Lesson+Plan+2


 * Essential Question:** Does culture define the individual?

**Unit plan question:** Do the same criteria of culture apply to Latin American countries?

**Content questions:** **1.** What is unique about the country you are studying? **2.** What are some essential aspects of your Latin American country? **3.** What similarities do you see with you country and with the United States? **4.** What category of culture seems to have the most importance to your Latin American country?

VITAL INFORMATION //__Subject(s):__// English, Social Studies, Spanish //__Topic or Unit of Study:__// Latin American Culture //__Grade/Level:__// 9th Grade //__Objectives:__// 1. Students will use their knowledge of the elements of their own culture to find and map that of a Latin American country.
 * Lesson 2:** “ampliar nuestros horizontes”

2. Students will cooperate in small groups to use technology as a tool for discovery and a creative means for relaying what they have learned. Drawing from a multitude of sources and forms of media, they will create a “Glog” that depicts the culture of the Latin American country of their choice. 3. Students will be able to use the SMARTboard as a means for presenting their Glog to the class, interacting with the media in meaningful and interesting ways, rather than creating a PowerPoint slide. //__Summary:__// In this lesson, students will compare and contrast their own culture with the culture of a Latin American country. Keeping in mind the elements that make up our previous definition of culture, students will research the identified areas and work together to compose an interesting, accurate, and aesthetically pleasing “Glog.” MATERIALS AND RESOURCES //__Instructional Materials:__// - A “ Bubble” map - A classroom Glog site. - SMARTboard IMPLEMENTATION //__CA State Standards:__//

//__Spanish Standards:__//

-Students can: comprehend language consisting of simple vocabulary and structures in face to face conversation with peers and familiar adults. -Call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English. -Compose short, informal notes and messages to exchange information with members of the target culture.

//__Procedure/Sequence of Activities:__// 1: I will use the random name generator on SMARTboard to place the students into groups. 2. The students will be given a “Bubble” map sheet and asked to fill it in with elements of their Latin American culture (at this point, students will be given time in the library to do their research). This is an individual activity. 3. The students will rejoin with their groups, compare their culture maps, and assign each other research roles (ie: someone will elaborate on food, someone on music, someone on government, etc.). The aspect that a student receives is the aspect that they will contribute to the Glog. 4. Glogs will be completed at home. 4. Two class periods will be devoted to the students' presentations of their completed Glogs. //__Differentiated Instruction:__// - Those who may need help finding information or organizing their thoughts may partner with someone else when attempting to fill in their “Bubble” maps. //__Time Allotment:__// maps, regrouping, and choosing of roles. **2 40 min. Class Periods-** Students will present their Glogs on the SMARTboard, making sure to make use of the technology by manipulating the materials on the screen and accessing links that they have embedded in their project. //__Assessment/Rubric:__// The completed Glogs will be the assessment. Students will be judged on their use of available resources, the diversity of the material in the Glog, how accurately they represent their Latin American country, their cooperation in their groups, their exploration and use of technology, and their ability to discuss and present what they have discovered to the class.
 * 1 class period- ** Assignment of country, brief research for filling in the “Bubble”
 * 1 week- ** completion of the Glogs (at home).