Submitted by Tamie Morphew
Objectives:
Content:
Students will:
- Demonstrate understanding of the concepts of products, practices, and perspectives.
Cultural:
Students will:
- Identify some of the products, practices, and perspectives of a Spanish-speaking school.
- Identify some of the differences and similarities in the products, practices, and perspectives between their school and a school in a Spanish-speaking country
Language: Content Obligatory
Students will:
- Understand and use vocabulary related to school to describe products, practices, and perspectives from a Spanish-speaking school web site.
- Use present (tense third person singular and plural) of ser, tener, and hay to describe a Spanish-speaking school web site.
Language: Content Compatible
Students will:
- Use the present tense of ser and hay to describe web sites of Spanish-speaking schools.
Learning Strategies / Social and Skills Development:
Students will:
- Demonstrate understanding of reading strategies such as: activating previous knowledge, scanning for specific information, and cognates.
- Present oral and written reports of their findings about schools in Spanish-speaking countries.
Time Frame:
Two 50-minute periods
Materials Needed:
Computers with internet access.
Copies of handouts.
Description of Assessment (Performance Project):
Students will visit the web sites of some Spanish-speaking schools and identify some of the products, practices, and perspectives of those schools.
Pre-activities:
In class discussion, identify the purpose for visiting the Spanish-speaking high school web sites. The purpose of the activity is to learn about the culture of Spanish-speaking high schools and for students to eventually compare and contrast those schools to their own high school. Have students predict what type of information that they will find on these Internet sites.During activities:
Students will visit web sites of Spanish-speaking schools. They will answer specific questions at each site, as given at the Trackstar worksheet, and identify some of the perspectives, practices, and products evident at the web sites. A handout to record practices, products, and perspectives is given in Handout 4. A Trackstar worksheet of school web sites is available at http://trackstar.hprtec.org/main/display.php3?track_id=132309 As an alternative to having all students answer all question at each sites, assign each student one site. The student answers the questions and completes the handout for their assigned site.Post-activities:
After each student has answered the questions and identified some of the products, and practices for that school, have the students form small groups by school sites. Students should compare what they listed as the products and practices for that school and help each other write perspective statements about that school. Students can then use Handout 5 to help them prepare for presenting the high school they investigated to the next small group. Because of the students' language level they may need some support for an oral report. Handout 5 provides them with an outline that they can fill in with the information that they have gathered. Then form small groups that include a student from each school web-site. Each student will share, in Spanish, with the new small group, an oral presentation of what they learned about the school's practices, products, and perspectives. The other members of the group should listen and take notes, completing the note taking form in Handout 6. They should note the name of the school, the perspectives mentioned in the report, and whether or not they agree that the evidence supports the perspectives and why or why not. (See Handout 6)Conduct a class discussion, in Spanish, to help students reflect on the cultural beliefs that underlie the products, practices, and perspectives of the Spanish-speaking high schools. Have students write a paragraph, in Spanish, reflecting on the differences and similarities between their own school and the Spanish-speaking school web sites that they visited and learned about during the presentation. Students can use information they noted in handouts 5 and 6. Students should successfully use the present tense forms of ser, tener, and hay.
Assessment:
Collect the completed handouts, perspective statements, and the answers to the questions for each web site. The check list on handout 7 can be used to evaluate student's progress.
References and Resources:
Trackstar worksheet: http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=132309
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Handout 4: Trackstar worksheet: Colegios en países donde hablan Español.
Handout 5: Presentation Outline
Handout 6: Tabla para notas
Handout 7: Reflection paragraph checklist.