Submitted by Pam Harens, Kate Aydin
Objectives:
Content:
Students will:
· begin to understand the terms "perspectives," "practices," and "products" by examining examples from Minnesota cultureCultural:
Students will:
· learn about products, practices and perspectives of Minnesota
Language: Content Obligatory
Students will:
· express reasons for choices and provide explanations
· use appropriate vocabulary to categorize their ideas, such as es una actividad, es una idea, es una cosa,etc.Language: Content Compatible
Students will:
· use the present tense accurately and construct simple sentences (SVO)Learning Strategies / Social and Skills Development:
Students will:
· categorize specific examples of Minnesota practices, products and perspectives
· support individual and group decisions
· use technology to hypothesize and acquire knowledge
Time Frame:
Two 50 minute sessions
Materials Needed:
Computers with Internet access
You may want to "bookmark" the 3 webpages listed in "References and Resources." Please note that for particular websites, Internet Explorer needs to be the specific browser for the webpage to function.
Description of Assessment (Performance Project):
Day 1:
1. Speaking in Spanish, the teacher introduces the unit by asking the students to imagine that they are at a party and they meet someone from a Spanish-speaking country who just recently arrived in Minnesota, doesn't know very much about Minnesota, but is curious to learn more. To assist the students the teacher asks, "What is Minnesota like?" "What do Minnesotans like to do?" "What are Minnesotans like?" "What do Minnesotans think is important?" The students share their ideas (in English if necessary) and the teacher writes them on the board, translating English terms into Spanish (the first step to creating an ongoing vocabulary bank and list for this unit). The teacher then helps students categorize their ideas with phrases such as, es una actividad, es una cosa, es una persona, es una idea, es una figura de la historia/literatura, es un lugar,etc. Students record this information in their journals/notebooks or get copies of the categories as they will need this vocabulary to be able to successfully complete the following computer-guided activities.
2. The students then go to the computers and gather in small groups around the machines. Using the Internet, open a web page that shows them an image of the state of Minnesota surrounded by a number of "buttons" with words/images representing different cultural aspects.
URL: http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/MNmapDrop_ie.html Please note that for this particular webpage, Internet Explorer is needed for this website to function
Students are to select and move the buttons that they think represent Minnesota to the map of Minnesota by clicking on the squares and dragging them to the map of Minnesota. (All of the words/images will represent Minnesota). Web pages with additional information about the images are linked to the buttons so students can get more information about each thing/idea. Students should print the page when they are finished choosing.3. Students then go to the second webpage (http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/groupby3.html) on which they see a list of various Minnesota words/images on the left side of the screen, with three columns labeled grupo 1, grupo 2, and grupo 3 to the right of the list. Students are to think about how these items are similar and different and then categorize them into three groups by "checking" the box of the group in which they feel the item belongs. To the right of the columns, there are three text boxes in which students are to write in Spanish their reasons for grouping the items as they did. After students have finished this task and printed their responses, they discuss in small groups their "groupings." The teacher then leads a large group discussion of the small group findings, writing their ideas on the board.
Day 2
1. Students return to the computers in the same small groups and go to the third webpage (http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/ppp.html) on which they see the same list of items on the left but now the three columns to the right have the headings "products" (lo que creamos), "perspectives" (lo que creemos), and "practices" (lo que hacemos) written in Spanish. Students must now group the items according to these categories. The students get feedback about their selections from a column to the far right of the screen. In this column, there is a list of boxes. If the student selection is correct, they see a smiling face in the box. If their selection is incorrect, nothing appears in the box and they are to try again. Once they have completed the activity, students print the page with its results.
2. In small groups, students attempt to define what are "products" (lo que creamos), "perspectives" (lo que creemos), and "practices" (lo que hacemos) using what they learned from doing the computer exercise. Students then share their ideas as a large group with appropriate definitions.
Assessment:
References and Resources:
Webpages used:
Please note that for webpage #1, you need to use Internet Explorer as the browser.1 - "which are Minnesota culture representations?"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/MNmapDrop_ie.html2 - "Put in 3 groups"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/groupby3.html3 - "Products, Perspectives, Practices"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/ppp.html
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Webpages created for this lesson are listed above in "References and Resources"