1
LESSON PLAN: VIRTUAL FIELD TRIP TO SPAIN
Description: Take a virtual field trip to Spain. Learn the differences within Spanish-speaking cultures
while developing listening, and pronunciation skills.
Teacher: Rebekah Lockaby
Subject: Spanish II
Grade: 9-12
Duration: Varies
Indiana Academic Standards:





Encourage the use of the language and cultural understanding for self-directed purposes.
Practice appropriate pronunciation and intonation.
Describe practices, products, and perspectives of Spanish-speaking culture.
Report on basic family and social practices of the target culture, and describe contributions.
Understanding Spanish language and culture outside of the classroom.
Objectives:





Students will expand on previous knowledge by remembering more common terms used in
conversation.
As a result of this virtual field trip students will be able to understand how Spanish in Spain
differs from other Spanish-speaking countries.
They will apply previously learned vocabulary in a new environment.
Students will focus on pronunciation and its effect on the meaning of a word and form new
sentences.
They will have a better understanding of the culture in Spain and understand the purpose of
learning cultural differences.
Prior Knowledge: Spanish I
Materials:




Livemocha- http://learn.livemocha.com/#player/2c4e7758-a950-4f67-b1623375cd2383cd/en/intro
Virtual field trip- http://edtech2.boisestate.edu/tanyawilliams/502/virtualtour/start.html
Correct Pronunciation- http://www.youtube.com/watch?v=Xg525KvZxi0
Pronunciation Activity
Procedure:



Opening Set/Anticipatory Set: Make any necessary changes to the classroom setting. Provide a
brief explanation of the lesson.
Instructional Sequence: Listen to the alphabet. Teach the different pronunciation differences
using the YouTube video. Further explain if necessary. Complete the virtual tour of Spain
together as a class or if possible individually. Hand out the pronunciation activity for students
and go over the correct pronunciation as a class. Proceed with groups.
Independent Practice: After the tour each country in Spain students will get into small group to
complete a pronunciation activity. Group the students together to insure positive interaction.
2

Closure: Provide a brief recap of most important points. Assign homework- One paragraph in
Spanish for each city explaining what was most significant or interesting.
Adaptations:



Recognize different cultural backgrounds.
Recognize returning students and remember their specific learning style.
Recognize whether or not students have contained previous knowledge necessary.
Assessment of Students:





Do students possess common knowledge of the language?
Do they further understand the culture of Spain? How does it differ from the rest of HispanoAmerica?
Are students applying previous knowledge in a new environment?
Are they using correct pronunciation?
Do they understand the purpose of learning cultural differences?
Bibliography, References:
"A Virtual Field Trip of Spain." A Virtual Field Trip of Spain. N.p., n.d. Web. 20 Mar. 2014
"Bloom's Taxonomy of Cognitive Levels." Teaching Resources -. N.p., n.d. Web. 01 Apr. 2014.
“Word Languages: Indiana State Approved Course Titles and Descriptions.” Doe.in.gov. N.p., n.d. Pdf. 01
Apr. 2014.
Sharpe, Amanda. “Design Model (DID): An Iterative Approach to Design Based on Continual Feedback.”
Sharp Eportfolio. N.p., 2011. Pdf. 20 Mar. 2014.
"Spanish Pronunciation: C & Z." YouTube. YouTube, 17 Jan. 2012. Web. 15 Mar. 2014.
Assessment of Lesson Plan: Provide feedback of student achievement in learning objectives.
3
Spanish Pronunciation Activity
Direcciónes: Práctica en pequeños grupos la pronunciación correcta de cada palabra como si
estuviera en España.
Ce
Ci
Za
Zo
Zu
Centro
Cielo
Zapatos
Zorro
Zumo
Cena
Gracias
Zanahoria
Marzo
Azul
Cero
Fácil
Zapatilla
Corazón
Zurrido
Celebración
Difícil
Zabullir
Zompa
Azúcar
4
1. What have you learned from this project?
I have learned how to format a lesson plan. I was not aware that there was so much
involved in creating a single lesson plan. I learned how to incorporate video into a lesson
effectively. I also learned how to use the internet to create exciting virtual field trips. A person
does not have to be in another country to experience different cultures.
2. What were your most useful resources in completing the project?
The academic standards were very useful in creating this lesson plan. Without the
standards to go by this project would have been much more difficult. Bloom’s taxonomy helped
me create more meaningful objectives.
3. How will/could you share or use this project?
I could use this project with those that I tutor, or with any person I come across who is
interested in Spain. I will use this in my future classrooms when I become a teacher.
4. What are some other possible applications of the technology you have learned and used to
complete this project?
I have learned that using videos is a great way to explain any topic, but gives the
students a different perspective than my own. I could use video to teach everything from the
culture of every Spanish speaking country to using correct pronunciations. I also learned that
there are many great websites online that support a virtual field trip. The website that I used has
great key places to visit already and links to interesting websites. I could use this website for any
future virtual field trip.
5. How could this project be further improved?
This project could be better improved by knowing the duration of each class period. This
would allow for better time management. Also the Spanish pronunciation activity will need to
be revised once I am more familiar with the Spanish language.
6. If this is a student project, how will it be evaluated?
This is not a student project, but it will be evaluated using frequent explanations and
questioning. The students were assigned homework to evaluate proper grammar usage and
understanding of the culture.
7. Has this project led you to think about other technologies you would like to explore and master?
If so, what are they?
This project has led me to explore other technologies, such as software that can be
bought that supports virtual field trips that I can create on my own. This will allow more control
over the content.