Author:
William Allred, Carrie Robledo
Subject:
World Languages
Material Type:
Activity/Lab
Level:
High School
Tags:
Awareness, Cities, Compare, Create, Culture, Expedition, French, German, Global, Google, Language, Spanish, Technology, Tour, Travel, VR, Virtual Reality, World
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English

Education Standards

9-12 World Languages: Tour Guide

9-12 World Languages: Tour Guide

Overview

To discover, understand, and compare/contrast cultural conventions in the target culture with students’ culture.

Instructor Directions

Engineering Design Process

Project Description

Name of ProjectSpanish: <Tour Guide>
Subject AreaWorld Language
Targeted StandardsNL.CLL.4.3, NL.COD.3.3NM.CLL.4.1, NM.COD.3.2IM.COD.4.1
Driving Question / Problem / ActivatorCan you recognize the similarities and differences between where you live and the place you’ll explore?
Project SummaryTo discover, understand, and compare/contrast cultural conventions in the target culture with students’ culture.
Estimated Time3-4 class periods
Materials / Resources (including link to slideshow if available)Google Tour CreatorVR Headsets & Cell Phones (Students can bring their own or contact DIF)Wireless Router (Contact DIF)Teacher-made tour (Here’s a sample)Online Voice Recorder for audio recording https://online-voice-recorder.com/ Student computers
Tagsspanish, french, world, language, german, travel, culture, compare, technology, cities, tour, virtual reality, VR, google, expedition, create, global, awareness

Project Outline 

AskHow does a foreign city compare to one at home?
ImagineWhat will it look like? What differences and similarities will I find?  
PlanChoose a city, town, or region to explore where the target language is an official language. Choose the locations and aspects you will focus on. Research popular areas and interesting facts to share. Prepare one sentence per location in the target language using what you know (and cognates).
CreateCreate a 3D trip to take your clients through the town or city you’ve chosen. Show them a good time, teach fun and interesting facts, and help them learn the target language by presenting some facts in the target language. Demonstrate your understanding and ability to use cognates and practice your hospitality as you lead a city tour!
ImproveWalk through your tour, checking for glitches and proofreading. Correct any errors you encounter, and go through it again. Do this until you see no errors two times in a row. You’re a professional!
Closure / Student ReflectionsStudents will lead groups of “clients” on the city tours they’ve created. Peer review; what do you like/dislike about your classmates’ tours? What did you learn? What else would you like to know? What would you have done differently? Would you like to visit the town/city you explored?
Possible Modifications / Extensions
  1. Students can create tours of additional cities/towns.
  2. Students can compare the foreign town with a tour of their favorite/dream/home town.
  3. Include a competition for students to earn the highest “Yelp!” review score, the most “IG” followers, or the most return tourists. Consider a prize for the winning tour.
  4. Offer prizes/extra credit for students to “run tours” for other students outside of their class. Collaborate with other teachers!

Evaluation (Pre/Post)  

Pretest Link:  https://docs.google.com/forms/d/e/1FAIpQLSezEv0qJCT4ESEnhNWN_SQZPh3Kr56Q_2QZ0DZ56XZU0qGXKw/viewform?usp=sf_link 

 

Post-test Link: https://docs.google.com/forms/d/e/1FAIpQLSfDZRzzkPz0MrUFz8PX7gTrgARjjwAHjh4SEj0Mo55lK_ljbQ/viewform?usp=sf_link 

Additional Resources / Help for teaching this lesson

** Students need to download Google Expeditions on their devices before they can use the VR headsets. A wireless router will be needed so that they can access and download the tours. If you do not have enough phones to use with the headphones, pair students into groups. **

 

Suggested Timeline

Peer Review Form

Student Rubric

Teacher Comments of what worked / did not work well

  • Way too many locations, consider doing 5 (or fewer) locations or having groups collaborate.
  • Specify what kind of information you are looking for with the descriptions/points of interest.
  • The Spanish sentence requirement was too advanced for levels 1 and 2.
  • Students are not exposed to any Spanish throughout this project. Consider having upper level classes create comprehensible tours for lower level students to experience.

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