

Day six: Las materias

The class collectively goes over the homework. Introduce new vocabulary “ Las materias ” Students take turns writing answers on the board Day six: Las materias Students do activities 5 and 6 in the textbook For homework, students make out their “ horarios ” and complete the worksheet

Day seven: Los verbos

Day eight: Los verbos

Students perform their rap or song on AR verb conjugation for 10 bonus points on the upcoming exam. Hacer ahora: Quick review of AR verb conjugation Students take turns writing answers on the board Students do activities 7, 8, 9, 10, and 11 in the textbook Day eight: Los verbos La tarea: M á s practica cuaderno pp

Day nine: El repaso

The class collectively reviews the lessons learned during this mini-unit for the the next day ’ s exam. The class collectively reviews the lessons learned during this mini-unit for the the next day ’ s exam. La tarea: Study for the exam Day nine: El repaso

Day ten: El examen