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• Note: This is a great final project. The students will have to be able to do the following at least at an intermediate level in order to fully create this project.
  
  

  Main topics the students will be focusing on include, but are not limited to the following: English: research on a historical or famous Spanish-speaking figure writing a bibliography page Technology: creating a web using Inspiration that clearly outlines main research ideas importing graphic and/or audio files using spell check in Spanish Spanish: creating an essay in Spanish the proper use of the preterit, imperfect, present, and future tenses in Spanish being able to read Spanish articles on the web and in books oral communication of presentation visual aid in Spanish using appropriate register understanding written material in Spanish acquisition of new content vocabulary exploring personal topics of interest.

Michigan Educational Technology Standards (METS) (9-12):

1.b Basic Operations & Concepts
6. "Students demonstrate how to import/export text, graphic, or audio files."
7. "Students proofread and edit a document using an application's spelling and grammar checking functions."

The Michigan Standards and Benchmarks:

1.1.A.RW.b - Recognize and use appropriate register/honorifics in routine written social and professional correspondence.
1.1.A.RW.d - Share in writing a detailed description and analysis of physical appearance, character, and personality traits of historical figures and characters in literature, TV, film, and the arts in the target culture.
1.1.A.RW.e - Share in writing a detailed description and analysis of feelings, emotions and health of historical figures and characters in literature, TV, film, and the arts.

1.1.A.SL.d - Share detailed description and analysis of physical appearance, character and personality traits of historical figures and characters in literature, TV, film, and the arts in the target culture.

1.2.A.R.b - Understand and analyze written materials in the target language on unfamiliar topics such as, literary works, print media, websites/internet, directions.
1.2.M.L.a - Demonstrate understanding of oral classroom language in the target language on familiar topics.

1.3.A.S.c - Present oral reports on familiar and unfamiliar topics in target language.
1.3.N.W.a - Illustrate and present materials in the target language such as an advertisement, poster, or menu.

2.2.A.C.a - Analyze the enduring contributions of current cultural icons to the world (arts, music, architecture, literature, film, media, TV, newspapers, important people).

3.1.A.a - Acquire new content knowledge about unfamiliar topics through the target language.

5.2.A.b - Use authentic target language print materials and electronic media to explore topics of personal interest from the points of view of the new culture.

• Inspiration software
• Spanish Idols planning sheet *
• Spanish Idols Template *
• Spanish Idols Sample Activity *
• Computers
• Poster boards
• markers
• dictionaries
• students' binders that include all of the material they have covered throughout the school year as references
• dictionaries
• list of famous Spanish idols
• internet access.
  
  (* These three items were originally American Idols, we will substitute Spanish Idols to adapt the project to meet the needs and standards of the class.)

Introduction:
• The students prepared all school year for this project by keeping a Spanish reference binder.



Sequence of Activities: Introduction: First review the material in their binders before beginning the project. Introduce the assignment with a grading rubric divided into the three categories of English, Technology, and Spanish with a checklist for the students to use as they are completing the project. To garner interest and get them talking, begin by asking the students about some famous Americans, followed by asking them if they know any famous Spanish Idols. After the discussion, explain each of the points on the checklist and where they can find past material relevant to the checklist. Any questions related to the overall content can be asked at this time. Research & Development: Students then have time to research their Spanish Idol, develop their Inspiration web, write their essays, and while the students begin their poster boards, the teacher will proofread and edit their essays. Finally, the students use class time to practice their speeches and make all final touches to any area of their project and ask final questions. Presentation: Once the projects are complete, the students present their projects to the class on assigned days. While one student is presenting, the other students will have to write the student's name, their Idol, and any details that were given. This is a direct assessment of their listening skills. Questionnaire: Finally, the students complete a questionnaire about various parts of the project including what they liked and disliked, what they have learned, and perhaps what they would change about the project to make it more educational and/or personally interesting to them.


Methods/Procedures:
• The students will ask questions and help each other before the teacher interjects, because they tend to listen better to one another than adults.
• A checklist will be used so the assessment process can be as objective as possible and so the kids have a clear understanding of what is expected of them.
• The students can pick one partner since it is such an extensive project. However, they will have to submit a form explaining who did what in order to prove that the work was completed equally.
• The sequence of the activities is listed above in the "Development of the Lesson" section of this lesson plan template. The methods of instruction takes a varied approach.
  • Use direct instruction to explain the work.
  • When there are questions or concerns, and possibly ideas for changing something, use cooperative discussions.
  • When a student has a specific question, use individualized instruction.
  • Get the students attention by asking them of whom they personally admire that is or was famous for any reason.
  • When a student has a question that is related directly to the Spanish content, ask them to find the area in their binder where that topic was covered, have them look it over for a moment, and then ask if they still are confused.
  • When they are confused about a technological issue, have them go to a search engine website and look there first before guiding them along the right way.
  • Once the student has presented his/her material, ask specific questions in the target language related to their Idol in order to assess if they actually understood the material and can comprehend the target language.
• The questionnaire at the end is very important. Ask specific questions about what was the most confusing to the most interesting aspects of the project in order to adapt and improve the project for the next year.

Accommodations/Adaptations:
• Accommodations will be made with accordance to individual IEPs. Example:
  • if a student has difficulty with reading comprehension, the teacher could help the student with the research.
    
  • if a student has a speech impediment, they could record their presentation and play it to the class in lieu of doing it in person.

Assessment/Evaluation:
• Assessment:
  • As previously mentioned, the students will receive a grading rubric that will double as a checklist for them:
    • research
    • web
    • essay
    • poster board
    • presentation
    .
  • Direct Assessment:
    • As each section is completed, go through the checklist for that area with each student individually. It will be a direct assessment of their research because the teacher can research that idol as well to make sure that their facts are indeed true.
    • Also do a direct assessment of their essay after the students have made their corrections to your proofreading. Check for length, use of vocabulary, sentence structure, clear outline of main points, verb conjugation, etc.
    • When a student does the presentation, have another checklist, that will include topics that give subjective points for including depth of information, use of extensive vocabulary, pronunciation, creativity, etc.
    • When the student completes his/her presentation, directly assess them by asking them specific questions related to their idol in the target language in order to see if the student not only can understand what is asked, but also form ideas on the spot and convey the desired information accurately back in the target language.
    
    
  • Indirect Assessment:
    • The questionnaire at the end of the presentations will be another indirect assessment that will help the teacher improve the teaching methods.
    • Indirect assessments will be made throughout the presentation by interpreting the types of questions that they are asking. For example, if three different students all need help conjugating a verb in the past tense, more time should be spent on reviewing that material.
  
  
• Feedback:
  • During each section of the project, tell the student individually or write comments on their work telling them what is good and what areas need improvement.
  
  
• Determination of benchmarks:
  • When giving the students the grading rubric at the beginning of the project, have the benchmarks listed in the checklist to clearly see what areas students excelled in and what topics need improvement.
  
  
• By the end of the project, the students will have a wide array of materials which can be directly assessed including:
  
  

  Research notes Bibliography page Inspiration web Rough draft essay Final draft essay Poster board Oral presentation with or without note cards


Closure:
• As previously stated, the students will complete a questionnaire giving feedback on what they liked and disliked about the assignment, suggestions for improvement, and a list of items that they should have learned, with room for comments next to each.
• In this comment area, the students can state whether they already knew the material before the project, if it helped them with previous questions concerning each topic, or if the project left them more confused than when they started it.
• This questionnaire will allow the teacher to make changes to the project and incorporate some new ideas.

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