ALEX Learning Activity

  

Weekend Travel Itinerary - Phase 1

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  This learning activity provided by:  
Author: Laura Buder
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2004
Title:
Weekend Travel Itinerary - Phase 1
Digital Tool/Resource:
Visit Berlin
Web Address – URL:
Overview:

Students will research sights to see in a German-speaking city on an official tourism website in the target language. Students will create a suggested travel itinerary for a weekend visit to the city. (This lesson includes 2 phases, uploaded as separate learning activities.)

This activity was created as a result of the World Languages COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level I
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • understand a few courtesy phrases when spoken.
  • recognize and sometimes understand basic information in words and phrases that they have memorized. recognize and sometimes understand words and phrases that they have learned for specific purposes. recognize words, phrases, and characters with the help of visuals. recognize words, phrases, and characters when they associate them with things they already know.

Novice High Level
Students:
  • sometimes understand written and oral simple questions or statements on familiar topics.
  • understand simple written and oral information when presented with pictures and graphs. sometimes understand the main topic of conversations that they overhear. sometimes understand the main idea of published materials. understand simple everyday notices in public places on topics that are familiar to them.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize the difference between a question and a statement.
  • how to identify who is speaking.
  • how to identify who is being spoken to.
  • how to recognize the topic being discussed.
  • how to rely on pictures, graphs, or charts to aid in comprehension.
Skills:
Students are able to:
Novice Mid Level
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Novice High Level students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • locate places on a map.
  • identify purpose of a brochure/advertisement.
Understanding:
Students understand that:
Novice Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

Unpacked Content
Goals:
Culture
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify tangible products unique to the target culture.
  • list key cultural products such as paintings, songs, and dances.
  • recognize cultural products referenced in audio and written the target language recources.
Performance Descriptors:
Knowledge:
Students know:
  • the tangible products that are important to their life and culture.
  • the tangible products that are important to the target language life and culture.
Skills:
Students are able to:
Novice Mid Level
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
11) Identify opportunities to use the target language beyond the classroom environment.

a. Plan real or imaginary travel.

b. Attend or view cultural events in person or virtually.

Unpacked Content
Goals:
Communities
Modes Of Communication:
interpersonal & presentational
Evidence Of Student Attainment:
Students:
  • participate in and plan real or imaginary travel to the target language locations.
  • recognize how to apply for a passport and complete other travel documents.
  • particpate in and explore cultural events in person or virtually.
  • recognize and evaluate tools that make real and/or virtual exploration of the target language possible.
Performance Descriptors:
Knowledge:
Students know:
  • the locations of the target language specific countries.
  • the key attractions within the target language specific countries.
  • the key celebrations within the target language specific countries.
Skills:
Students are able to:
Novice Mid Level
  • access important travel documents and safety information online.
  • use physical and online resources to identify and participate in celebrations within the target language countries.
Novice High Level
Students are able to:
  • access important travel documents and safety information online.
  • use online resources to evaluate hotels and attractions within target language countries.
  • use physical and online resources to identify and participate in celebrations within the target language countries.
Understanding:
Students understand that:
  • the target language is used around the world every day in many different contexts.
  • the target language can help one better understand the world around them.
  • the study of world languages expands one's opportunities.
  • language is a tool to connect with the world.
  • other understandings will depend on theme being taught.
Learning Objectives:

*Students can recognize words, phrases and simple sentences in an informational text in the target language about tourist sights to see in a target language city.

*Students can interpret visual and auditory cues to navigate the target language website to find specific information about sights to see.

*Students can identify basic facts about sights to see in the city, such as opening times, activities, prices, and location.

*Students can consider the variety of options they have for visiting a German-speaking city and can identify places and activities in the target culture that suit their personal interests best.

*Students can plan travel to a target language city.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

Phase 1: Tourism Web Quest and Travel Itinerary

*Students will work with a partner or small group and choose a German-speaking city they are interested in.

*Students will visit the official target language tourism website for their chosen city and explore sights to see, choosing those that interest them most.

*Students fill in a table of information about those sites in the target language, including location, transportation to the sight, opening hours, prices, activities to do there, and the reasons they would like to go.  

*Each group member will choose at least 3 sights to add to a weekend travel itinerary with their partner or small group. The group will list the sights to see in the order that they could visit them on a weekend in the city.

*Students may then move to Phase 2 to create a presentation and present their itinerary to the class. (See " Weekend Travel Itinerary - Phase 2" at https://alex.state.al.us/learningasset_view.php?asset_id=2028)

Assessment Strategies:

*Informally assess if the students were able to navigate the target language website and interpret the language well enough to acquire the required information by checking for completion of the web quest.

*Informally assess if the students were able to plan the weekend itinerary based on their interests for the German-speaking city by checking for completion of the itineraries.


Advanced Preparation:

The teacher should prepare by:

*collecting a list of cities for students to choose from and finding their official tourism websites (more German examples: http://www.muenchen.de/sehenswuerdigkeiten.html; https://www.salzburg.info/de/sehenswertes; http://www.luzern.com/de/sightseeing-fuehrungen)

*checking each tourism website link for any updates

 *securing access to internet connected devices for student usage

*becoming familiar with each tourism website and determining supplemental vocabulary students might need to navigate it themselves

Variation Tips (optional):

*Optionally, teachers can have students move on to Phase 2 of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2028)

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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