1. Introduction to Topics as a Learning Activity (Redesigned)
By Kimberly Jackson
EDU-697
July 4, 2014
Instructor-Dr. Keith Pressey

2. What is a Topics?
A topic is a low-level learning object in a course or knowledge product.
Topics can vary in length. Topics can include text, graphics, voice, animation, video and more (Horton, 2012). Learning to Speak Spanish is the topic that I chose for this lesson.

3. Needs Assessment What do you know?
One year of foreign language is required
High school students cannot graduate without it
Most schools teach Spanish
By graduation, students know basic Spanish
As teachers, we know that every high school student will have to have a year of a foreign language as a graduation requirement. Without it, high school students will not get their diploma. Most schools teach Spanish and by the time students get to high school, they should know the basics of Spanish.

4. What do you want to know?
Teachers want to know if their students know any Spanish and if so, how much? Teachers also want to know that their students will know a few basic Spanish words in order to communicate properly.
Teachers need to know these things so that they will have an idea as to where to begin. These things can be determined through observation and assessments.

5. What are you trying to measure, determine, or define?
How much Spanish, if any do you know?
Can you identify Spanish words?
Can you communicate properly?
Teachers are trying to determine or measure the amount, if any, Spanish their students may or may not know. They also want to know if they can identify and communicate using various basic Spanish words properly.

6. How will you collect and record information?
Pre assessment
Post assessment
Evaluation
Pre and post assessments will be given to the student at the beginning and end of each lesson. The pre assessment will show what the students may or may not know about the lesson before it is taught. The goal of pre-assessment is to determine a student’s knowledge and understanding (Hume, 2008). Post assessments will show what or how much the students have learned from the lessons. A final post assessment will give some indication on if the students are retaining the information. When teachers assess a student’s performance, they’re not placing value or judging (teachersschoolastic.com).

7. How will you report the information you collect?
The data from pre, post assessments and evaluations, in addition to assignment and homework, will be collected, graphed, and shared with teachers and administrators for distribution and discussion.
This data will be collected weekly then graphed and shared monthly.

8. Are all interested groups included in planning and conducting the needs assessment?
In planning and conducting the needs assessment, all high school and elementary Spanish teachers and students were included.
All of these individuals play a huge role in the assessment development and plan implementation.

9. Objectives Students will be able to: Learn basic Spanish words
Be able to identify basic Spanish words
Be able to properly use basic Spanish words in sentences
At the end of these objectives, students will beable to express their understanding basic Spanish words through oral and written communication.

10. Topic activities Part One Part Two
Chose ten of the words from the basic words list, learn the pronunciation using Google translator and present them to the class in English and Spanish.
Using Google translator, define the ten words that you selected.

11. Homework
Write three sentences using your basic words and other words that you have learned:
One about you
One about the weather
One about your hobby

12. Assessments
Write two sentences using your basic words and other words that you have learned.
Write a paragraph about your favorite things to do
A final evaluation will be given upon completion of the class to determine learning and mastery level.

13. References
Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley. Hume, K. (2008). Start where they are: Differentiating for success with the young adolescent. Toronto: Pearson Education Canada.