MOLLOYCOLLEGE

DIVISIONOFEDUCATION
Teacher:YansiT.Vsquez
Course:EDU52102
Grade:9
th

Topic:CubanCultureinMiami

Professor:RickeyMoroney
Date:April20,2016
ContentArea:Spanish

LEARNINGOBJECTIVE
AfterbeingshownanintroductoryvideoabouttheCubancultureinMiami,targetedinLittleHavana,
demonstratinghowpeoplelive,eat,socializeandcommunicate,studentswillanswerquestionsthatcoincide
withthevideotofurthertheirknowledgeaboutMiami.AftercompletingthequestionsabouttheMiamiCuban
lifestyle,studentswillthengetapieceoftechnologyandwillresearchacertainaspectofthecultureinMiami
ingroupsof3.StudentswillthentaketheinformationtheyfindandcreateaPowerPointorPreziandpresentit
totheclass.Thestudentswillhaveatleast10majorfactswithnoinaccuracies.
STANDARDSANDINDICATORS
LanguagesOtherThanEnglishStandards
LOTE#1:CommunicationandSkills
StudentswillbeabletousealanguageotherthanEnglishforcommunication.
LOTE#2:CulturalUnderstanding:
Studentswilldevelopcrossculturalskillsandunderstandings.
CommonCoreLearningLanguagesStandards
InterpretativeCommunicationStandard1.2:
Demonstratecomprehensionofcontentfromauthenticaudioandvisualresources.
Cultures:PracticesandProducts(Standard2.1and2.2):
Examine,compareandreflectonproducts,practices,and/orperspectivesofthetargetculture(s).
Comparisons:Cultures(Standard4.2):
Evaluatesimilaritiesanddifferencesintheperspectivesofthetargetculture(s)andonesownculture(s)as
foundinmultimediaanddigital/printresources.
NationalEducationalTechnologyStandards
NETS#2:Communicationandcollaboration

Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,
including,atadistance,tosupportindividuallearningandcontributetothelearningofothers.
o Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyof
digitalenvironmentsandmedia.
o Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyof
mediaandformats.
o Contributetoprojectteamstoproduceoriginalworksorsolveproblems

Indicator:
Thiswillbeevidentwhenstudentsworktogetherresearchinginformationabouttheirparticularaspect
ofthecultureinMiami.Itwillalsobeevidentwhenstudentscanproperlyworktogetherusingtechnologyto
puttogetheragoodpresentationwithaccuratefacts,researchedusingthetechnology.
NETS#3:Researchandinformationfluency
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.
o Processdataandreportresults
Indicator:
Thiswillbeevidentwhenstudentsareabletakeinformationtheyfindwiththetechnologyandproperly
transferittoapresentationandreportittoanaudience.
ENGAGINGTHELEARNERS
InordertoengagestudentsinthelessonabouttheCubancultureinMiami,especiallyinLittleHavana:
https://www.youtube.com/watch?v=lKb8A7ssSmw&spfreload=10
MATERIALS

Smartboard,Handoutsprovidedbyteacher,Laptops,iPad,Pens,Pencils,Notebooks
LEARNINGSTRATEGIES

VideoInstruction:
Studentswillbeshownavideotoactivatestudentmotivationandtogiveaquicksummary.
ClassDiscussion:
Thestudentswillworktogethertofilloutthesheethandedoutbytheteacher.
DirectInstruction:
TheteacherwillleadtheclassinthePowerPoint,worksheet,andgame.
CooperativeLearning:
Studentswillworkwithinpairstocompletetheworksheet.

ADAPTATIONS

Thestudentwhohasavisualdisabilitywillbeplacedintheveryfronttobeabletoseetheprojector
better.
Thestudentwhohasasociallearningdisabilitywillbepairedwiththeotherstudentwhoismore
sociable.
Thestudent,whohasADD,willbegroupedwithstudentswhostayontaskthemajorityofthetime.

DIFFERENTIATIONOFINSTRUCTION
TierOne
Studentswillwatchthevideoandanswerallofthequestionsthatrelatetothevideo.Studentswillhave
tocreateaPowerPointorPrezithatcontainsatleast10importantaccuratefactsaboutthecultureinMiami,and
presentittotheclass.
TierTwo
Studentswillwatchthevideoandanswerallofthequestionsthatrelatetothevideo.Studentswillhave
tocreateaPowerPointorPrezithatcontainsatleast10importantaccuratefactsaboutthecultureofMiami,and
presentittotheclass.
TierThree
Studentswillwatchthevideoandanswerallofthequestionsthatrelatetothevideo.Studentswillhave
tocreateaPowerPointandPrezithatcontainsatleast15importantaccuratefactsaboutthecultureofMiami,
andpresentittotheclass.
DEVELOPMENTALPROCEDURES
1. StudentswillentertheclassandbeshownashortvideothatshowstheCubancultureinMiami.
(HowistheCubancultureinMiamisimilartoculturalneighborhoodsinNewYork?,Whydoyouthink
MiamiisheavilyinfluencedbyCubanculture?)
2. Studentswillthenanswerquestionsthatgoalongwiththevideo.
(IfyouhavevisitedadiverseethnicneighborhoodinNewYorkCity,howisitdifferentorsimilartothe
CubanethnicneighborhoodinMiami?,WhataresomeexamplesofethnicgroupspresentinNewYork
City?)
3. StudentswillusetheThink,Pair,andSharemethodtoreviewtheiranswers.
(WhydoyouthinkethnicneighborhoodsarecreatedintheUnitedStates?,Doyouliveinaethnic
neighborhood?Ifyoudo,whatmakesitanethnicneighborhood?)
4. StudentswillthenbreakupintogroupsandbegivenoneofthemajorCubanMiamiculturetopics.
(WhatkindofmusicdoCubansandCubanAmericanslistento?,Whataresomeholidayscelebratedby
CubansinMiami?,WhataresometypicalCubandishes?,HowisLittleHavanasimilar/differentfrom
HavanainCuba?)
5. Studentswillthengetapieceoftechnology(laptop,iPad,Phone,Tablet).
(Whoistheleader,presenter,timerandrecorder?)
6. StudentswillworktogetheringroupsresearchingtheiraspectoftheCubanMiamiculture.
(Howareresponsibilitiesbrokenupwithinthegroup?,Howmanyslideswilleachgroupmemberwork
on?)

7. StudentswillbegintocreateaPowerPointorPrezi.
(Whattechnologyprogramwillyourgroupbeusingforyourpresentation?)
8. Studentswillthenpresenttheiraspectoftheculturetotheclass.
(HowisMiamisimilartoNewYork?Howisitdifferent?)
ASSESSMENT
Attheendofeachpresentation,theteacherwillgiveagradetoeachgroupusingtherubricprovidedat
thebeginningoftheproject.StudentswillgetagradedependingoniftheywereabletoExcel,Meet,or
Approachstandards.
INDEPENDENTPRACTICE
FollowingthelessononCubanMiamiculture,studentswillwritea2paragraphessaytalkingabout
whattheythoughtwasthemostinterestingpartoftheCubanMiamicultureandwhy.
DIRECTTEACHERINTERVENTION
Forthestudentwhodidnotmeettheobjectiveofthelesson,theteacherwillgiveashortreadingthat
explainsallthemajoraspectsoftheculturewithfollowupquestions,forthosestudentswhodidnotfullygrasp
theconceptoftheculture.
ACADEMICENRICHMENT
TheStudentwhodoeswellwiththeassignment,willbeaskedtoeitherfindsometypeofrecipe,song
dance,etc;afterwardsheorshewillperform,cook,oranalyzethemajoraspectofwhatitisthattheydecide
tochoose.Studentsdonothavetopresenttotheclass,iftheychoosenotto,butmustsubmittotheteacher.

References
Cuba in Miami Tour - Little Havana. (n.d.). Retrieved April 5, 2016, from
https://www.youtube.com/watch?v=lKb8A7ssSmw&spfreload=10
Humbach,N.,Velasco,S.M.,Chiquito,A.B.,Smith,S.,&McMinn,J.(2006).
Exprsate!:Spanish1.Orlando,FL:Holt,RinehartandWinston.
Hispanic Culture Lesson Plans and Worksheets | Spanish4Teachers.org. (n.d.).
Retrieved April 3, 2016, from http://spanish4teachers.org/hispanicculture/
Hispanic Heritage Month. (n.d.). Retrieved May 01, 2016, from
http://www.colorincolorado.org/books-authors/literacy-calendar/hispanicheritage-month
Humbach, N. A. (2007). Expresate: Holt Spanish 2. Orlando: Holt, Rinehart and Winston.