Capstone+II+Exhbit+Lesson+Plan

**  Theme: Global Challenges: Relocation and its impact on the family   ** **  Standards:   ** Foreign Language VA Standards – Spanish IV: SIV.1, SIV.2, SIV.3, SIV.4, SIV.6, SIV.8 Computer Technology VA Standards: C/T 9-12.1, C/T 9-12.2, C/T 9-12.3, C/T 9-12.5, C/T 9-12.6, C/T 9-12.8 **  Goals   **  · The learner will understand and interpret written and spoken language in Spanish.  · The learner will present information, concepts and ideas in writing and orally related to topic in Spanish.  · The learner will engage in conversation and exchange information and opinions orally and in writing in Spanish.  · The learner will gain knowledge and demonstrate understanding of practices and perspectives of cultures other than its own.  · The learner will develop insights into the culture of others by comparing his own to others.  · The learner will use cultural knowledge beyond the school setting for personal and educational growth and enrichment. **  Objectives   ** Communicate original thoughts related to relocation and its impact on the family unit. Demonstrate understanding of oral and written materials related to immigration. Interpret and analyze main ideas from a written source related to treatment of immigrants. Acquire information forced relocation and compose an oral narration/report of one and the impact on the family. Create and illustrate a slide about a refugee with information from authentic materials; upload slide to VoiceThread and narrate. Interpret oral narrations, comment on VoiceThreads, and reflect in writing about the impact of forced relocation on the family using discussion board in SharePoint. **  Skills and Essencial Knowledge   ** Vocabulary related to migration, immigration and family **  MATERIALS   ** Written instructions for project Grading guidelines (rubrics) Laptops & Internet List of Websites via SharePoint Copies of // Cuento // PowerPoint VoiceThread Discussion Board in SharePoint **  Time Frame   ** Three 90 minute class periods **  Actividades / Activities   ** **  Preparación / Background knowledge    ** Writing / Speaking These activities took place before the Exhibit Lesson. 1. First discuss these terms. Keep the notes until the end of unit. Do you still agree with your definition. Note: these are for teacher. migración: Movimiento de población que consiste en el desplazamiento de personas de un lugar a otro para cambiar su lugar de residencia migrante: Palabra que se usa en zonas del español meridional para referirse a un inmigrante inmigración: Movimiento de población que consiste en la llegada de personas a un lugar para establecerse en él inmigrante: Persona que llega a un lugar para establecerse en él emigrar: Salir de un lugar para establecerse en otro. Marcharse. emigrante: Persona que sale de un lugar para establecerse en otro. refugiado: Persona que busca refugio fuera de su país de origen, generalmente porque huye de una guerra, de una catástrofe o de una persecución política. refugiarse: Buscar amparo o acogida, protección de algo a lo que teme. refugio: Acogida o amparo traslado: Cambio de algo de un lugar a otro trasladarse: Llevar o cambiar de un lugar a otro. desplazado: Referido a una persona, que no se adapta al lugar en el que está o a las circunstancias que lo rodean. desplazar: Mover o cambiar de lugar 2. ¿Están de acuerdo? Guarden en sus notas y sigamos discutiendo el tema. ¿Por qué se cambia de lugar de residencia? Enumeren algunos motivos. Lectura / Reading Read // Por preguntar que quede: La Inmigración y los Derechos de los niños y las niñas. // (páginas 1-17)  Fuente [|www.rayuela.org]   Use the organizer to take notes on facts and how you feel about these facts.  Discuss with classmate. Share feelings about reading? Usen el organizador para tomar notas sobre los hechos (facts) y las emociones que les provoca la lectura. Discutan la lectura y sus notas. **  In Their shoes: Relocation and its impact on the family   ** **  Exhibit lesson   ** ** DAY 1 ACTIVITIES:  ** 1.) Students will write answers to the following questions and then discuss as a class in Spanish (serves as review from the previous day – see background activities above).   Qué es un refugiado? Un refugiado es un immigrante? Es un emigrante?    2.) Teacher will project the “Immigration Myths and Realities Quiz” from the PBS site []. Students will answer questions and discuss as a class in Spanish. This activity allows students to assess their own understanding of immigration and refuges; it also builds their background knowledge before beginning their research. 3.) Teacher will distribute project instructions with rubrics to students and discuss in detail so students have an understanding of project expectations. Each student will receive a laptop from the laptop cart.   4.) ITRT will model how to access and use SharePoint class page, how to access website links, and how to navigate multiple websites so that students can complete research. (Students will follow along as ITRT instructs.) 5.) Students will access the “In Their Shoes” website (Spanish website - [] )   and pick one refugee story to research. Students will interpret refugee story; they will research the country the refugee came from and the current political, economic, and/or social conditions that forced that refugee to flee. Students will complete research using country research links listed on the SharePoint class page and write down their findings. Teacher and ITRT will assist students as they complete research.    Homework: Study for quiz on unit vocabulary.   **  DAY 2 ACTIVITIES:  **   1.) Students will take a written quiz on unit vocabulary (see list of words below). Describe/define las siguientes palabras: 1. immigrante 2. emigrante 3. refugiado 4. trasladarse 5. conflicto armado 6. acoger Teacher and ITRT will assist students as they complete the following: 2.) Students will continue doing research on their refugee story/country using laptops and the listed links in SharePoint.   3.) Students will gather images using the image links listed on the SharePoint class page and create a PowerPoint slide depicting their research. 4.) Students will upload PowerPoint slides to VoiceThread and narrate their story in Spanish by recording an audio comment. They will share their VoiceThread with the rest of the class. Students will comment on three VoiceThreads created by their peers following the instructions outlined in their project directions. They will be allotted more time to complete this activity on Day 3.   ** DAY 3 ACTIVITIES: **    1.) ITRT will model how to use discussion board in SharePoint. Teacher and ITRT will assist students as they complete the following: 2.) Students will continue commenting on the VoiceThreads created by their peers using laptops.   3.) Following project instructions, students will reflect on what they learned about refugees and how relocation affects families. They will also reflect on how relocation would affect their own family. Students will write reflection in Spanish using the discussion board in SharePoint. Students will then comment on three of their peers’ reflections. Concluding activity: Oral class discussion in Spanish on relocation’s affects on families around the world. ** ASSESSMENT:  ** ** Formative ** – 1.) Class discussion to questions on Day 1.   2.) “Immigration Myths and Realities Quiz” class discussion. 3.) Teacher and ITRT will assess what students gained from activities by viewing VoiceThreads and reading discussion board posts.  **  Summative –   **   1.) Written quiz on unit vocabulary. 2.) Teacher and ITRT will assess quality and content of VoiceThreads using project rubric.   3.) Teacher will assess VoiceThreads and discussion board comments using oral and written communication rubrics. ** Technology –   ** Students will demonstrate their computer literacy skills by accessing and using SharePoint, navigating the necessary websites for research, creating a PowerPoint slide, using VoiceThread, and using the discussion board in SharePoint.
 * Español 4. L ección 4: Las generaciones  **