Verizon Thinkfinity Integration Plan

General Information Name: Autumn Appleby Subject Area/Topic: Social Studies District/School or Organization: Davis & Elkins College Grade Level(s): K-2

Part 1 List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one or more related Verizon Thinkfinity learning object(s) aligned to the standards. State or National Standards; 21st Century Skills Title and URL for Learning Object La Familia SS.1.C.1. http://edsitement.neh.gov/lesson-plan/la-familia Students will model patriotism, cooperation, tolerance and respect for others within school and community. Part 2 Determine instructional elements - Integration A. Which type of learning object is this? B. Where will I use this learning object in the instructional cycle? Learning Object for Teacher Use Opening Motivational Activity Online (requires a computer) Central Focus of Lesson Plan Offline (no computer required) Research Tool for Students Closure Activity Learning Object for Student Use Assessment Tool Remediation Tool Online (requires a computer) Enrichment Tool Offline (no computer required)

C. Which instructional strategies will I employ? Direct instruction Indirect instruction Experiential learning Independent study Interactive instruction Other Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes: Students will be interacting with each other and teacher.

Part 3 Plan for student success - Implementation A. How will I configure my classroom for the learning activity? Classroom Configuration: Computers not needed - printable resource Whole group instruction, using a projector and / or interactive white board Whole group activity, with small groups using mobile laptops simultaneously Small group, using classroom computers or mobile laptops as rotating stations One to one, using classroom computers or mobile laptops as rotating stations One to one, in a computer lab setting One to one, with individual student laptops Other Notes: Students will be using laptops to locate maps to be able to see the areas we are discussing.

B. How will I manage implementation? Classroom Management: General computer rules / procedures Specific directions for activity Helping Hands Other Notes: Students will know the correct thing to be doing on their laptops. Teacher will walk around classroom to be sure each student is doing what they should be doing.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10

Verizon Thinkfinity Integration Plan

C. What additional considerations will support successful implementation? Software Hardware Supplemental Materials Other Notes: You will need worksheets with a list of the different Spanish family names on it for each student.

Part 4 Develop the student learning activity A. Learning Activity Description - What will my students do with the learning object(s)?

Students will identify at least one country where Spanish is spoken. Students will be able to describe similarities and differences between Spanish, Mexican, and Puerto Rican families. Students will be able to speak the Spanish words for many family members.

How will this learning activity support students development of 21st Century Learning and Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration)? Communication: students learn about Spanish speaking areas and their family names that allow students to know how to properly say and understand the meanings of family names. How will this learning activity support students acquisition of current, accurate, and up-to-date information or reinforce concepts in core content areas? This helps students to understand the differences between Spanish and American families, which allows the students to be aware of other cultures. B. Differentiation - How will I modify the activity to meet the diverse needs of my students? For the students who are gifted and talented, they can look more into the topic so instead of learning about the basic differences between Spanish speaking areas they can look more in depth into the areas and find out more. For the students who are slower learners, if they are struggling to keep up with the material, you can make this lesson go on for longer than a day so that they get enough practice on learning the Spanish material. You also need to be constantly checking in with them to be sure that they arent left behind before you move on.

C. Effectiveness What indicators do I expect to see / hear from students, which will inform me about the effectiveness of the learning activity? I expect to see my students locate the areas on a map and identify which areas are Spanish speaking. I also expect the students to be able to know at least five family names in Spanish so I will ask them to recite them to me.

Part 5 Consider the bigger picture How does this learning activity fit within my lesson or unit plan? NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. You could use this in your classroom to talk about awareness of Spanish speaking people in America or the awareness of different cultures.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10