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IntroductionTaskProcessResourcesEvaluationCreditsConclusionTeacher Page
Academic Goal:
Students will gain a greater
understanding of Hispanic cultures.
IPM/SIM Goal:
Students will use information
processing skills to enhance their learning and collaborate to promote their
ideas.
Objective 1:
Students will examine the cultural connections that exist between the
Objective 2:
Given reading selections, media segments and class discussions students
will express familiarity with various aspects of Hispanic culture such as
holidays, foods and customs by giving a short presentation.
Objective 3: Given the pre-selected resources,
students will pursue and acquire accurate information efficiently, then work
collaboratively using the appropriate productivity tools to create a multimedia
presentation according to the provided rubric.
National Standards for
Foreign Language
Standard1.2: Students
understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students
present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
Standard 2.1: Students
demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2: Students demonstrate an
understanding of the relationship between the products and perspectives of the
culture studied
Standard 3.1: Students reinforce and further their
knowledge of other disciplines through foreign language.
Standard 4.2: Students demonstrate an
understanding of the concept of culture through comparisons of the culture
studied and their own.
Information Literacy Standards
Standard1: The
student who is information literate accesses information efficiently and
effectively.
Standard 3: The
student who is information literate uses information accurately and creatively
Standard 4: The
student who is an independent learner is information literate and pursues
information related to personal interests.
Standard 8: The
student who contributes positively to the learning community and to society is
information literate and practices ethical behavior in regard to information
and information technology.
Standard 9: The student who contributes
positively to the learning community and to society is information literate and
participates effectively in groups to pursue and generate information.
Technology Foundation
Standards
Standard 2: Social, ethical, and human issues
·
Students understand the ethical, cultural, and
societal issues related to technology.
·
Students practice responsible use of technology
systems, information, and software.
·
Students develop positive attitudes toward
technology uses that support lifelong learning, collaboration, personal
pursuits, and productivity.
Standard 3: Technology
productivity tools
·
Students use technology tools to enhance learning,
increase productivity, and promote creativity.
·
Students use productivity tools to collaborate in
constructing technology-enhanced models, prepare publications, and produce
other creative works.
Standard 4: Technology
communications tools
·
Students use telecommunications to collaborate,
publish, and interact with peers, experts, and other audiences.
·
Students use a variety of media and formats to
communicate information and ideas effectively to multiple audiences.
Standard
5: Technology research tools
·
Students use technology to locate, evaluate, and
collect information from a variety of sources.
·
Students use technology tools to process data and
report results.
Performance Indicators:
ü
Exhibit legal
and ethical behaviors when using information and technology, and discuss
consequences of misuse. Use content-specific tools, software, and simulations
(e.g., environmental probes, graphing calculators, exploratory environments,
Web tools) to support learning and research.
ü
Apply
productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum.
ü
Design,
develop, publish, and present products (e.g., Web pages, videotapes) using technology
resources that demonstrate and communicate curriculum concepts to audiences
inside and outside the classroom.
ü
Collaborate
with peers, experts, and others using telecommunications and collaborative
tools to investigate curriculum-related problems, issues, and information, and
to develop solutions or products for audiences inside and outside the
classroom.
ü
Select and
use appropriate tools and technology resources to accomplish a variety of tasks
and solve problems.
ü
Research
and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and
bias of electronic information sources concerning real-world problems.
NY Languages Other Then
English
Standard 2: Students will develop cross-cultural
skills and understanding.
Key Idea 1: Effective communication involves meanings
that go beyond words and require an understanding of perceptions, gestures,
folklore, and family and community dynamics. All of these elements can affect
whether and how well a message is received.
Performance Indicator:
ü
Students can use some key cultural traits of the societies in which the target
language is spoken.
Standard
3 Geography: Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people,
places, and environments over the Earth’s surface.
Performance Indicator:
ü
Map information about
people, places, and environments
ü
Describe the
relationships between people and environments and the connections between
people and places
ü
Present geographic
information in a variety of formats, including maps, tables, graphs, charts,
diagrams, and computer-generated models.
