Final Project: Technology Integration Plan

The lesson plan I choose for my final project covers goals and topics such as new vocabulary regarding transportation, the ability to say various ways that students can use to get to different places; in and out of the city, and grammatical points like the verb “ir” and personal pronouns and overall an elaboration of a brochure utilizing all the information learned though out the lesson.  Although the lesson was simple and easy to understand, I had to make some modifications and add technology to it.  Note: The grammar section of this lesson has already been taught previously.

The integration Matrix is put together in a way that all the columns and rows align together to create a more effectively and efficient lesson plan integrating technology.   The first row of the matrix covers the access of the lesson and how will students be able to retain and learn new information. This is a very important part of the lesson because here is where the teacher has a more active role and is required to make the students grasp the information better.  The teacher will begin the lesson by proving a power point presentation that will cover all new vocabulary. The teacher then will use the projector to check for understanding by asking students to identify the types of transportation that are used in Spanish countries. Here the standard 7.1.NH.A.1 aligns evenly with the strategies and technologies because students are to be able to recognize cultural words using electronic sources. The NETS-S covers creativity and innovation in a way where students will be able to apply existing knowledge to generate new ideas, products and processes.

            The second row of the matrix covers the analyses part. This is the part of the lesson where students are entitled to critically think and problem solving in a way that they will use effectively what they have been  lectured at the beginning of the lesson. In this Part of the lesson the teacher will re enforce the material learned the class before regarding the grammatical point of the verb “ir” (to go). After using Q&A and making sure that the students understand the new vocabulary and the use of the verb “ir”, she then asked the student to write 2 sentences that indicate a method of transportation and the use of the verb tense. Students will then have to share their work through the projector. This activity covers the standard 7.1.NH.C.5 in which students will write and tell about cultural products. The NETS-S IV is placed here because students are critically thinking and making decisions of their own in order to problem solve.

            The third row of the matrix is the part where the teacher evaluates and assesses the students. In this part of the lesson, the teacher will show once again the power point and Q&A students about the different categories of transportation. Students will then use the computer to research a place they will like to travel. Here, they will have to gather information on what they have learned already in order to create the final project. Students are to print the images of transportation selected. Besides gathering information that will be used to create the brochure, they will be asked to evaluate each other and check for understanding. The brochure will have to include a paragraph explaining the reason why they have chosen that destination and the type of transportation to then be able to present in front of the classroom. This project will be done in groups but each member of the group will then have to present a piece of the brochure in the target language.

            The fourth row covers the production of the actual brochure. Here, students will use the computer to work in groups and elaborate the final project assignment. The standard 7.1NH.C.2 states that students will be able to create a brief message using unfamiliar vocabulary orally or in writing. Group collaboration will be needed in order to full fill this standard. Additionally students will met the NETS-S that covers the creativity and innovation ability of student using technology in an effectively and productive way.

            Lastly, the fifth and final row covers the communication of the final project. After creating the brochure in the computer, students will then print and share through the projector their final projects. The standard 7.1NH.C.1 states that students will recombine basic information related to self and targeted themes to create a multimedia- rich presentation.  Here the students will have the option to either create a brochure and share through the projector in front of class or create a virtual power point presentation of their brochure. The teacher will participate by asking questions to the students.  The main goal of this lesson is to be able to communicate in the target language using technology in an effective and productive way. Students are asked to use their creativity and innovation to create a final product that will show what their learning outcome will be.