Comparing Digital Favorites

Grade Level

10th Grade

Duration

45 minutes

Class Size

30 students

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Standards Alignment

Common Core State Standards (CCSS) for English Language Arts:

• CCSS.ELA-LITERACY.W.9-10.1
  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• CCSS.ELA-LITERACY.SL.9-10.1
  Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-LITERACY.L.9-10.6
  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term.

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Learning Objectives

By the end of this lesson, students will be able to:

• Express and support opinions about favorite applications and internet/social media usage in Spanish.
• Use specific vocabulary and phrases to describe reasons for app preferences and internet use (e.g., fácil de usar, interesante, comunicación, entretenimiento).
• Participate in paired and group discussions to compare digital habits in Spanish.
• Compose a short written paragraph defending their favorite app choice with relevant reasons.
• Build cross-cultural communication skills through sharing technology habits.

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Materials Needed

• Whiteboard and markers
• Projector (for visual vocabulary and instructions)
• Handouts with key vocabulary phrases (dyslexia-friendly fonts and spacing)
• Sentence starters and graphic organizer worksheets
• Laptops/tablets or paper for writing activity
• Timer

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Lesson Outline

1. Warm-Up and Vocabulary Introduction (10 minutes)

• Objective: Activate prior knowledge and introduce key vocabulary related to technology preferences and internet use.

• Display on the board (or projector) phrases the teacher provided:

  • ¿Cuál es tu aplicación favorita? Mi aplicación favorita es...
  • Porque es fácil de usar / …es interesante / …todos mis amigos la usan / …es muy popular-común
  • ¿Para qué usas el internet? Uso el internet para... comunicación, buscar información, etc.
  • ¿Para qué usas las redes sociales? Las uso para… entretenimiento, distracción, chismosear, hablar con mis amigos

• Read them aloud, modeling pronunciation and intonation.

• Use visuals/icons to represent each phrase (e.g., smartphone for aplicación, speech bubble for comunicación) to reinforce meaning.

• Have students repeat chorally and then individually in a quick round-robin style to build confidence and fluency.

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2. Guided Practice: Pair Discussion (12 minutes)

• Objective: Practice speaking and listening using sentence starters and vocabulary phrases.
• Distribute dyslexia-friendly handouts with sentence starters and a short dialogue template.
• Assign pairs and give them the prompt:
  "Talk about your favorite app, why you like it, and what you use the internet and social media for."
• Encourage using these phrases:
  • "Mi aplicación favorita es… porque…"
  • "Uso el internet para…"
  • "Las uso para…"
• Teacher circulates, offering support, ensuring correct usage and pronunciation.
• Use a timer giving each student 3 minutes to speak/listen.

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3. Independent Writing: Short Paragraph (10 minutes)

• Objective: Write a coherent paragraph expressing their favorite app and reasons, incorporating vocabulary.
• Students write a brief paragraph (5–7 sentences) responding to:
  "Mi aplicación favorita es… porque…" and describe internet and social media use.
• Provide a graphic organizer with sentence frames for scaffolding.
• Suggest they include at least three reasons from the phrases learned.
• Dyslexia accommodations:
  • Provide lined paper with wide spacing and colored overlays if needed.
  • Allow use of text-to-speech or speech-to-text if available.

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4. Extension Activity for Advanced Learners (Optional/If Time Permits)

• Task advanced learners to write or orally present an argument comparing two or more apps, citing pros and cons using newly learned vocabulary.
• They can include opinions on privacy, popularity, or educational value.
• Encourage using transitions (porque, además, sin embargo).

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5. Wrap-Up and Assessment (8 minutes)

• Volunteers share their paragraphs or key ideas in small groups or with the whole class.
• Assess verbally and through observation during activities:
  • Use a simple rubric to evaluate use of vocabulary, clarity of expression, and cultural engagement.
• Exit ticket: each student states one sentence in Spanish on why their favorite app is popular or useful.

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Differentiation Strategies

• For Struggling Learners:

  • Use sentence starters and graphic organizers.
  • Partner with stronger Spanish speakers or use peer tutoring.
  • Visual supports and gestures to reinforce meaning.
  • Extra time for writing task.

• For English Language Learners (ELL):

  • Pre-teach vocabulary with pictures.
  • Allow use of bilingual dictionaries.

• For Students with Dyslexia:

  • Dyslexia-friendly handouts (sans serif font, 14-16pt size, high contrast).
  • Chunk reading and writing prompts.
  • Option to verbalize answers.

• For Advanced Learners:

  • Complex writing extension outlined above.
  • Research and present on the impact of social media apps in Spanish-speaking countries.

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Teacher Reflection

• How successful were students in using the target vocabulary meaningfully?
• Did the pair discussions promote engagement and language confidence?
• Were the accommodations effective to support all learners?
• How could the lesson be adjusted for future classes to increase interaction or cultural relevance?

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This lesson plan combines language skill development with relevant, real-world topics to engage 10th graders while meeting key Common Core standards for speaking, listening, and writing proficiency in a world language context.