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A Month in Salamanca

A Month in Salamanca. A WebQuest by Mark Diba Introduction | Task | Essential Question Process | Evaluation Rubric | Conclusion Teacher Resources | Contact. Next >>. Introduction.

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A Month in Salamanca

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  1. A Month in Salamanca A WebQuest by Mark Diba Introduction | Task | Essential Question Process | Evaluation Rubric | Conclusion Teacher Resources | Contact Next >>

  2. Introduction • Your parents are letting you spend July in Salamanca, Spain, to study Spanish at the university. They are giving you $4000. With this money, you need to: • purchase your round-trip airfare • get to Salamanca from the airport • find a place to stay for a month • take a side trip to a city or place that interests you • visit museums or places of cultural interest • pay for all your meals • shop for souvenirs • have fun while you’re in Salamanca! << BackHomeNext >>

  3. Task • When you have finished this WebQuest, you will be able to: • research airfare on the Internet • understand the transportation systems of Spain • communicate with hotel staff • easily order food at a Spanish restaurant • describe places of interest in Salamanca • shop in Spain and understand the value of the euro • talk about other cities in Spain and why they are interesting << BackHomeNext >>

  4. Essential Question • Can you survive in Salamanca for a month with only $4000? << BackHomeNext >>

  5. Process • Before you do anything else, you need to purchase your ticket to Spain. • Research airports of Spain. • Choose your destination airport. • Look online for the best-priced round-trip ticket to and from Spain. • Remember, you are going in July, so make sure you book a flight for that month! • Subtract the price of airfare from the $4000 you have. << BackHomeNext >>

  6. Process • In Spain, the US dollar is not used. • Which currency is used in Spain? HINT: Spain is part of the European Union. • What is the exchange rate for this currency? 1 US dollar = how much of this currency? • Convert your left-over money into the currency. << BackHomeNext >>

  7. Process • Now that you have landed, you need to get to the city of Salamanca. • How far away are you from the city? • Should you take a bus or a train? • What are the prices for each? • Choose either form of transportation and subtract its price from your left-over money. << BackHomeNext >>

  8. Process • Welcome to Salamanca! Before you do anything else, you must find a place to stay for the month. • Research the different kinds of lodging: parador, hotel, hostal, pension. • Which one would you like to stay at? Which one suits your budget? • Find a place to stay online. Remember you are going to stay for a month, and some places may offer a reduced rate. • When you have found your lodging, subtract the cost from your left-over money. << BackHomeNext >>

  9. Process • You’re not going to stay in Salamanca the whole month. You are spending a weekend in another Spanish city! • Research major cities in Spain. • Which one interests you the most and why? • Find out how much it will cost to get there by plane, train, or bus. • Where will you stay? How much will it cost to spend Saturday night there? • What museums or places of interest will you visit there? Remember that some places offer reduced or free admission to students. • Subtract the cost of this weekend getaway from your left-over money. << BackHomeNext >>

  10. Process • In Salamanca, you are going to be taking a Spanish class. However, your afternoons and evenings will be free. • Find out what museums are worth seeing. What is the price of admission? Do they offer a lower student rate? • What other places of cultural interest would you like to see? Cathedrals? The bullring? The Plaza Mayor? • Subtract the cost (if there is one) of all these things from your budget. << BackHomeNext >>

  11. Process • Don’t forget you have to eat! • How much money do you have left? • How many days will you be staying in Spain? • Divide your current balance by the number of days. This is the amount you can spend per day for food, drink, shopping, and souvenirs. << BackHomeNext >>

  12. Process • Research to find the least expensive restaurants in Salamanca and in your weekend getaway city. • You will be eating three meals a day. • Does the place you are staying at offer inexpensive meals? • What are the traditional foods of Spain? Of Castilla y Leon (the region in which Salamanca is located)? • How much does it cost each day to eat? • How much money will you have left for shopping and souvenirs? << BackHomeNext >>

  13. Process • You don’t want to leave Salamanca without souvenirs, do you? • How much money do you have left for shopping and buying souvenirs? • What sorts of things will remind you of your stay in Salamanca? • What are some major stores in Salamanca? Do you want to buy things there? << BackHomeNext >>

  14. Process • Divide the class into seven groups. • Each group will perform a skit in Spanish about one aspect of their travels. • Airport travel • Bus or train travel • Booking a hostal/pension room • Weekend trip to another Spanish city • Visiting places of interest • Ordering at a restaurant • Shopping at a store << BackHomeNext >>

  15. Evaluation Rubric << BackHomeNext >>

  16. Evaluation Rubric << BackHomeNext >>

  17. Conclusion • Was the cost of travel more expensive than you expected? • Did you have enough money to last the month? • Did you notice any cultural differences between Spain and the United States? • Did you learn any new vocabulary during this WebQuest? Did you use any in your skit? • Would you ever want to go to Spain to study? Why or why not? << BackHomeNext >>

  18. Teacher Resources • Students with documented learning problems are allowed three “prompts” during their skits. If the student cannot remember the next word or phrase, the teacher will say the next word. • There is no further differentiation for other types of students because Spanish is a world language. << BackHomeNext >>

  19. Florida Sunshine State World Language Standards • FL.A.1.1.3 use appropriate gestures and expressions (i.e. body language) to complete or enhance verbal messages • FL.A.2.1.3 understand oral messages that are based on familiar themes and vocabulary • FL.A.2.1.4 listen and read in the target language and respond through role playing, drawing, or singing • FL.A.2.2.3 organize information in spoken or written form about a variety of topics of academic and cultural interest • FL.B.1.1.3 recognize various familiar objects and norms of the target culture • FL.B.1.2.1 recognize various activities and celebrations in which children participate in the target culture • FL.C.1.1.2 participate in an activity in the target-language class that is based on a concept taught in a content class • FL.C.1.2.1 participate in activities in the language class designed to integrate content-area concepts into target language instruction • FL.C.1.2.2 use target-language vocabulary or concepts to reinforce knowledge of a related topic studied in another class • FL.C.2.1.1 use the target language to gain access to information that is only available through the target language or within the target culture << BackHomeNext >>

  20. ISTE Student Technology Standards • 1b Students are proficient in the use of technology. • 2b Students practice responsible use of technology systems, information, and software. • 2c Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. • 3a Students use technology tools to enhance learning, increase productivity, and promote creativity. • 5a Students use technology to locate, evaluate, and collect information from a variety of sources. • 5b Students use technology tools to process data and report results. • 6a Students use technology resources for solving problems and making informed decisions. • 6b Students employ technology in the development of strategies for solving problems in the real world. << BackHomeNext >>

  21. Self-Evaluation • This lesson plan allows students to think critically and communicate the information they gather through a skit. It effectively teaches about international travel and the culture of Spain. More importantly, it teaches critical, practical vocabulary through skits. • The designs of the PowerPoint presentation, the Wiki, and the print format are sleek, and images are used to enhance learning. • This WebQuest is accurate, and it is appropriate for students in second-year Spanish or higher. << BackHomeNext >>

  22. Contact Information • Mark Diba • mdiba2@mail.usf.edu • mdiba2.pbwiki.com << BackHome

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