Spanish/French Level1Weather Forecast

Integration Curriculum Unit

Teachers’ Name(s): Christine Karoly and Daniel Kerloch
Grade Level(s): 8-12
Content Area(s): Level 1 Weather Forecast
Technology Overview / Organizer: Christine Karoly
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
How does a Spanish-speaker or a Francophone describe the weather?
Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:
Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories
Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.
ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Standards for Foreign Language Learning
Communication-Communicate in Languages Other Than English
Standard 1.1:Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Standard 1.3:Students present information concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Cultures- Gain Knowledge and Understanding of Other Languages
Standard 2.1:Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
Connections-Connect with Other Disciplines and Acquire Information
Standard 3.1:Students reinforce and further their knowledge of other disciplines
through the foreign language.
Standard 3.2:Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its culture.
Comparisons- Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Communities- Participate in Multilingual Communities at Home Around the World
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • Create a power point presentation forecasting the week's weather in the target language with multiple slides, graphics, transitions, and animations.
  • Use Power Point Mix™ to embed video and audio in the target language on each slide of the power point.

Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title: Weather Forecast
Evidence:
  • Spanish/French phonetics and pronunciation
  • Weather related vocabulary
  • Clothing vocabulary
  • Numbers
  • Days of the week
  • Near future
  • Present tense

Criteria: (include rubric and/or checklist criteria?)
  • Each power point needs to have at least 6 slides (one introductory slide and five slides for each day of the week)

Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
  • Students will research the weather in a French or Spanish-speaking city, and then create a power point of a five day weather forecast. In the presentation, the students will forecast the coming week’s weather, including temperatures and appropriate advice for viewers.

Resources/Materials – What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)?
Hardware: Laptops and/or desktop computer in a lab
Software: Search Engines, Microsoft Power Point™, Google Earth Webcam
Web-based resources & technology tools (possible resources that could be incorporated)
Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Use the internet to research information
  • Record video and audio using Mix
  • Manipulating Google Earth to use webcam and videos as slide backgrounds
  • Use Power Point to make a slide presentation

Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students will work on their laptops in the classroom to research weather, create power points and create Power Point MIX™ video/audio.

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
  • Choose a city on which to focus
  • Research the city’s weather forecast
  • Create a multi-slide power point of the weather forecast
  • Embed audio and video into each slide in the target language
  • Save and upload project to the Cloud
  • Present their power point to the class

Outline and Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when.
Scheduling (Describe the approximate length of the project):
Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Students will gather information about the weather in their chosen city. Students will take notes using a graphic organizer.
  • Teacher will check in with students on their research.

Day Two: / e.g., Online resource activity and begin developing product.
  • Teacher will demonstrate and review some features of power point with the class. Teacher will also demonstrate how to embed a webcam video as a background for PPT slides
  • Students will continue weather research if necessary. Then, they will begin the creation of their power points.

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Students will continue to work on their Microsoft Power Point™ presentations.
  • Teacher will check in with and assist students as necessary.

Day Four: / e.g., Review and Revise
  • Teacher will instruct students on how to make a MIX video/audio.
  • Students will do practice recordings to get some experience with the technology and become more comfortable with it. Practice recordings can be in English if the students prefer.
  • Students will also work on completing the visual components of their power points.

Day Five / e.g., Present and Reflect
  • Students will work to complete their power points.
  • Students will work on the MIX recordings for their power point in the target language.
  • Teacher will assist students as necessary.

Day Six /
  • Students will present their power point presentations to the class.

Instructional Strategies – Select and describe how you will use any of the strategies listed below.
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation*
  • Students will create power points to forecast the weather.

Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend their learning.
3. Grouping will be designed to meet students’ interests, abilities, and learning styles.
4. Student choice on project
* Students may use other technological tools to extend their learning.
  • Student choice on project
  • Multimedia presentations reach multiple intelligences

Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
  • Student collaboration to assist other’s with MIX recordings.
  • Group rubric criteria analysis.

Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
  • Student collaboration to assist other’s with MIX recordings.
  • Group rubric criteria analysis.

Students Will Self & Peer Assess Their Presentations.After the rubric assessments, students will write a reflection on the process of creating and sharing their interactive multimedia presentation.
  • After presentations conclude, each student will use the oral rubric to assess their own speaking performance in the target language. Teacher will also use the same rubric to assess each student.

6/2/2016Middletown Public Schools 1