MTT Domain Competencies

• 1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
• 1-002 Applies basic strategies and techniques for using graphics and animation.
• 2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
• 2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
• 2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
• 2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
• 3-009 Knows how to collaborate 3 with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction.
• 3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS

§114.23 Languages Other Than English Levels III & IV

• (2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to: (A) use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and(B) use the language at the intermediate proficiency level to demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.
• (3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information; and (B) use the language at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.
• (5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to: (A) use the language at the intermediate proficiency level both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate.
  

Student Learning Goals

1. Recognize that certain cultures have celebrations unique to them and acknoledge ways to celebrate those holidays.
2. Construct a personalized alter to demonstrate one aspect of the Dia de los Muertas celebration.
3. Synthesize information into a collaborative presentation and present individual photos of alters to participating schools via ITV equipment.
   

Teacher Learning Goals

1. Increase level of technology integration into current instruction.
2. Implement student-centered instructional strategies.
3. Facilitate classroom management and group work to maximize student efficiency.

Mentor Learning Goals

1. Apply effective mentoring strategies to guide teacher through planning and implementation of lesson
2. Provide technical and instructional support and encouragement for teacher

Students have studied the various holidays that are unique to spanish-speaking countries in Spanish II. They will have discussions in class to recall this data as well as do research to supplement prior knowledge.

Students will be required to bring artifacts that are important to someone they wish to honor and construct an alter similar to the ones they studied. Each student will also write out a script, describing each artifact and relaying its importance to the honoree. Students will participate in a distance learning connection where they show a picture of their alter and recite their script.

1. Brainstorm and recall prior knowledge
2. Formulate Questions
3. Participate in Group Discussions

Knowledge

4. Use keyword and Boolean searches to locate information and images about
alters.
5. Create working files to save data and images collected.

6. Synthesize and interpret the data collected.

Comprehension

7. Brainstorm to combine knowledge acquired through research and
formulate a design for their own alter based on who they wish to honor.

Synthesis
Analysis

8. Create a script to explain the artifacts selected.
9. Design and construct an alter.
10. Photograph their alter so that all artifacts are clearly visible.

11. Make a presentation via ITV equipment to other students.

Application

1. Consult with SpEd Coordinator to determine if there are any students who need modifications for this lesson and/or any assistive technologies.
2. If any such students are identified, determine what student-specific modifications need to be made and implement them.
3. If the Sped Coordinator determines that any students need an assistive technology device to successfully complete the assignment, the teacher will work with the Sped department to acquire and implement such technologies and provide adequate student support.

1. This unit will be presented as a student-centered, problem-based learning project. The teacher will present the problem to the class and hold discussions to recall pertinent facts and information.
2. Students will research alters and gather data and images to help them understand their significance.
3. Students will bring (or acquire) artifacts to construct an alter and write out a script to fully explain the significance of each artifact selected for inclusion in the alter.
4. Teacher will monitor and facilitate students' work on their alters and scripts.
5. Teacher will present basic requirements for the presentation and facilitate computer lab work as students create and practice their final presentation.
6. Sped coordinator has identified any modifications or special considerations needed for diverse learners and teacher has made all recommended accommodations.

Software:
Microsoft Word, Photoshop or Paint Shop Pro

Hardware:
Computers located in Computer Lab equipped with software.
Internet Access via T-1 line
Network Access to student folders and/or shared folders.
Overhead projector
ITV Equipment in Spanish room

Informal:
Demonstration, Observation, Checklists

Formal:
Individual Rubric, Group Presentation Rubric