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Teacher Resources - Observations & Teaching Ideas Mark Coleman March, 1998 Lesson Comments - Assessment | MAISA/REMC proposal

Lesson Comments/Assessment

I have included a checklist of work to print out or use online.
There are printable worksheets for each area. Check the Site Map  for more info.

Easy.

• Have the students do the discovery and work in English.
  • All work is done in the present tense.
• Draw generalizations and observations, discuss stereotypes and other Columbus myths.
  • Students should master the vocabulary for meaning and spelling.
  • Students should be able to use present tense Spanish correctly to describe the Mission
  • Students should be able to create a timeline with correctly labeled dates.
• Use the Camino Real as a point of departure for discussion on the role of the Spanish in settling the United States.
  • Have students write out questions to be used in a quiz based on the material in the unit. Allow them all the same resources when taking the quiz or to use only their own notes.

Harder.

• Have students do all work in Spanish and use the two writing exercises as part of a process writing assignment.
• Have the diary be in the present tense and the camino real trip in the past tense.
• Have students write their several paragraph answers, then correct and rewrite them once or twice. They will turn in the final draft.
  • Grade for correct use of preterite and imperfect if you have covered this.
• You may pick and choose parts of the unit or have students choose 2 additional activities besides the two writing components.
  • Weight each activity appropriately for a grade or for points.

Hardest.

• All work is done in Spanish and it is a formal project submitted in a portfolio.
• Students are responsible for their own work and corrections in spelling and grammar.
• You can assign this as an ongoing project for students to do when other work is completed.
  • Weight each activity appropriately for a grade or for points.
  • Written work should meet your acceptance criteria.
    (I mark down for all orthographic mistakes, spelling and I also mark bad construction or usage - though grading here is somewhat subjective based on what material has been covered previously.)

Class activity.

• You could do the CD-ROM activities with one computer and a video display.
  • This way you can cover the material, but students do not all need to have access. Then refer them to the web pages for follow up in a lab or as part of other ongoing activities.
  • More ideas are below

  ---

  Observations:

  I give this lesson (this is the most developed form I have put it into yet) around Columbus day. I can lead into it with sales in the newspapers showing how we have commercialized the holiday and then take a moment to reflect on the heritage of the Spanish language and how broadly it is found in the world.

  There are always materials being posted on the web that you can use. The Spanish Mission site was done as part of the Thinkquest competition and is done by High School students! Have your students make one themselves.

  Please feel free to share your comments, observations, teaching ideas or problems to me. I have not given that much back to the educational community as I learn how to navigate and apply the web to my work. I hope this gives you some ideas as to what you may want to do with your own work. marzo, 1998 Mark Coleman, mcoleman@zeeland.k12.mi.us

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MAISA and the REMC Association
of Michigan

Best Practices in Technology
Integration Plan

1. Title: Discoverers of the Americas: The Impact of Spain on the New World
   Los Descubridores de las Américas: El Impacto de España en el Nuevo Mundo
2. Subject: Spanish
   
3. Intended Grade Level(s): Spanish II or Spanish III - High School
   
4. Description: Back to Top
   
   1. Students will become aware of the extent of Spanish explorations in the present day Mexico and Southwest United States through first hand discovery. They will discover and relate in Spanish what a typical Spanish Mission is like from the first person perspective. They will discover and relate in the first person the importance and connections of "El Camino Real." They will compare present day place names with the discoveries of 4 Spanish explorers. They will construct a simple time-line with major world events taking place around the time of the Spanish conquest of the Americas. Students will learn vocabulary in Spanish of items that either influenced the New World or impacted Spain.
      
5. Curriculum Benchmarks: Back to Top
   
   1. World Languages Content Standards
      
      1. … 1.H.5 Initiate, sustain and bring closure to a variety of communicative tasks or situations.
         
      2. … 3.H.1 Understand and produce main ideas from narration and description.
         
      3. … 3.H.2 Write simple discourse of more than one paragraph on familiar topics.
         
      4. … 3.H.3 Meet a number of practical writing needs using lists, notes, short letters and journals.
         
      5. … 6.H.1 Recognize and demonstrate an understanding of the ways in which language reflects culture.
         
      6. … 6.H.2 Recognize similarities between one's own language and culture and other languages and cultures and use this knowledge to strengthen an understanding of both.
         
6. Materials/Hardware/Software: Back to Top
   
   1. Internet access to access WWW pages.
      
   2. Web Browser access to view the accompanying site.
      
   3. Macintosh or Win95 computer with CD-ROM drive.
      
      1. "Explorers of the new World," Softkey International, Inc. 1995, 800-845-8692, One Athenaeum Street, Cambridge, MA 02142
         
   4. Printer to reproduce worksheets.
      
   5. Word processing software for students (optional)
      
7. Activities/Procedures: Back to Top
   
   1. Students will explore a Spanish Mission via the World Wide Web, discover the "Camino Real" and its links between New Spain the the present day United States, they will document Spanish exploration of the U.S. Southwest, create a timeline of world events surrounding the Spanish exploration of the New World and learn vocabulary that depicts items that were shared between the old and new worlds.
      
   2. Set up the following stations: Back to Top
      
      1. Spanish Mission/La Misión Española: WWW (can be multiples since web based)
         
      2. El Camino Real: WWW (can be multiples since web based)
         
      3. Discovers/Los Descrubridores: CD-ROM (limited to the number of copies of CD-ROM)
         
      4. Time Line/Línea de Tiempo: CD-ROM or other resources
         
      5. Vocabulary/Vocabulario: CD-ROM or other resources
         
   3. Students may start at any point, thereby creating possible workstations where limited resources may not be available. (For instance the cd-rom does not require net access.)
      
   4. Have worksheets printed and available for students to complete at each station.
      
      1. There are worksheets for every section.
         
   5. Students should follow the rubric or project checklist to complete information on their worksheets.
      
8. Assessment/Evaluation:
   1. See Above
9. Follow-up Activities:
   
   1. A vocabulary quiz would be a good idea.
      
      1. It could be oral or written
         
   2. I would suggest some class discussion.
      
      1. For example: how many place names can you think of in Spanish (states, cities, etc.)
         
      2. What would it have been like had the Spanish not discovered the western U.S.?
         
10. Name: Mark P. Coleman
    
11. School District: Zeeland Public Schools
    
12. School: Zeeland High School
    
13. Address: 3333 96th Ave., Zeeland, MI 49464