Source of Pictures:
Schoolboys. 2003. Photograph. Collection of CultureGrams. ProQuest, 2015. Web. 7 Jun 2015.
Volcanoes. 2007. Photograph. Collection of CultureGrams. ProQuest, 2015. Web. 7 Jun 2015.

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Topic: Spanish-Speaking Countries of North and Central America and the Caribbean
Grade Level and Content Area: 8-12 Spanish
Learning Objective: Given iPads (or other devices) with QR scanners, QR codes linking to cultural information, and a map with cultural clues, the student will identify
Spanish-speaking countries and their capitals in North and Central America and the
Caribbean and label the appropriate countries/capitals on his/her map.
Standards:
 Michigan World Language Standards
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 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken
National Technology (ISTE-NETS.S) Standards
 5.b
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

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 Ensure that iPads (or other devices) have a QR scanner app downloaded
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 To save paper, rubrics can be printed on the back of the map worksheet
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 Slides #2-3 can be hidden so that this PowerPoint can be shown to students without teacher instructions

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For each region in the chart on your warm-up, list as many Spanish-speaking countries as you can think of (include the capital if you know it)
Volunteers can write their ideas in the chart on the board
 At the end of today’s activity, we will check our answers (right answers will receive candy)
North America Central America The Caribbean

 Task: Label your map of Spanish-speaking countries in North America,
Central America and the Caribbean using the clues provided on your map and in the QR codes
1.
In groups of 3-4, go to each of the 10 stations set up around the room
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 Your group will be assigned to a station (not everyone will begin at Station 1)
Using an iPad and QR scanner, scan the QR code at the station to learn the name of the country, its capital city, and to see a cultural picture or video from that country
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Take turns using the iPad- everyone in the group should use the iPad at least 2-3 times
There may be additional links that you can visit to gain more information
Based on what you see, find the corresponding fact on your map worksheet and record the correct country name and capital on the lines provided
 Work together to find the corresponding cultural fact on the map
 Everyone fills out their own map
Rotate to the next station when the teacher tells you to

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Return your iPad to the teacher and go back to your seats
How well did you know the Spanish-speaking world?
 Check your map versus the chart on your warm-up and the board
 If you volunteered to add a country onto the chart on the board and it is right, you can get a candy for each correct answer
Which fact do you think is the most interesting?
 If you would like to see the pictures and videos again or explore the additional websites, you can find them at this website:
 http://tourofspanishspeakingcountries.weebly.com/
Color your maps by region
 Norteamérica: México
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América Central: Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá
El Caribe: La República Dominicana, Cuba, Puerto Rico
Listen to this song to help you remember the countries and capitals of North and Central America and the Caribbean
 We will refer to these countries throughout the year in projects and skits
Turn in your completed Map Worksheet for 10 points (see grading rubric)
 The graded map will be returned and should be filed in your binder under “Cultura” for future reference

Standard
Michigan World
Language Standards
2.2.N.G.a
5
All 10 countries and capitals have been correctly labeled in
Spanish, including correct spelling and punctuation
4
8-9 countries and capitals have been correctly labeled in
Spanish, including correct spelling and punctuation
3
6-7 countries and capitals have been correctly labeled in
Spanish, including correct spelling and punctuation
2
4-5 countries and capitals have been correctly labeled in
Spanish, including correct spelling and punctuation
1
1-3 countries and capitals have been correctly labeled in
Spanish, including correct spelling and punctuation
0
No attempt
Identify countries, capitals and major cities in which the language is spoken
National Technology
Standards (ISTE-
NETS.S)
5.b
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Student cooperated with peers, shared the iPad (each student in the group used the iPad at least 2-3 times), treated the iPad with care, and used time wisely (completed the activity within the set time frame)
Student cooperated with peers, usually shared the iPad
(student may have used the iPad up to 5 times), treated the iPad with care, and was rarely off-task (completed activity within set time frame)
Student usually cooperated with peers, attempted to share the iPad (student may have used the iPad up to 6 times), treated the iPad with care, and was sometimes off-task but completed the activity within the set time frame
Student seldom cooperated with peers, seldom shared the iPad
(student used the iPad
7 or more times), had to be reminded to be careful with the iPad, and was frequently offtask
Student rarely cooperated with peers, rarely shared the iPad
(student used the iPad
8 or more times or refused to take a turn), was careless with the iPad, and was off-task the majority of the time and/or struggled to complete the activity within the set time frame
Student did not cooperate with peers, did not share the iPad or refused to take a turn, did not treat the iPad with care, and did not use time wisely and/or did not complete the activity within the set time frame