ALEX Learning Activity

  

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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: Rebecca Suarez
System:Hoover City
School:Spain Park High School
  General Activity Information  
Activity ID: 2112
Title:
Directions
Digital Tool/Resource:
Google Maps
Web Address – URL:
Overview:

In this activity, students will investigate a number of places in Madrid (or any city) and use directional commands to get their partner from place to place. The students will take turns giving directions and tracing their route. The students must also make a comparison about the places they “visited” while in Madrid and a similar location in the U.S.

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

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level III
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Intermediate Low Level
Students:
    • have simple conversations on everyday topics.
    • ask and answer questions on factual information that is familiar to me.
    • use the language to meet my basic needs in familiar situation.

    Intermediate Mid Level
    Students:
    • start, maintain and end a conversation on a variety of familiar topics.
    • talk about my daily activities and personal preferences.
    • use my language to handle tasks related to personal needs.
    • exchange information about subjects of special interest to me.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocab for specific purposes.
  • how to use verbs in a variety of time frames (present, preterit, imperfect, future, conditional.
Skills:
Intermediate Low Level
Students are able to:
  • ask and answer questions related to school subjects
  • have a simple conversation on a variety of concrete topics
  • relate information using basic informal commands
  • construct verbs using formations that indicate past actions
  • interpret meaning of question words when used in conversation and respond appropriately participate in conversations on a number of familiar topics using simple sentence.
  • handle short social interactions in everyday situations.
Intermediate Mid Level
Students are able to:
  • participate in a conversation on familiar topics using sentences and series of sentences.
  • handle short social interactions in everyday situations by asking and answreing a variety of questions.
  • usually say what they want to say about self and everyday life.
Understanding:
Intermediate-Low Level Students understand that:
  • 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.
Intermediate Mid Level studnets understand that:
  • 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 III
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Intermediate Low Level
Students:
  • understand the basic purpose of a message.
  • understand messages related to basic needs.
  • understand questions and simple statements on everyday needs related to self.
  • understands messages that tell or ask about topics of personal interests.
  • identify simple information needed on forms.
  • identify some information from news media.

  • Intermediate Mid Level,
    Students:
    • understand basic information in ads, announcements and other recorded information.
    • understand the main idea of what is listened to for personal enjoyment.
    • understand messages related to everyday life.
    • understand simple personal questions.
    • understand basic information in ads, announcements, and other simple texts.
    • understand the main idea of what is read for personal enjoyment.
    • read simple written exchanges between other people.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocabulary for specific purposes including:
    • question words.
    • dates, times.
    • schedules.
    • travel (airport).
    • accepting/rejecting an invitaiton.
    • likes & dislikes.
    • compliments.
    • descriptive words.
    • messages for greeting cards.
    • services being offered on a variety of sitionations.
    • interests and daily routines.
    • sports.
    • jobs.
    • weather.
  • vocabulary related to travel, (customs forms, hotel registrations, information on ID.
  • and can use verbs in a variety of time frames.
Skills:
Intermediate Low Level
Students are able to:
  • understand and determine types of listening sources
  • understand location and time of an event.
  • understand announcements (arrival/departure info, due dates, time and date of messages).
  • understand questions and statements about daily routines, interests, scheudles)
  • understand what is asked for on a form or application.
  • understand basic information in a variety of contexts (weather forcasts, job postings, biographical data).
Intermediate Mid Level
Students are able to:
  • understand the main idea and details of advertisements and announcements and messages.
  • understand the main idea and details of literary and non-literary texts.
  • understand questions asked for surveys questionaires and forms across a variety of contexts.
  • understand basic information given in ads, labels, brochures, erc across a variety of contexts
  • understand the who, what, where, when, why & how of literary & non-literary texts.
Understanding:
Intermediate-Low Level Students understand that:
  • 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 III
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpersonal, Interpretive and Presentational Modes of communication
Evidence Of Student Attainment:

Students:
  • can compare the products, practices and perspectives of the target culture and native culture using the target langauge in a variety of time frames.
  • compare activities and events of the target culture and native culture using the target language.
  • compare cultural practices of the target culture and the native culture using the target language.
Performance Descriptors:
Knowledge:
Students know:
  • the target language Vocabualry for specific purposes.
  • verb conjugations in a variety of tenses.
  • how to identify the products, practices and perspectives of target and native cultures.
Skills:
Intermediate Low Level
Students are able to:
  • compare and contrast daily life activities in the target and native cultures, such as schooling, working, freetime activities, and daily routines.
  • compare and contrast holiday celebrations and traditions in the target and native cultures.
  • identify games, fairy tales, songs, and rhymes from the target culture and compare them with those of the native culture.
Intermediate Mid Level
Students are able to:
  • use the target langauge to identify and compare the products, practices and perspectives of the target culture.
  • use target langauge to compare activities and events of the target culture and native culture.
  • use target langauge to compare the practices of target and native culture.
  • identify games, fairy tales, songs, and rhymes from the target culture and compare them with those of the native culture.
Understanding:
Students understand that:
  • custom and tradition vary within a culture, as well as between cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.
Learning Objectives:

  1. The learner will use the target language beyond the classroom environment by using the Internet to find authentic websites to learn more about the “must see” places in Madrid.

  2. The learner will use the target language to both understand and give directions.

  3. The learner will use the target language to investigate perspectives through the practices of the target culture to compare and contrast various modes of transportation in large cities with the native culture.

  4. The learner will use the target language to practice interpersonal speaking by giving and receiving directions from their peers.

  5. The learner will interpret what is heard, read, or viewed in the target language in a variety of time frames by using background knowledge and will show understanding by presenting what they have learned about various “must see” places in Madrid, Spain.

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

Opening Strategy:

In order to prepare for this activity, students work in groups to brainstorm the learned vocabulary related to directions, cities, and driving, along with the affirmative and negative tú and/or Ud. commands. Each person in the group makes a list of keywords and phrases along with the review of the command forms. The students will need these words and phrases in order to complete this activity in the target language.

Activity:

  1. Using Google Maps or a printed copy of a Google Map, students work in pairs or small groups to give one another directions to another location in Madrid from the Plaza Mayor. (The teacher may assign another location and/or students can research/investigate other historic sites in Madrid and choose one in which they would like to ask directions for from the Plaza Mayor. Example: Plaza Mayor to Palacio Real). Students role-play while doing this activity, one being a police officer and one being a tourist. The “tourist” should ask for directions to the designated location and the “police officer” should give directions while the “tourist” traces the route on his/her map of the city.

  2. Then students change roles to give directions to the other student’s designated location, again starting from the Plaza Mayor.

  3. As students listen to their partner give directions they will trace their route on their map. When giving directions, students must determine if a driving route or walking route is the best option.

    4. If time permits, students can change partners and repeat the scenario again with different locations. 

Closing Strategy:

Once students have practiced giving and receiving directions, they will then write an "e-mail" to a friend back home, who will be coming to visit soon. They must give their friend directions from the meeting point (the Plaza Mayor) to another location (one not previously found by the student). The student should use an appropriate greeting and closing for the e-mail and correct grammar (the command forms) for this activity.

 
Assessment Strategies:

There are two opportunities for assessment in this lesson:

  1. Assess students’ interpersonal speaking interchanges while they are asking for and giving/receiving directions. The ACTFL (American Council on the Teaching of Foreign Languages) “Can-Do” Statements are a good measure of assessment for this particular part of the activity. Teachers may also choose other criteria for assessment in the interpersonal speaking portion.

  2. Assess students’ presentational writing in the short "e-mail" The ACTFL (American Council on the Teaching of Foreign Languages) “Can-Do” Statements for Presentational Writing are a good measure of assessment for this particular part of the activity. Teachers may also choose other criteria for assessment for this writing activity.


Advanced Preparation:

  1. Using Google Maps print out or record a digital image of the area of Madrid (or another city of interest).

  2. If printed out, laminate them so that students can use a dry erase marker to trace the route while listening to directions. If a digital image, have students use a marking tool to trace the route on the digital image.

  3. Select the places of interest for the students to investigate in the chosen city.

    Other useful websites:

    Google Maps - https://www.google.com/maps/@33.3914112,-86.8423661,13z 

    Google Earth - https://www.google.com/intl/es/earth/

     

Variation Tips (optional):

This assignment was created for a Spanish Level 3 classroom. There are several variations on this assignment and this assignment can be used in any target language.

Variation #1 - If desired, portions of this assignment can be used in a lower level class with modifications to the level of difficulty. In a level 2 class, the partners might have assigned locations and the participate by giving each other pre-written instructions.

Variation #2 - If desired, this lesson can be done digitally. Students can use various apps and extensions to record while students are marking their route and a student is giving directions in the target language. The places of interest can be researched prior and students/teacher can create “pings” for each of the locations that students can access while marking their route digitally.

Variation #3 - If desired, this can be done with any city in any target language culture and can be done with either a city map, metro map, bus transit map, etc. The idea is for students to be able to communicate in this context when needed in the target language country.

Additional Ideas for Compare and Contrast:

  1. Students investigate the various modes of transportation in a large city like Madrid and which ones are most preferred. Some of the topics for investigation are: Why do most people walk to get where they are going? What types of transportation are available? Why do most people use the public transportation rather than taking a car everywhere? How does one navigate the public transportation systems?

  2. Students compare and contrast the modes of communication in a large city, like Madrid, and where they live. Students write a short essay to compare and contrast the practices of the people in regards to transportation and describe the perspectives of the people and how they use various modes of transportation. (One aspect might be the perspectives on healthy lifestyles and choosing to walk of riding.)

 

 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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