ALEX Learning Activity

  

Weekend Travel Itinerary - Phase 2

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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: 2028
Title:
Weekend Travel Itinerary - Phase 2
Digital Tool/Resource:
Google Slides
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 then create and present a suggested travel itinerary for a weekend visit to the city to their classmates. (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
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Present basic information orally and in writing.

b. Give simple instructions.

c. Tell about familiar objects, experiences, and daily routines.

d. Recite short memorized phrases, poems, and/or rhymes.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • list information and fill out forms about themselves and others using words and phrases.
  • express his/her likes and dislikes using words, phrases, and memorized expressions (in writing and orally).
  • list information about familiar items in his/her immediate environment.
  • describe and list his/her daily activities using words, phrases, and memorized expressions.
  • present simple information about something learned using words, phrases, and memorized expressions (in writing an orally).

Novice High Level
Students:
  • recite and write information about his/her daily life using phrases and simple sentences.
  • describe a familiar experience or event and write short notes using phrases and simple sentences.
  • list basic information about a familiar person, place, or thing using phrases and simple sentences.
  • list information about others using phrases and simple sentences.
  • repeat basic instructions on how to make or do something using phrases and simple sentences.
  • retell basic information about things he/she has learned using simple sentences.
  • ask for information in writing.
Performance Descriptors:
Knowledge:
Students know:
  • how to appropriately describe themselves using correct noun/adjective agreements.
  • how to organize thoughts into simple sentences.
  • how to differentiate between describing themselve and others.
  • (first person and third person).
  • how to gather information using various traditional and electronic research tools.
Skills:
Students are able to:
Novice Mid Level
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
Novice High Level
Students are able to:
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
  • 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.
  • sing songs in the target language.
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 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 choose the places and activities that suit their personal interests best.

*Students can plan travel to a target language city.

*Students can present their plans to the class in simple sentences with details in the target language about the activities they want to do, and when, where, and why they want to do them.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Phase 2: Travel Itinerary Presentation

*The students will prepare a presentation of the weekend itinerary for their selected city. Students work with a partner or small group to pick their personal favorite sights to see (3 sights to see per person).

*The students will work collaboratively to create a Google Slides presentation with one slide per sight to see. Students should type the name of each sight to see and the time of their planned visit in digital clock format on the slide, and insert pictures of the sight. They will not type any full sentences/phrases on their slides but may have 2 helpful words.

*Students will present their travel itineraries to the class. They should speak freely based on the information on the slide, but not memorize sentences or read straight from the slide. During the presentation, students will tell the class what city they chose, where it is on the map, which sights they want to visit, when they want to visit each, what they want to do at each, and give at least one extra detail they learned about each sight, (ie. cost, how to get there, why they want to see it, or an interesting fact.)

*The students will listen and fill in a graphic organizer on what sights to see interest them most from each city as their classmates present their travel itineraries.

Assessment Strategies:

*Formally assess if the students are able to speak in complete sentences with simple details providing the required information about their travel itineraries, utilizing a rubric that measures whether a student is speaking at the Novice-Mid, Novice High, or Intermediate Low proficiency level.

*Formally assess if the students are able to speak in a fluid and comprehensible manner, or if any pronunciation and grammar errors impede comprehension, utilizing a rubric that measures whether a students’ fluency and grammar structure are at the Novice-Mid, Novice High, or Intermediate Low proficiency level.


Advanced Preparation:

The teacher should prepare by:

*Viewing both phase 1 & 2 of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2004)

*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

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

*Assigning optimal partners or groups for students

*Creating presentation directions, and the listening graphic organizer for students to fill out

*Students will need internet connected devices (one per group).

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: