Transcript of Your Spanish teacher, Ms. Vazquez, has just informed your class that for spring recess, all of the 8...
- Slide 1
- Slide 2
- Slide 3
- Your Spanish teacher, Ms. Vazquez, has just informed your class
that for spring recess, all of the 8 th Grade students will be
going on a trip to Spain. She explains that you will be visiting
several cities in Spain.
- Slide 4
- Your World Languages Department has given each of the 8 th
Grade students $10,000 for the trip to be taken in April. Your stay
in Spain will be 7 days and 6 nights. During your trip, you will
have to visit at least three cities and stay 2 nights in each. How
long can the students stay in Spain? Your trip will begin in either
Madrid or Barcelona. From there, you will be visiting other cities
including Granada, Salamanca, Sevilla and Valencia. After
completing your daily travel logs of your trip, your class will
create a final presentation to be shared with the other 8 th Grade
classes. Madrid Barcelona
- Slide 5
- YYour class consists of 32 students. You will be separated into
four groups of eight students each. TTwo students of your eight
person group will choose a role. You need to assume the role of
your character to succeed as a group. FFor more information, click
on each of the roles listed on the following slide.
- Slide 6
- Travel AgentArrange airfare and transportation; check weather;
create a packing list; book hotels Culinary Expert Budget Meals
Traditional Spanish Dish Research traditional Spanish dishes and
customs of specific areas; plan and budget where and when your
group eats; prepare a sample of a Spanish dish Activity
CoordinatorPlan trips to cultural events, museums, athletic
competitions, and musical performances Trip ManagerOrganize and
manage the trip (buy souvenirs; handle crisis situations; purchase
first aide kits to bring on trip)
- Slide 7
- After choosing your role, you and your group will select which
city in Spain you will begin your journey, Barcelona or Madrid.
When you decide, look at the map of Spain to decide which three
cities you will visit while in Spain.map of Spain As a group,
estimate how much money you will need for hotels, transportation,
souvenirs, activities, and food. Once your groups cities are
selected, it is time for you to get to work. Refer back to your
role for your individual process.
- Slide 8
- You will begin your trip in either Barcelona or Madrid. From
there, you will choose to go to:Barcelona Madrid Granada Granada
Salamanca Salamanca Sevilla Sevilla Valencia Valencia While
visiting these cities, you are required to speak in the target
language as much as possible using conversational Spanish. You are
required to bring your Spanish/English dictionary to use when
needed.
- Slide 9
- Travel Journal - Individual (25 points)SNo Is a daily record of
my trip (past tense) Includes how much I spent per day Is written
from the point of view of my role Is written in Spanish and is able
to be understood at a level we have agreed upon in class On the
last day, contains a self-reflection of what you would change, what
you would do again, and anything you thought was cool
- Slide 10
- Itinerary Group (20 points)SNo We submitted an outline of our
trip We included activities, times, hotels, and allowed for travel
We included a daily total of he money we spent All of us
contributed equally to the itinerary Group Presentation (to be
given in the target language 64 points For your group oral
presentation, you have choice of a prop For the artist in the
class, a travel handbook For the techies in the class, a Power
Point presentation
- Slide 11
- Grading Rubric: The Travel Agent 4 Included an extensive list
of places visited, how they got there, how long and where they
stayed. Went above what was required. 3 Included a somewhat
extensive list of places visited, how they got there, and how long
and where they stayed. Went somewhat above what was required. 2
Included a somewhat incomplete list of places visited, how long and
where they stayed. Some elements may be missing. 1 Included a
mostly incomplete list of places and sites visited, how they got
there, and how long and where they stayed. Most elements are
missing or copied. 0 Made no attempt to participate in this
project.
- Slide 12
- The Activity Coordinator 2 Included an extensive list of sites
visited and activities planned. Included activities from many
different categories. Explained the significance of visiting these
sites in an excellent manner. Went above what was required. 4
Included a somewhat extensive list of sites visited and activities
planned Included activities from several different categories.
Explained the significance of visiting these sites in an
above-average manner. Went somewhat above what was required. 6
Included a somewhat incomplete list of sites visited and activities
planned. Explained the significance of visiting these sites in a
below-average manner. Some elements may be missing or incorrect.
8Included a mostly incomplete list of sites visited and activities
planned. Explained the significance of visiting these sites in a
poor manner. Most elements are missing, copied, or incorrect.
10Made no attempt to participate in this project.
- Slide 13
- Culinary Expert 2 Included an extensive list of traditional
dishes for the regions the group visited. Included an exceptionally
organized plan of where the group ate during the trip, including a
wide variety of restaurants or other creative means. 4 Included a
somewhat-extensive list of traditional dishes for the the group
visited. Included a well-organized plan of where the group ate
during the trip, including somewhat of a variety of restaurants. 6
Included an somewhat incomplete list of traditional dishes for the
regions the group visited. Provided incorrect information. Included
a plan of where the group ate during the trip, including the names
of restaurants but some days or meals may be missing. 8 Included a
mostly incomplete list of traditional dishes for the regions the
group visited. If background information was provided, it was
incorrect. Included a very sketch plan of where the group ate
during the trip. Names of restaurants, if included, are few or
copied. 10 Made no attempt to participate in this project.
- Slide 14
- Trip Manager 4 To the greatest extent, describes in detail what
to do in emergency situations (e.g. with the supervision of the
chaperones assist with the loss of passports, needing to visit a
hospital, go to drug store for over the counter remedies, etc.),
where stopped, and shows what souvenirs were collected and their
significance. 3 Describes in some detail what to do in certain
emergency situations (e.g. with the supervision of the chaperones
assist with the loss of passports, needing to visit a hospital, go
to drug store for over the counter remedies, etc.), where stopped,
and shows what souvenirs were collected and their significance. 2
Describes in little detail what to do in certain emergency
situations (e.g. with the supervision of the chaperones assist with
the loss of passports, needing to visit a hospital, go to drug
store for over the counter remedies, etc.), where stopped, and
shows what souvenirs were collected. Some information is missing.
Few reasons given for why souvenirs were collected, or the
information is incorrect. 1 Only lists emergency situations but
does not describe what to do (e.g. with the supervision of the
chaperones assist with the loss of passports, needing to visit a
hospital, go to drug store for over the counter remedies, etc.),
where stopped, and shows what souvenirs were collected, or their
significance were very sketchy if included at all. 0 Made no
attempt to participate in this project. TOTAL POINTS (FROM ALL 4
ROLES) X 4 ___/ 64 GROUP PRESENTATION GRADE
- Slide 15
- How long have you stayed in Spain? During your journey, you
have hopefully seen famous museums, attended Spanish sporting
events, dined in fine restaurants, and experienced how much fun it
was to ride the metro. But most importantly, you got to practice
your Spanish. You have also learned to budget money, exchange
currency, and plan an itinerary. With your new-found experience,
you are certainly ready for a real to trip to Spain! Viva
Espaa!
- Slide 16
- International Society for Technology in Education 1. Creativity
and Innovation 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 distance, to support individual
learning and contribute 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 understand and
global awareness by engaging with learners of other cultures. d)
Contribute to project teams to produce original works or solve
problems.
- Slide 17
- International Society for Technology in Education (contd) 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 of 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.
- Slide 18
- I hope all of you enjoyed our trip to Spain and concluded that
it is indeed a different country because of its culture, every city
has different things to offer, and the language spoken is so
romantic and beautiful. I trust that everyone had fun and got to
practice their conversational Spanish. It was truly a great
experience to see at first hand a, bullfight, flamenco show, and
savor their most authentic dish, their paella. Lets not forget how
we finished it off with their most delicious Churros which were
deep fried dough sprinkled with sugar. Our trips to the museums
were very educational and we could not get enough from their shops.
Talking about shopping, we almost went over budget when we went to
La Rambla in Barcelona. Every merchant was more unique than the one
left behind. The visit to the beach was spectacular. We had a great
picnic lunch and enjoyed the non-alcoholic Sangria. It was indeed
sad to say farewell to Espaa when we arrived at the airport the day
we left. I think we all truly felt, Viva Espaa!
- Slide 19
- http://office.microsoft.com/en-us/images/
http://www.libertytravel.com/
http://www.travelinginspain.com/spaineats.htm
http://www.backpackerheaven.com/articles/budget_meals/spain.htm
http://www.spain-recipes.com/paellarecipes.html
http://www.destination360.com/europe/spain/events-holidays
http://www.spanishprograms.com/shopping-in-spain.htm
http://www.letsgo.com/maps/europe/spain
http://www.barcelona.com/barcelona_city_guide
http://www.lonelyplanet.com/spain/madrid
http://www.lonelyplanet.com/spain/granada
http://www.tourspain.org/salamanca/
http://www.virtualtourist.com/travel/Europe/Spain/Andalucia/Sevilla-
253763/TravelGuide-Sevilla.html
http://www.virtualtourist.com/travel/Europe/Spain/Andalucia/Sevilla-
253763/TravelGuide-Sevilla.html http://www.valenciaguide.org/
http://www.iste.org/standards.aspx