Basic Productivity Tools (BPT)

Lesson Idea Name: ¿Qué animal es este? (What Animal is This)

Content Area: World Language (Spanish)
Grade Level(s): 6Th Grade
Content Standard Addressed: MLALL6.IP1: The student participates in oral and written exchange of
information, opinions, and ideas in a variety of timeframes and formal/ informal situations

Technology Standard Addressed: 1: Empowered Learner. Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed by the learning
sciences

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable): Citations for photos used in the PowerPoint are located in
PowerPoint. The URL’s contain the answers to the questions asked in the PowerPoint so they will not be
posted here.

Bloom’s Digital Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): This PowerPoint has been designed with the principles of the Universal
for Learning in mind. This lesson answers the question of WHY by providing an entertaining means of
presenting the lesson. This lesson is presented like a game; the students see a series of pictures and try to
guess the name of the animal in the pictures. This was done do that the lesson could be more entertaining.
This lesson answered the question of WHAT by offering both visual and audial representations. So, if a
student has hearing impairments, the student could still learn from the lesson and participate in it by looking
at the photos and then the answers to the photos which are given in both English and Spanish. If a student
has visual impairments, then the student can hear the audio for the lesson which the gives the names of the
animals in both Spanish and English.
This lesson answers the question of HOW by allowing students to express their responses in a wide
variety of ways. A student could write the answer down, the student could say the answer, or the student
could type the answers. A student could also add whatever animals the student wants to the lesson.

Lesson idea implementation: The implementation of the lesson is simple for this lesson is designed for
beginners in learning Spanish; this lesson is designed to be an introductory lesson When I first started making
this lesson, I had in mind that this would be something that would be shown on the first week of school. The
students will first complete the presentation by going through all the slides and answering the questions. This
will be meeting the standard previously given by having the student participate in an oral and written
SBooker, 2020
 Basic Productivity Tools (BPT)
exchange of information, which in this case is the names of different animals.

The lesson will be introduced by teacher who will begin by saying something along the lines of “we are
going to start this semester off with a little game”. The goal here is to start the year on a good foot so that the
students can know that the Spanish class that they are taking won’t be just another class but rather an
exciting adventure with authentic and meaningful assignments.
This lesson will take about 5 minutes to complete and student learning will be assessed by whether or not
the student could answer the question correctly. The teacher will provide feedback via one-on-one
discussions.

If the students have shown great ability in completing this assignment, then the teacher may assign a
second part to this assessment that will both differentiate the assignment as well as extend the student
learning it to a higher standard, which in this case would be the standard of applying. The teacher can assign
the students the task of adding two or three or more animals of their own choosing to the presentation. This
would raise the standard of learning to applying because the students would be editing this lesson to add
their own animals.

The teacher will explain to the class how they can add to the project. The teacher will explain that the
format of the presentation is very easy to copy; just add a picture of an animal and then on the next slide post
the website in which the photo was taken from ( this is done because many of the URLs of the photo contain
n that name in English of the animal) as well as the name of the animal in English and in Spanish.

Reflective Practice: The activities of this lesson could impact student learning by engaging students and
making learning more entertaining. Students these days love to play video games, so if school lessons and
assignments are designed someone like video games than maybe the students would enjoy school more.
What should further extend this lesson is by doing what had been previously stated which is having the
students insert t their own animals. Then all the additions that the students had made could be put together
in one giant slide show and as a class can be completed together. What could further extend this lesson
would be if, via the use of a productivity tool that could someone make AR animals appear, then that would
greatly add to the entertainment value of this lesson which would be a great answer to the question of WHY

SBooker, 2020