Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.

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Technology Integration Unit Launch Page
Type only in the gray areas
Teacher Name: Jessica Brecheisen
Project Title: Fall Semester Review Posters
Project Subject(s): Spanish 1
Grade Level(s): 9th-12th graders
Goals & Objectives: Students are each given an opportunity to pick one subject that
they want to review that they have learned thus far in spanish
one. They know how to conjugate ar verbs, er verbs and ir
verbs. As well use the verbs ser and estar. They also know how
to ask and answer basic questions in regard to : talking about
their friends, and courses, school supplies, colors and clothing,
tell time, talk about school, and food in a restaurant
Emerging Trend: Glogster Poster Presentations
Essential Question: Can you lead a review of one of the essential topics we have
taught so far in Spanish?
Scaffolding Questions: What are some instructional videos to review the topic?
What is an instructional video that you yourself have created to
review the concept using a program like go-animate.com?
Have you created review charts or mini posters to review the
topic?
What are some practice activities so we can practice the
concept you are trying to review?
What are some practice assessments we can take to review the
concept or vocabulary?
Have you used the concept in a written form of at least 10
sentences of phrases? To demonstrate that you understand the
topic you have chosen to teach us?
Approximate Length of Unit (days, weeks)
1 week
Unit Summary and Sequence of Events – give daily details:
This unit will be given as the review the week before finals. It will allow students and
opportunity to each be assigned a topic for review. Then the teacher will post all Glogster
posters and make every student at least review 10 other students posters in order to study
and review the concepts. All students will have access to all Glogster posters in order to
study and review the material.
Day One – Monday
Review Warm-Up
Teacher shows her example Glogster Poster
Teacher Has Students visit this review website:
http://mendycolbert.com/Spanish1.htm
Teacher provides students a list of topics that students can choose from to make their
review poster

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Day Two-
Diario
Students should have a topic picked out
Teacher gets topics from students
Students complete a mind map / graphic organizer of what they want to create on their
glogster poster
Teacher checks their mind map
Day Three-
Diario- Review
Students begin working with Glogster
Day Four-
Diario
Students finish their poster
Day Five- Students view at least 10 other students posters. They fill out a worksheet
saying how the review helped and what they learned.
Students are hopefully more prepared for the final exam.
Students go back and review these posters on their own over the weekend and before
their final exam.
Accommodations for Differentiated Instruction
Learning Challenged This allows students to pull from already published websites,
Student: you tube videos, the textbook website, etc in order to review the
material. This also allows for the more challenged students to
have plenty of time to review the material in many different
ways.
Gifted Student: It allows the more advanced student to have an almost limitless
creation in regard to creativity. The gifted student could create
everything original. They could make their own YouTube video.
The gifted students could design quizzes using Google docs in
order to review the material. This activity is limitless for the
gifted student.
ELD Student: This activity allows for the ELD student to have the opportunity
to create the exact specific support that they need in regard to
what they are reviewing. It also allows the ELD student to work
at their own pace.
IDENTIFY STANDARDS – Select two or three standards from each category
and copy/paste them into this document
Specific CA Content Standards:
STANDARDS FOR FOREIGN LANGUAGE LEARNING

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COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety
of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of
the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of
the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through
the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture ( depends on what they include in their poster)
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language
studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures
studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment.
Specific ISTE Tech Standards for Teachers:
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a

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distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6.Technology Operations and Concepts Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Specific ISTE Tech Standards for Students:
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.

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b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6.Technology Operations and Concepts Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

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Formative Assessment Plans (Checking for Understanding)

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Summative Assessment (Paste rubric or create with table tools)
REFERENCES – List websites, books, magazines, and other resources
used to collect content information for this unit
You may link to Delicious or online portal