1. Question Imagine that your Spanish class is traveling to the

city of Santo Domingo in the Dominican Republic. The purpose of the trip is for you to learn more about the city that you’ve studied in class, and to compare your experiences in Santo Domingo with your home city of Baltimore.

Watch as your teacher plays a video to prepare you for the trip that you are about to take.

Consider the following: How does Santo Domingo’s colonial period

influence their historical places of interest? Where might you go to watch a professional

sports game, and what sport might you watch? Where can you go shopping, and what types of

things can you buy there?

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Essential Question: How does shopping and sightseeing in the city of Santo Domingo compare to shopping and sightseeing in the Baltimore area?

Santo Domingo

Tienda de instrumentos musicales en el mercadoImage Source: CultureGrams

2. Information Sources

Explore the links below to learn more about both cities:

Santo Domingo Lonely Planet: Santo Domingo CultureGrams: Dominican Republic (Check out the

links to photo gallery and slideshows to the right; diet, recreation, and the arts to the left under Lifestyle.)

Virtual tour: Santo Domingo Go Dominican Republic

Baltimore Lonely planet: Baltimore (“Sights” link is the most

useful) World Book: Baltimore (Cultural life and Recreation

sections) Historic places in BaltimoreBoth Google maps (Search for Santo Domingo,

Dominican Republic and Baltimore, MD. Zoom in to street view to explore.)

As you travel, you will take notes and compare your experiences in Santo Domingo to your experiences in your home city of Baltimore. Use a graphic organizer found on the next page. Don’t forget to cite your sources!

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Casas colonialesImage Source: CultureGrams

=I can do this on my own

=Challenge me!

3. Student Activity

You are now traveling in Santo Domingo and will make your comparisons between Santo Domingo and Baltimore, based on the links that you explored on the previous slide. You are choosing 5 places of interest to visit. You may wish to include information on foods, shopping areas, museums, the arts, tourist attractions, monuments, famous buildings, parks/plazas, and/or anything else that you feel is important.

As you find information, take notes using this Online Venn Diagram (see tutorial) so that you can easily access your information later for your assessment activity. Be sure to include URLs where you found the information.

Please see the rubric for more details about how your notes will be graded.

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El baile merengueImage Source: CultureGrams

4. Assessment Activity

Now you have returned from your trip. You enjoyed your experience in the Dominican Republic so much that you want to convince your friends and family to leave Baltimore and visit Santo Domingo.

Create an electronic interactive presentation (such as Prezi) in Spanish that includes all of the information from your notes and photos of the places in Santo Domingo that you chose. Use the preterite past tense.

Use images in your Prezi that are copyright-free or from sources licensed by BCPS.

You will present your Prezi out loud in Spanish in front of the class. Be prepared to speak on the date that your teacher assigns.

Be sure to write in Spanish and to cite all of your sources in MLA format, including for the photos that you use. Follow the rubric for your assessment activity.

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El palacio del gobiernoImage Source: CultureGrams

5. Enrichment Activities

All of your hard work has paid off, and you have convinced some of your friends to go to Santo Domingo. In addition to the great things that they’ve heard from you, they want to experience a holiday celebration during their trip.

Explore these sites to learn more about holidays in Santo Domingo. CultureGrams-

Dominican Republic holidays New York Times-

Carnaval in the Dominican Republic Soul of America- Dominican Republic

festivals and traditionsChoose one holiday that you feel is the most

interesting. In your Prezi, tell your friends why you think that they would enjoy celebrating that holiday. Remember to make comparisons to a holiday that you celebrate in Baltimore.

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La Navidad en la playaImage Source: CultureGrams

6. Teacher Support Materials

Spanish 2BCPS Curriculum11. Compare objects and symbols from the target culture to those found in their own, including food, buildings and monuments, and art.Maryland State Curriculum 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics in the target language.4.2 Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

ISTE NETS - National Educational Technology Standards for Students3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and

use information.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

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. c. Collect and analyze data to identify solutions and/or make informed decisions.

Time Frame: Two 90 minute class period. Students may require additional time outside of class to complete the assessment activity. An additional period may be required for oral presentations.

Differentiation: Direct students to use comprehension tools included

in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.

Learning Styles:Visual, auditory, tactile, reflective, global understanding, analytical understanding, field dependent, field independent.AVID Strategies:Inquiry based learning, use of Costa’s and Bloom’s questioningNotes to the teacher:Consult with your School Library Media Specialist to implement this lesson. You may wish to use a tool such as Edmodo to electronically distribute and collect this assignment.YouTube video on slide 1 must be shown to the class using a teacher account in school. Student accounts do not have access to YouTube.You may wish to add point values to the rubric.

Last updated: July 2014 Created by AMBER BICKHART, School Library Media Intern

BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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