Goal-directed Instructional Design Plan - Spanish 2B: Food Unit

Author - Laura Rinehart

  • A problem or a need – there must be a problem of practice or an educational need that should be addressed during the lesson.
  • The educational problem that will be addressed during this unit will be the misconceptions students have about countries that speak Spanish.  The goal is that their eyes will be opened to the poverty faced in many Spanish speaking countries.
  • The educational need that will be addressed in this lesson is having students use their Spanish speaking skills (ordering in a restaurant and food vocabulary) in an authentic manner so students will remember the information in a meaningful way.  
  • The second educational problem is that students in the 9th grade struggle with digital citizenship.
  • The second educational need that will be addressed is teaching students how to use technology to grow their online (Spanish) portfolio as a professional and useful tool.  

  • A real-world performance – how the learning objective fit into a real-world activity or need.
  • Students will create a project identifying a Spanish speaking country and their eating habits.  Along with this projects, students will be embedding a video onto their google sites where they will be mock-ordering food in a restaurant using their Spanish skills.
  • This objective is authentic because students can use their gained knowledge to identify the differences between their own culture and a different culture in the Spanish speaking world.
  • Students will be using their speaking skills as if they were in a real-world example of ordering food in a restaurant.  
  • Students will be learning technology skills such as google apps and embedding videos which will help them become global learners with skills they can use in other classes/scenarios.

  • An instructional objective – the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles.
  1. Objective- Use Spanish vocabulary and knowledge to order in a restaurant by creating a restaurant skit.
  2. Objective- Recall Spanish food unit vocabulary on quizzes and in class activities.  
  3. Objective- Create and present the final project on food habits in a Spanish speaking country.

  • A set of essential content – the basic ideas and skills that will allow the learner to complete the task or understand the content.
  • The technology skill that will be evaluated is creating a project using google apps.
  • The Spanish skills that will be evaluated are learning about the culture of a Spanish speaking country, ordering in a restaurant, ask for and pay a bill, and food quantities.

  • An evaluation consisting of a test or observation – an assessment, observation or product showing that the objectives can be accomplished in the real-world setting.
  • Students will have a final project based assessment.  They will choose a Spanish speaking country and talk about the different types of food, eating habits, amount spent on groceries, etc.
  • Students will have a speaking assessment. (ordering in a restaurant)
  • Students will have vocabulary & grammar quizzes to check for understanding.
  • The teacher, myself, will go over and evaluate the positives and negatives of the unit plan at the end of the unit.  

  • Motivation:
  • Meaningfullness – content and activities must have meaning for the learner
  • The student will be learning how to integrate technology with their Spanish skills by creating a project.  The project will be at a level that students from all different skill levels will be able to complete.
  • Activities leading up to the final project will be authentic and encourage the learner to use Spanish in real life examples.
  • Pleasant consequences – the effects that achieving the goal will have on the learner
  • At the end of the unit, the student will be able to share their group project with the class and online so members of their family, other students, and other teachers can see as well.  
  • Students will also have the project as a part of their online portfolio. (This was previously created and used by students continuing Spanish to higher levels).
  • Novelty – an attention-getting, humorous or curious manner that relates to the useful information in your lesson
  • Students will begin the unit by watching a youtube video that shows the amount of money different households around the world spend on average on groceries per week.

  • Socialization - a strong motivator for student learning
  • Group learning provides an opportunity for all students to share their ideas and work in the final project presentation.
  • Using google docs will allow students to receive instant feedback from other group members as well as their teacher.

  • Audience – For what audience are you designing this lesson? Consider the following:
  • Age
  • Junior High School: 9th Grade Students (Ages 14-15)
  • Skill level (including technology skills)
  • Knowledge of Google Apps (specifically g-mail and google docs)
  • High School Spanish Level 2 Skills (reading, writing, reading, speaking)
  • Prerequisite knowledge (including technology background)
  • Technology skill are varied
  • All students have access to a school g-mail account

  • Technology Needs – the computers, software, programs (such as Angel or other CMS’s) printers, equipment, Internet access, time in the computer lab will be needed to successfully complete your technology-rich lesson.
  • Computer with internet access (school or home)
  • Backup method: Flash Drive
  • Access to school g-mail
  • Basic knowledge of google docs

Michigan State University, Educational Technology Programs

http://edutech.msu.edu