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Mr. Nelson Baquero

Unit of Instruction (Learning the Spanish Language)

Instructional Message Design EDTECH 506

Submitted to: Dr. Dennis Beck Boise State University

December 2, 2009

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TABLE OF CONTENTS

Part . 1 Learning the Spanish Language…….…………………….…….. 3

Unit of Instruction Plan – Main Organizer ……………..…..….. 3 Unit Goal and Instructional Objectives ....…………..………….. 3 Ways to relate goals…………………….………………………. 4

Part . 2 Characteristics of the Students………………………………….. 4

Student’s Present Level of Performance and Knowledge………. 4 Classroom’s layout and grouping of students…………………... 4

Part . 3 Introductory procedures………………………………………… 5

Materials and media…………………………………………….. 5

Part . 4 Assessment and evaluation of learner understanding…………… 5 Assessment instruments…………………………………………. 6

Part . 5 Lesson Plans……………………………………………………... 6

Lesson 1 – vocabulary ….............…………………………….… 6

Visual Justification ………….……………………… 7 Lesson 2 – greeting. 9

Visual Justification……………….…………………. 10 Lesson 3 – pronunciation ……………………….……………… 12 Visual Justification ………………….……………… 13 Lesson 4 – grammar ...………………………….……….……… 16 Visual Justification ………………………………..... 16 Lesson 5 – listening………………………………..…….……… 15 Visual Justification…………………..……………… 15

Part . 6 Defining the visual context …………………………….………... 22

Bibliography …………………………………………………….. 25

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Part . 1 Learning the Spanish Language

Unit Goal This Unit of instruction is written in accordance to the Department of Educational Technology at Boise State University’s conceptual framework, which in part states “believing technology is a tool that enhances and expands the educational environment” and explains how to meet the appropriate AECT standards. After given a semester Visual Designed Unit of Instruction, students will be able to identify the learner’s content and requirements for taking Spanish class with Mr. Baquero. Instructional Objectives: Given a web-interactive visual for each lesson, with at least 80% accuracy, students will be able to: Translate to Spanish vocabulary by memorizing numbers, colors, sports, occupations,

greeting, and song lyrics. Demonstrate Spanish greeting, by viewing the video clips and practicing repetition. Explain the correct placement of the tongue, in order to produce the correct sound in order to

pronounce Spanish words. Pronounce the Spanish vocabulary used during the semester by practicing and singing. Categorize Spanish Grammar according to pronouns, articles, verbs, and occupations. Organize an indexed notebook or folder after taking notes from each lesson. Apply listening skills in the Spanish language by means of Spanish songs. Produce a cultural research paper based on Spanish countries by exploring the Internet. Distinguish the different content types used for the web-interactive visuals, by exploring

some examples provided by the Instructor.

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Ways to relate goals This Unit of Instruction is contained in a PDF package viewable on a computer, through the internet, or from a printable document. I will use the current technology available to distribute the PDF package to School administrators, and faculty. Following distribution a meeting will be setup, by e-mail invitation, to relate the specific goals to the appropriate participants. I will use a projector connected to a computer to project on the screen each page of the PDF package as I explain each of the goal. After suggestions and feedback received from administrators, I will present the PDF package to the students, in a classroom, using the same setup I used to present to administrators and faculty. Part . 2 Characteristics of the students Unit of instruction is intended for junior and high school students taking first year of Spanish classes. As part of the curriculum the unit of instruction is taught in the school’s computer lab. Most of students taking Spanish have chosen a new language as an elective-course. Therefore, I would expect a certain degree of positive motivation from students. There will be an opportunity for flexibility; interaction through online instruction, so students can use these resources for studying at home and at their own pace, or from any location using the internet. Student’s Present Level of Performance and Knowledge Student’s present level will be mixed, even though prior knowledge is an advantage to continue to build upon learning, a beginner would also be able to start from scratch and benefit from the instruction. There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and the teacher will give an accessibility introduction to help students feel comfortable with using the computer. Classroom Layout and grouping of students The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. While at home, the learner is encouraged to continue practicing by accessing the material through an internet connection.

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Part . 3 Introductory procedures This Unit of Instruction is contained in a PDF package viewable on a computer, through the internet, or from a printable document. I will use the current technology available to distribute the PDF package to School administrators, and faculty. Following distribution a meeting will be setup, by e-mail invitation, to relate the specific goals to the appropriate participants. I will use a projector connected to a computer to project on the screen each page of the PDF package, as I explain each of the goals. After suggestions and feedback received from administrators I will present the PDF package to the students, in a classroom, using the same setup I used to present to administrators and faculty. Materials and media By using the main Organizer students have access to the different lessons and navigate through them in order to gain knowledge and practice the Spanish Language. In other words students are encouraged to practice and have a different perspective of the new language when interacting with the internet. Visuals are created in Adobe Fireworks CS4 and Adobe Flash CS4 to create interactive menus and digital media such as instructional images, videos, music, and movies that support the intended goals of instruction. Since learning a new language involves memorizing, practice and pronunciation, the visuals are designed with the intent of engaging the learner to help them accomplish the expected tasks. Instructor will use a white board and a projector, during introduction and when explaining the web-based interactive lessons. It will also be provide headphones to help student’s concentration in order to adjust the volume at their leisure. Part . 4 Assessment and evaluation of learner understanding Students will be assessed formative and informally on the basis of completing assignments as stated in the performance objectives: − Quiz Translating from English to Spanish, worth 40 points. − Demonstrating a short Spanish greeting, worth 10 points. − Explaining the correct placement of the tongue for proper pronunciation, worth 10 points. − Categorizing Spanish Grammar Vocabulary, worth 10 points. − Producing an indexed notebook or folder from note taking, worth 30 points. − Producing a cultural research paper based on Spanish countries, worth 30 points. − Attendance is worth 10 points, and participation is also worth 10 points. − Assessment will also be conducted accordingly, as the Teacher will design surveys, questioners, and formative evaluation in order to identify student’s progress and success of course’s content as outlined by the course’s objectives.

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Assessment instruments Each of the lessons contains the following grading criteria: Grading Criteria: REQUIREMENT Attendance Participation Post quiz Demonstrations Note-taking / Research

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

There will be designed quizzes, test, demonstrations, research, homework, collaboration, and discussions, as described in each lesson in order to meet the desirable goals for learning. Also there will be a memorizing vocabulary, grammar, culture and developing communication skills of the new language. Post quizzes, worth 20 points, will be given at the end of each week, or two weeks as needed, to allow student to memorize content and vocabulary. Students are required to keep a topic-indexed notebook or folder. Included in the folder are the notes taking by the student from the instructor’s explanations and from the web-interactive visual worth 30 points. Students are also to work on an Internet Cultural researched paper on a Spanish country of their choice, as demonstrated by the teacher by the Fact Visual Sample, worth 30 points. Part . 5 Lesson Plans Lesson 1 - Vocabulary Learning Process: Directing Attention (Chapter 4). Lesson Content Type: Visualizing Facts (Chapter 13).

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Justification For this particular instructional visual I created a vocabulary lesson in which the student interacts with the different menus in order to access the vocabulary required to be memorize for the lesson. In my vocabulary lesson I chose to include color as an element of design. I followed the suggestions from the class regarding changing the size of the visual and adding a clearer picture to the main menu. As a result I was able to comply with the principles of design of harmony and formal balance, in alignment to the central axis in order to convey symmetry throughout the design (Kovalik & King, Visual Literacy).

Learning the Spanish Language Lesson 1 Lesson Title: Spanish Vocabulary Lesson Author: Mr. Nelson Baquero Grade Level: 8-12 – First year. Subject Area: Foreign Language Time Allotted for the Lesson: 50 min. Short Description of Lesson: In this lesson, the learners are presented with a web-based instructional visual containing Spanish Vocabulary such as colors, numbers, and sports. In order to get an idea of how these elements relate to one another during Spanish language learning, students must access the different pages, and mouse over the graphics to learn the corresponding word translation. Classroom Layout and Grouping of Students: The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. When at home learner can continue to practice by accessing the material at anytime through an internet connection. State Curriculum Standards met in this lesson: I. Standard Number 1 (Goal One): Communicate in a Language Other Than English 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. Performance Indicators: The student is able to use vocabulary for a wide range of topics (e.g., animals, weather, geographical concepts; categories such as numbers, shapes, colors, size); give and follow simple instructions (e.g., in games, with partners or groups, giving commands suggested by a picture). http://state.tn.us/education/ci/foreign_lang/doc/FL_Modern_1st_Yr.pdf National Education Technology Standards for Students (NETS•S) met in this lesson: 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards

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Instructional Objective(s): 1. Given a web-interactive visual, students will be able to learn some Spanish vocabulary by memorizing numbers, colors, and some action sports, with at least 80% accuracy. Materials and resources needed for this lesson 1. A notebook or indexed folder 2. A pencil or pen 3. Textbook to be decided. Technology resources needed for this lesson 1. computer connected to internet with minimum speed of 56k baud-rate, 2. printer Web Addresses needed for this lesson: http://edtech2.boisestate.edu/baqueron/506/mainorginizer/mainorganizer.htm Student’s Present level of Performance and Knowledge: There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and teacher will give an accessibility introduction to help students. Instructional Procedures Lesson Set: To raise attention and motivation, teacher gives a brief description of the lesson for the day, and explains why it is important to learn Spanish vocabulary. Then the teacher encourages the attention and participation of the class, because some vocabulary words are similar to the English language. Techniques and Activities: Memorization and repetition Identify similar words in order to increase learning. The teacher encourages students to commit these words to memory in order to be successful. Teacher introduces the main page included in the Web-interactive visual. Next, teacher explains how to access the visual and how to navigate through it since an evaluation, of accessibility and navigation, is going to take place at the end of the class. Students are encouraged to explore and ask questions regarding the interactive visual. Lesson Closure: Teacher reminds students the importance of memorizing the corresponding word translations, because a quiz will be given at the end of the week. 10 minutes before the class ends, the teacher will walk by each student stations and have them demonstrate how to access and navigate through the Web-interactive visual. Adaptations for Special Learners: Mouse over graphics is used in the web-interactive visual to limit mouse click to help students with physical limitations. Teacher will assist those students with visual impairment needing a larger computer screen or increased resolution. Supplemental Activities: Extension and remediation: Teacher will be available after school to answer additional questions and provide additional explanations.

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Assessment/Evaluation: Students will be assessed formative and informally on the basis of completing a hands-on demonstration, worth 10 points, of the web-interactive accessibility and navigation, one-on-one with instructor. A post Vocabulary quiz, worth 20 points, will be given at the end of the week to allow student to memorize content and vocabulary. Students are required to keep a topic-indexed notebook or folder. Writing and taking notes from the instructor’s explanations and from the web-interactive visual is worth 30 points. Grading Criteria: REQUIREMENT Attendance Participation Post vocabulary quiz Hands-on Demonstration Note-taking

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

Student Products: Taking the quiz at the end of the week and turning-in a topic-indexed notebook or folder including the Spanish Vocabulary presented during this lesson. Lesson 2 - Greeting Learning Process: Helping learners build mental models (Chapter 8). Lesson Content Type: Visualizing processes (Chapter 14).

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Justification This particular visual reflects some elements of design such as lines, rectangular frames, different text fonts, and colors. I’m using sound in an effort to reduce the amount of text in order to minimize the memory load. I made modifications as suggested by the class, by changing the color of background and adding controls for the sound clips. This particular graphic illustrates an example of “near transfer”, according Clark and Lyons (2004), representational visual are to be used and the task must be the same each time the activity is performed. However the learner will have to commit to memory the new acquired greeting vocabulary and build upon their mental model.

Learning the Spanish Language Lesson 2 Lesson Title: Spanish Greetings Lesson Author: Mr. Nelson Baquero Grade Level: 8-12 – First year. Subject Area: Foreign Language Time Allotted for the Lesson: 50 min. Short Description of Lesson: In this lesson, the learners are presented with a web-based instructional visual containing a short demonstration of a Spanish greeting. Students are encouraged to follow the model since a practice demonstration is to follow. Students must click on the different tabs to start the sequence. Repetition is the key to learning this particular lesson, therefore short clips are provided. Classroom Layout and Grouping of Students: The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. When at home learner can continue to practice by accessing the material at anytime through an internet connection. State Curriculum Standards met in this lesson: I. Standard Number 1 (Goal One): Communicate in a Language Other Than English 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Performance Indicators: The student is able to describe assorted objects and people (e.g., dress, types of dwellings, foods); use appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging names, address, phone number, place of origin, general health/state of being; using the telephone; making and responding to requests). http://state.tn.us/education/ci/foreign_lang/doc/FL_Modern_1st_Yr.pdf National Education Technology Standards for Students (NETS•S) met in this lesson: 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

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c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards Instructional Objective(s): 1. Given a web-interactive visual, students will be able to learn a short Spanish greeting, by viewing the video clips and practicing repetition, with 100% accuracy. Materials and resources needed for this lesson 1. A notebook or indexed folder 2. A pencil or pen 3. Textbook to be decided. Technology resources needed for this lesson 1. computer connected to internet with minimum speed of 56k baud-rate, 2. printer Web Addresses needed for this lesson: http://edtech2.boisestate.edu/baqueron/506/mainorginizer/mainorganizer.htm Student’s Present level of Performance and Knowledge: There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and teacher will give an accessibility introduction to help students. Instructional Procedures Lesson Set: To raise attention and motivation, teacher gives a brief description of the lesson for the day, and explains why it is important to learn appropriate Spanish greetings. Next teacher ask students to pay close attention during the clips, and focus on greeting mannerisms, since there will be an evaluated demonstration at the end of class. Then the teacher encourages class participation by asking for two volunteers to demonstrate the learned greeting. Techniques and Activities: Dialogue vocabulary identification Identify all new terms that will be introduce during the Spanish greeting. Teacher introduces the vocabulary included in the web-interactive visual. Next teacher explains how to access the visual and how to navigate through it. Students are encouraged to visualize themselves performing the greeting. Lesson Closure: Teacher reminds students the importance of memorizing the corresponding word translations, because a greeting quiz will be given at the end of the week, to reinforce far learning. 10 minutes before the class ends, the teacher will ask students to collaborate in pairs of two and demonstrate the Spanish greeting learned during this lesson. Adaptations for Special Learners: Short video and audio clips are used in the web-interactive visual to help learners create a mental model of the learned lesson, and to minimize cognitive load. Teacher will assist those students with visual impairment needing a larger computer screen resolution.

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Supplemental Activities: Extension and remediation: Teacher will be available after school to answer additional questions and provide additional explanations. Assessment/Evaluation: Students will be assessed formative and informally on the basis of completing a Spanish greeting demonstration, worth 10 points, in front of the class. A post Greeting vocabulary quiz, worth 20 points, will be given at the end of the week to allow students’ time to memorize content and vocabulary. Students are required to keep a topic-indexed notebook or folder. Writing and taking notes from the instructor’s explanations and from the web-interactive visual is worth 30 points. Grading Criteria: REQUIREMENT Attendance Participation Post greetings quiz Hands-on Demonstration Note-taking

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

Student Products: Taking the quiz at the end of the week and turning-in a topic-indexed notebook or folder including the Spanish grammar presented during this lesson. Lesson 3 Learning Process: Supporting transfer of learning (Chapter 7). Lesson Content Type: Visualizing a concept (Chapter 12).

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Justification This particular visual reflects some elements of design such as lines, rectangular frames, and colors to create contrast with the background, and uniformity among content elements. In this particular concept visual I’m following the suggestions in the tutorial from Dr. Beck, regarding slices associated with “cal_events” between the different states within a page. It takes an effort and patience, but following the tutorial makes it easier. I tried to incorporate the Harmony design principle by creating repetition and rhythm and repeating patterns to lower cognitive load. This visual is a good example of displaying representational graphic examples contiguous to each other and to text definitions. According Clark and Lyons (2004); selecting examples to reflect the key features of the concept class, helps learner to continue to build on their mental model.

Learning the Spanish Language Lesson 3 Lesson Title: Spanish Pronunciation Lesson Author: Mr. Nelson Baquero Grade Level: 8-12 – First year. Subject Area: Foreign Language Time Allotted for the Lesson: 50 min. Short Description of Lesson: In this lesson, the learners are presented with a web-based instructional visual containing the vocal tract configuration. Spanish pronunciation is based on correct placement of the tongue for the particular letter articulation. Students must click on the labels to the right in order to access the corresponding explanations. Classroom Layout and Grouping of Students: The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. When at home learner can continue to practice by accessing the material at anytime through an internet connection. State Curriculum Standards met in this lesson: III. Standard Number 3 (Goal Three): Connect with Other Disciplines and Acquire Information. Standard Rationale: Foreign language learning expands the educational experience of all students by connecting with other disciplines in the school curriculum either formally or informally. The conscious effort to connect the foreign language curriculum with other parts of students’ academic lives opens doors to information and experiences which enrich the students’ entire school and life experience. Those connections flow from other areas to the foreign language classroom and also originate in the foreign language classroom to add unique experiences and insights to the rest of the curriculum. http://state.tn.us/education/ci/foreign_lang/doc/FL_Modern_1st_Yr.pdf

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National Education Technology Standards for Students (NETS•S) met in this lesson: 4. Critical Thinking, Problem Solving, and 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. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards Instructional Objective(s): 1. Given a web-interactive visual, students will be able to learn the correct placement of the tongue, in order to produce the correct sound in order to pronounce Spanish words, with at least 80% accuracy. Materials and resources needed for this lesson 1. A notebook or indexed folder 2. A pencil or pen 3. Textbook to be decided. Technology resources needed for this lesson 1. computer connected to internet with minimum speed of 56k baud-rate, 2. printer Web Addresses needed for this lesson: http://edtech2.boisestate.edu/baqueron/506/mainorginizer/mainorganizer.htm Student’s Present level of Performance and Knowledge: There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and teacher will give an accessibility introduction to help students. Instructional Procedures Lesson Set: To raise attention and motivation, teacher gives a brief description of the lesson for the day, and explains why it is important to learn correct placement of the tongue for word pronunciation. Next teacher mentions the benefits of understanding Spanish pronunciation in order to help students apply the previously learned concepts. Then the teacher encourages students to explore through the different concepts by clicking on the individual labels in the web-interactive visual. The teacher mentions briefly that perfect pronunciation is not a requirement but efforts made by students are being noticed. Techniques and Activities: Repetition Teacher introduces the main concepts that will be included in the Web-interactive visual. Next teacher explains how to access the visual and how to navigate through it, focusing on repetition for acquiring learning. Students are encouraged to explore, repeat, and ask questions regarding the introduced concepts and the interactive visual.

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Lesson Closure: Teacher reminds students the importance of memorizing placement of the tongue for correct sounds and corresponding word translations, because a quiz will be given in two weeks. 10 minutes before the class ends, the teacher will walk by each student stations and have them demonstrate pronunciation of different letters. Adaptations for Special Learners: Visual Graphics are used in the web-interactive visual to supplement understanding and help creating a mental model of the learned concept. Students with speech impairments will not be required to practice pronouncing the new vocabulary. Instead they will be asked to work on memorizing the vocabulary. Teacher will assist those students with visual impairment needing a larger computer screen resolution. Supplemental Activities: Extension and remediation: Teacher will be available after school to answer additional questions and provide additional explanations. Assessment/Evaluation: Students will be assessed formative and informally on the basis of completing a hands-on demonstration, worth 10 points, of pronouncing different words. A post Vocal Tract quiz, worth 20 points, will be given in two weeks, allowing students enough time to memorize learned content. Students are required to keep a topic-indexed notebook or folder. By writing and taking notes from the instructor’s explanations and from the web-interactive visual is worth 30 points. Grading Criteria: REQUIREMENT Attendance Participation Post vocal tract quiz Hands-on Demonstration Note-taking

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

Student Products: Taking the quiz at the end of two weeks and turning-in a topic-indexed notebook or folder including the Vocal Tract presented during this lesson.

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Lesson 4 - Grammar Learning Process: Accommodating learner differences (Chapter 10) Lesson Content Type: Visualizing principles (Chapter 15).

Justification This particular graphic illustrates a guideline model to encourage all learners to process visuals effectively and encourage visual literacy. According Clark and Lyons (2004, p.201), visual engagement techniques include designing graphics manipulation of objects in a multimedia instruction. As a result I’m using click-able sections in an effort to engage the learner and continue to build on their mental model of Spanish Grammar. Also I’m using self-guided charts in order to aid in building a mental model of the grammar principles that govern the Spanish language.

Learning the Spanish Language Lesson 4 Lesson Title: Spanish Grammar Lesson Author: Mr. Nelson Baquero Grade Level: 8-12 – First year. Subject Area: Foreign Language Time Allotted for the Lesson: 50 min. Short Description of Lesson: In this lesson, the learners are presented with a web-based instructional visual containing Spanish grammar such as pronouns, articles, the to-be verb conjugation, and some occupations. In order to get an idea of how these elements relate to one another during Spanish language learning, students must understand and memorize the corresponding English translation.

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Classroom Layout and Grouping of Students: The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. When at home learner can continue to practice by accessing the material at anytime through an internet connection. State Curriculum Standards met in this lesson: IV. Standard Number 4 (Goal Four): Develop Insight into the Nature of Language and Culture. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. http://state.tn.us/education/ci/foreign_lang/doc/FL_Modern_1st_Yr.pdf National Education Technology Standards for Students (NETS•S) met in this lesson: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards Instructional Objective(s): 1. Given a web-interactive visual, students will be able to learn the pronouns used in the Spanish language, Yo, Tú, él/ella, nosotros, vosotros y ellos/as. (I, You, He, She, We, They), with 100% accuracy. 2. Given a web-interactive visual, students will be able to learn the “to be” verb in the Spanish language, with 100% accuracy. 3. Given a web-interactive visual, students will be able to learn Spanish articles related to some occupations in the Spanish language, with 100% accuracy. Materials and resources needed for this lesson 1. A notebook or indexed folder 2. A pencil or pen 3. Textbook to be decided. Technology resources needed for this lesson 1. computer connected to internet with minimum speed of 56k baud-rate, 2. printer Web Addresses needed for this lesson: http://edtech2.boisestate.edu/baqueron/506/mainorginizer/mainorganizer.htm Student’s Present level of Performance and Knowledge: There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and teacher will give an accessibility introduction to help students.

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Instructional Procedures Lesson Set: To raise attention and motivation, teacher gives a brief description of the lesson for the day, and explains why it is important to learn the concepts being presented. Next teacher mentions the benefits of understanding Spanish grammar in order to help students apply the previously learned concepts. Then the teacher encourages the attention and participation of the class, because the articles in the Spanish language differ from English. There are masculine and feminine articles as well as genders that apply to the Spanish words. The teacher mentions briefly that in Spanish some objects are considered masculine and others feminine. In order to identify them and correctly use their translations, we must rely on the grammar. Techniques and Activities: Concept identification Identify all new terms and concepts that will be introduce during the grammar lesson. Teacher introduces the main concepts that will be included in the Web-interactive visual. Next teacher explains how to access the visual and how to navigate through it since an evaluation, of accessibility and navigation, is going to take place at the end of the class. Students are encouraged to explore and ask questions regarding the interactive visual. Lesson Closure: Teacher reminds students the importance of memorizing the corresponding word translations, because a quiz will be given at the end of the week. 10 minutes before the class ends, the teacher will walk by each student stations and have them demonstrate how to access and navigate through the Web-interactive visual. Adaptations for Special Learners: Graphic Organizers are used in the web-interactive visual to supplement understanding and help classifying the new vocabulary or concepts in an informal outline. Teacher will assist those students with visual impairment needing a larger computer screen resolution. Supplemental Activities: Extension and remediation: Teacher will be available after school to answer additional questions and provide additional explanations. Assessment/Evaluation: Students will be assessed formative and informally on the basis of completing a hands-on demonstration, worth 10 points, of accessibility and navigation, one-on-one with instructor. A post Grammar quiz, worth 20 points, will be given at the end of the week to allow student to memorize content and vocabulary. Students are required to keep a topic-indexed notebook or folder. Writing and taking notes from the instructor’s explanations and from the web-interactive visual is worth 30 points. Grading Criteria: REQUIREMENT Attendance Participation Post grammar quiz Hands-on Demonstration Note-taking

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

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Student Products: Taking the quiz at the end of the week and turning-in a topic-indexed notebook or folder including the Spanish grammar presented during this lesson. Lesson 5 - Listening Learning Process: Motivating learning (Chapter 9). Lesson Content Type: Visualizing a procedure (Chapter 11).

Justification This particular visual reflects some elements of design such as colors, circular, rectangular and linear frames, and different text colors to create contrast with the white background. I’m using a representational graphic of a jukebox to provide a relevance obvious activity to promote interest. In addition, I tried to use a close to realistic interface with words, such as “select one” and “go!” in order to motivate learner and engage he or she to investigate the activity. As suggested by the class I added plug-in requirements to play the sound clips and the text associated with the menus.

Learning the Spanish Language Lesson 5 Lesson Title: Spanish Listening Lesson Author: Mr. Nelson Baquero Grade Level: 8-12 – First year. Subject Area: Foreign Language Time Allotted for the Lesson: 50 min. Short Description of Lesson: In this lesson, the learners are presented with a web-based interactive visual containing Spanish Songs, just like in a karaoke machine, such as Amigo, Detalles, Otra Vez, and El Gato. Students must select a song, click play, in order to listen to the song. The lyrics are provided so that student can follow along and start developing an ear for Spanish words.

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Classroom Layout and Grouping of Students: The learner will be accessing the material from the school’s computer lab. The room is organized in four rows of 5 individualized stations, for a total of 20. When at home learner can continue to practice by accessing the material at anytime through an internet connection. State Curriculum Standards met in this lesson: V. Standard Number 5 (Goal Five): Participate in Multicultural Communities and Global Societies 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. http://state.tn.us/education/ci/foreign_lang/doc/FL_Modern_1st_Yr.pdf National Education Technology Standards for Students (NETS•S) met in this lesson: 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards Instructional Objective(s): 1. Given a web-interactive visual, students will be able to develop listening skills in the Spanish language by means of songs, with at least 80% accuracy. Materials and resources needed for this lesson 1. A notebook or indexed folder 2. A pencil or pen 3. Textbook to be decided. Technology resources needed for this lesson 1. computer connected to internet with minimum speed of 56k baud-rate, 2. printer Web Addresses needed for this lesson: http://edtech2.boisestate.edu/baqueron/506/mainorginizer/mainorganizer.htm Student’s Present level of Performance and Knowledge: There are not pre-requisite for this lesson. Students have previously used the computers in the computer lab, and teacher will give an accessibility introduction to help students. Instructional Procedures Lesson Set: To raise attention and motivation, teacher gives a brief description of the lesson for the day, and explains why it is important to listen carefully when learning the Spanish language. Next teacher provides the word translations and encourage students to enjoy the lesson and to have fun while learning. Then the teacher encourages the attention and participation of the class, because the class, as a group, will be asked to sing the songs by memory.

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Techniques and Activities: Listening and Practice Teacher introduces the vocabulary included in the Web-interactive visual. Next teacher explains how to access the visual and how to navigate through it. Students are encouraged to practice pronunciation by singing the songs presented in the web-interactive visual. Lesson Closure: Teacher reminds students the importance of memorizing the corresponding word translations, because a quiz will be given at the end of the week. 10 minutes before the class ends, the teacher will ask the class to sing along, using a print out of the song lyrics. Adaptations for Special Learners: Audio is used in the web-interactive visual to help students developing listening skills. Students with speech impairments will not be required to sing or pronounce the new vocabulary. Instead they will be asked to work on memorizing the vocabulary. Teacher will assist those students with low audio tone by providing headphones. Teacher will also assist those needing a larger computer screen resolution. Supplemental Activities: Extension and remediation: Teacher will be available after school to answer additional questions and provide additional explanations. Assessment/Evaluation: Students will be assessed formative and informally on the basis of participating in the group-class demonstration, worth 10 points, of singing the learned songs. A post vocabulary quiz, worth 20 points, will be given at the end of the week, in order to allow student enough time to memorize content and vocabulary. Students are required to keep a topic-indexed notebook or folder. Writing and taking notes from the instructor’s explanations and from the web-interactive visual is worth 30 points. Grading Criteria: REQUIREMENT Attendance Participation Post grammar quiz Group-class demonstration Note-taking

WEIGHT 10% 10% 40% 10% 30%

Points 10 10 40 10 30 Total points = 100

GRADE Percentage A = 100-90 B = 89-80 C = 79-70 D = 60-69 F = 59-0

Student Products: Taking the quiz at the end of the week and turning-in a topic-indexed notebook or folder including the Spanish songs vocabulary presented during this lesson.

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Part . 6 Defining the visual context Unit of Instruction Title: Learning the Spanish Language - Baquero Visual Organizer Key Learner Profile Characteristics to Consider Age: Depending on the school’s district Spanish is taught in grade levels that may vary from 8 to 12. As a result the age range would include from 14 years of age to 18 years of age. Localization: Targeted for the U.S. but not limited to international accessibility. Since participants will learn Spanish as a second language, there are no cultural or country limitations. Instead participant will be encouraged to learn the Spanish culture in order to learn the Spanish language. Motivation Visual Gender: Learning a new language is not gender specific therefore male and female participants are encourage to attend. Demographics: Both rural and urban can apply depending on computer accessibility and school’s location. Education: ISD for this particular unit is intended for junior and high school students taking Spanish classes. But not limited for anyone starting to learn the specifics of the Spanish language. Baquero Learner Differences Visual Socio-economic group: there are no specific groups or class system, any student or learner with an opportunity can engage in this unit of instruction. Baquero Visualize Facts Vocations: No particular vocation is required; Instruction is designed for any individual that would be comfortable using a computer and willing to learn the Spanish Language. Avocations: Computer usage and Interest in learning a Second language. Prior Knowledge: Will be mixed, even though prior knowledge is an advantage to continue to build upon learning, a beginner would also be able to start from scratch and benefit from the instruction. Baquero Concept Visual Accessibility issues: Depending on individual physical abilities, a learner may need to use assistive technology when using a computer. For example, for students with visual impairment, I would suggest using a screen magnifier or provide a bigger monitor when student is working on its own. I will use a white board and a projector, when explaining the web-based interactive lessons. I will also provide headphones for students with hearing impairments in order to adjust the volume at their leisure.

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Learning Environment • How is the Package going to be used? The unit of instruction is presented online or CD and can be use as a self-study guide after following instructor’s directions. • Any special equipment that impacts the learning environment? A modern computer with a modem or fast internet connection will be required to access the online unit of instruction. • What is the lighting in the room? Adjustment can be made according to display resolution; some students may need more light than others. A regular light will accommodate for a regular computer display. • How far is the learner from the materials? The learner can be accessing the material from any computer whether in the school’s computer room or from home, therefore the material will be accessible at anytime through the internet connection. • How much time does the learner have with the materials? There is no time limit in language learning, since the main objective is to continue to practice the new language repetition is encourage. One exception would be when instructor requires memorization of a particular vocabulary at specific timeline. • Will the learner be able to control his or her own time looking at the materials? Yes, the materials will be available at anytime the learner wants to go over the lesson or repeat a particular session. Given that the learner is able to access the information through an internet connection. BaqueroVisualize Principles • Any other environmental considerations? Depending on the learning styles a quite room or individual use of headphones are suggested for paying attention to directions, content instruction, and to capture sounds involved in pronunciation. Delivery Media The main type of media for the unit of instruction will be the Internet for e-learning, by means of a computer. The second type of media will be a CD-ROM containing all materials for the unit of instruction; including instructional images, videos, music, and movies that support the intended goals of instruction. Baquero_Visualize Processes • When displayed on the learner’s computer monitor? I would suggest using a screen resolution of 1024 X 768 pixels, with 24 bit or 32 bit color quality, since it’s the same resolution I used to create the instructional visuals. Baquero Procedure Visual • What is the connectivity or speed of access? I’m suggesting a minimum speed of 56k dial-up connection. Any fast internet connection will work with the visuals I have created. When using the CD-ROM there is not connection speed to worry about. For this computer based unit of instruction I would suggest having Firefox or Internet Explorer browsers with the following plug-ins already installed: Windows Media, Real player, QuickTime, and Adobe Flash player. I’m requesting these options, since I’m using audio, video clips, and animation to support the Spanish language learning. Baquero Memory Load and Far Transfer

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E-learning platform: Windows and Mac would be preferable. • Monitor display: Color monitor or any LCD flat monitor will be sufficient, as long as the monitor resolution is set to 1024 X 768 for 15” and above. Any other small monitors can increase the resolution to the next available size in order to fit the visual to the entire monitor screen. • Color depth: 16 bit, 24 bit, or 32 bit can be use with this unit of instruction. As long as the monitor is in a good working condition. Since one of the lessons includes learning colors in Spanish, the colors must be truly the colors the monitor screen displays. • Connectivity: I suggest a minimum speed of 56k dial-up connection. • Media Cards: Any graphics card that supports the color depth as suggested. • Plug-ins, audio/video: Windows Media, Real player, QuickTime, and Adobe Flash player. Baquero Attention Visual • Firewalls: I suggest having a computer firewall installed for protection when using the Internet. Issues with Color • Color depth: As already stated there are no practical requirements however I’m suggesting 16 bit, 24 bit, or 32 bit to be use with this unit of instruction. As long as the monitor is in a good working condition. Since one of the lessons includes learning colors in Spanish, the colors must be truly the colors the monitor screen displays. • Portable digital image files: .Jpg, .gif, and .png. • Document files: .doc, .txt, .docx. • Slide show files: ppt, and pptx. • CD-ROM: .gif, .jpg, .png, .mov, .swf, .mpg, .mpeg-4, and .wmv. • WEB:

o Adobe flash: swf, flv. Baquero Mental Models and Near Transfer o Windows: avi, wmv, mpg, mpeg-4. o Real Player: mpg, mpeg-4. o QuickTime: mov. o Graphic files: .gif, .jpg, .png.

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Bibliography

Cindy Kovalik, C., King, P. Visual Literacy Practical Guidelines for Visual Design http://www.educ.kent.edu/community/VLO/guidlines/index.html Clark, R. C. & Lyons, C. (2004). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. John Wiley and Sons, Inc, San Francisco, CA. Preparing to Use Technology: A Practical Guide for Technology Integration. http://edtech.tennessee.edu/~bobannon/lesson_plan.html Unit of Instruction Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html