ALEX Learning Activity

  

Restaurant Virtual Visit, Review, and Conversation - Phase 2

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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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: 2029
Title:
Restaurant Virtual Visit, Review, and Conversation - Phase 2
Digital Tool/Resource:
Augustiner am Dom
Web Address – URL:
Overview:

Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 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 write a restaurant review in original sentences with details in the target language, describing and giving their opinions on its atmosphere, service, food and drink items, and prices.

*Students can recommend a restaurant and food and drink items in the target culture by writing in the target language.

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

Phase 2: Written Restaurant Review

*Students will choose a restaurant in the target culture and visit the target language website for it. (See examples under Advanced Preparation.)

*Students will then go to the target language TripAdvisor or Yelp website (or target language equivalent) and read a couple of examples restaurant reviews for their restaurant.

*Students will then write their own review of the restaurant in the style of a Yelp or TripAdvisor review, giving the name of the restaurant and describing the atmosphere, service, food, drink, prices, and whether they recommend the restaurant. 

*Students will write in complete original sentences with details.

*Students will turn in the restaurant review to the teacher.

*Students will move on to Phase 3 of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2030)

Assessment Strategies:

*Formally assess whether students are able to write complete sentences with simple details describing the required aspects of their restaurants, utilizing a rubric that measures whether a student is writing at the Novice-Mid, Novice High, or Intermediate Low proficiency level.

*Formally assess whether students’ writing is comprehensible or whether grammar and spelling errors impede comprehensibility, 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:

Teachers should:

*View all 3 phases of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2005 https://alex.state.al.us/learningasset_view.php?asset_id=2030)

*Create a list of restaurant website links for students to choose from. German examples:

www.augustineramdom.de 

www.der-pschorr.de

www.diemetzgerei.at

www.cafe-fraeulein.de

www.bieberbau-berlin.de

www.hamburgerei.de

*Choose optimal student partners or groups of 3.

*Create a handout of instructions for the virtual visit, written review, and conversation.

*Create rubrics to assess the proficiency level of the written review and the conversation.

*Choose a software or website for students to use to record themselves.

 

Variation Tips (optional):

Before having students write their own review, teachers could have them read authentic target language reviews of restaurants and categorize them or interpret information from them.

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