webquest for spanish
TRANSCRIPT
Student Page
Title
Introduction
Task
Historians Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Designed by
Robyn [email protected]
Based on a template from The WebQuest Page
Un viaje a España
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations! You have just won a free trip around the beautiful and historic country of Spain! You will be visiting diverse regions of the country and major cities including the capital Madrid, historic Toledo, Sevilla, Barcelona, and Granada. You are very excited about visiting this fabulous country, getting to use your Spanish speaking abilities, and learning more about the food and rich culture first-hand. However, you realize you know very little about the culture there, how to interact with the Spaniards, and more importantly, you have no idea what you will be eating! Do not worry! As historians, cultural experts, gourmet chefs you will be fully prepared for your adventures throughout Spain. Vamos y empezamos!
Introduction
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
Individual Job Descriptions:As stated in the introduction, each of you will take on one of the following four roles, and perform the below tasks in your groups. THIS PROJECT WILL BE ENTIRELY IN ENGLISH!!
Historian:You will be the class experts on historical information for each of the 5 locations you will be visiting in Spain. The end product will be a presentation, in whatever format you feel fits best, for the class. Be thorough as your portion sets the foundation for the other roles!
Cultural Experts:You responsibility is to find out what Spaniards do on a day to day basis. Things such as when they eat, when they go to school, how the greet one another, and all the other customs that you may encounter in your travels throughout Spain. The end product will be a presentation in front of the class to demonstrate the unique Spanish culture!
Gourmet Chefs:You will be responsible for finding out different typical dishes of the 5 regions you will be traveling to and researching these dishes. You will collect this information along with recipes and present it to the class. Make sure the information is accurate because we will be making a couple of these dishes as a class!
Title
The Task
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Historians Process
Evaluation
Conclusion
Credits
[Teacher Page]
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here the process varies for each group so find your corresponding group and get started!
Historians:1. Use the following websites to collect information about the 5 different cities (Madrid,
Granada, Sevilla, Toledo, and Barcelona)http://www.spanish-town-guides.com/http://www.toledo-spain.info/history.htmlBe sure to get information about the different conquests and controlling empires (ie. Moorish and Christian)
2. From the information your team finds pick what you think to be the top 5 most important historical facts and at least 1 historical landmark, or building, found in the city. Check with me when you have gotten this far!
3. Compile the information you have found into a cohesive presentation for the class. Let your creativity shine, because it is up to you to decide how to do it!Here are some examples if you are stumped: powerpoint, role play important historical moments, replicas of monuments, etc. Once again, check with me when you have come up with your plan.
4. Finally, your group will present in front of the class to provide the foundation of the class’s knowledge about Spain! (This presentation will last for 10-15 minutes)
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here the process varies for each group so find your corresponding group and get started!
Cultural Experts:1. Use the following website to collect general information about cultural and daily life in
Spainhttp://www.culturecrossing.net/basics_business_student.php?id=189Be sure to include EVERYTHING that you find of interest. It will be very helpfulduring your time in Spain.
2. Next you will be finding out about the flamenco, a typical dance and the music that accompanies it from the following website:http://www.donquijote.org/culture/spain/flamenco/
3. You will also research one of the most famous artists from Spain, Pablo Picasso. Find out information about his life, experience as an artist, and pick one of his works to discuss in depth to the class.http://picasso.tamu.edu/picasso/
4. Once you have gathered information about the above items, you will compile it into a presentation for the class. Be creative! It can be anything you would like. Some examples are: powerpoint, role plays, bring in guitars and music for flamenco, dance the flamenco etc. Once you have decided on how you want to present check in with me!
5. Finally, you will present your finished project in front of the class and provide the stepping stones for our gourmet chefs! (This presentation will last for 10-15 minutes)
Cultural Experts Process
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here the process varies for each group so find your corresponding group and get started!
Gourmet Chefs:1. First, you will gather information about the differences between Spanish food and
Mexican food, because there are a lot! Be sure to note the differences between the 5 regions we will be visiting Use the following websites:http://www.sallys-place.com/food/cuisines/spain.htmhttp://www.sallys-place.com/food/cuisines/mexico.htm
2. Next you will find out about certain customs involving the food, such as what times they eat from the following websiteshttp://www.jrnet.com/travel/articles/dining.html
3. You will also pick out 5 typical Spanish dishes and their recipes. You will pick 2 tapas, 1 traditional dish, and 2 desserts. Pick things that sound good to you and that are easy to make because we will be making these items as a class!http://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
4. Once you have found all the information, compile it into a presentation for the class. Be creative! You can choose whatever method to present. Come examples are: powerpoint, role play a scene in the restaurant, bring in pictures, create a dish for your classmates to sample. Once you have decided on how you want to present, check with me to get approval!
5. Finally, you will present your information in front of the class and provide the conclusion for our Spanish cultural unit! (This presentation will last for 10-15 minutes)
Gourmet Chefs Process
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page] EvaluationRubric For Presentations
CATEGORY 4 3 2 1 Content Shows a full
understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.
Student uses 1 prop that shows considerable work/creativity and which make the presentation better.
Student uses 1 prop which makes the presentation better.
The student uses no props OR the props chosen detract from the presentation.
Preparedness Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations! You have successfully completed the historical and cultural tour of Spain! Now you are prepared to go on your trip! However, before you go reflect on the following questions:
1. Where are you most looking forward to visiting: Madrid, Granada, Barcelona, Toledo, or Sevilla? Why?
2. Where are you least looking forward to visiting? Why
3. How are eating habits different in Spain than the US? Name at least 2 differences
4. What cultural components are you excited to participate in?
5. What was the most interesting thing you learned either from your own research or your classmates?
Conclusion
Historians Process
Cultural Experts Process
Gourmet Chefs Process
Student Page
Title
Introduction
Task
Evaluation
Conclusion
Credits
[Teacher Page]
Thanks to Jenni Duffy and Lyndsey Wallters for use of their pictures!
The WebQuest Page The WebQuest Slideshare Group
Credits & References
Historians Process
Cultural Experts Process
Gourmet Chefs Process
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Designed by
Robyn [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Un viaje a España (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was developed as part of the Poudre School District’s curriculum to meet foreign language standards concerning culture. The lesson exposes the students to many cultural aspects about Spain that they may not have been aware of before. It also helps to dispel any stereotypes and helps to distinguish between Mexican culture, which many of them are more familiar with, and Spanish culture.
This lesson is divided into 3 sections, history, culture, and food, and specific groups of students are the experts on each of them. The students are then to present in front of the class so that every student will have a basic knowledge of each of the three aspects. Students will examine the history, culture, and food in 5 different regions of Spain so that they understand there are differences within the country itself. Overall, this lesson if completely properly will provide students with a solid understanding of Spanish culture.Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is designed for 9th and 10th grade Spanish students who are at Levels I/II in their Spanish learning. I have chosen to have them research and conduct their projects entirely in English because many of them do not have the firm grasp of Spanish necessary to complete such an extensive project. Furthermore, it is more important to me at this point that my students obtain a strong understanding of the history, culture, and food of Spain and I wanted them to do this comfortably instead of struggling through the material. However, the lesson could be extended to higher levels of Spanish by simply choosing websites that are written in Spanish and having the students conduct their projects in Spanish as well.
The learners will need to have a basic knowledge of the language of Spanish, but not a lot. They certainly do not have to have any background of the history, culture, or food of Spain as this lesson is designed to provide them with this knowledgeEvaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The students will learn basic information about the history, culture, and food of 5 different regions of Spain: Madrid, Granada, Barcelona, Sevilla, and Toledo. From this they will be able to making comparisons and connections and further their cultural understanding of Spanish speaking countries.
Foreign Language Standards Addressed
* Students acquire and use knowledge of cultures while developing foreign language skills.* Demonstrate knowledge of aspects of foreign cultures such as daily life, education, history, geography, government, economics, and the arts* Discussing components of the social patterns of the cultures being studied
In addition to meeting this standards the students built other skills. They needed to work together in small groups and come up with a creative way to present their information to the rest of their classmates. This lesson is also the base for me to have them make connections and comparisons between life in the US and life in Spain.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
To examine the process for the students visit the “student” process slide . There are three: one for the historians, one for the cultural experts, and one for the gourmet chefs. The link takes you first to the historians and the following two slides describe the other two roles.
Once the students are grouped, the process is virtually the same for all students. They are to use the websites I have provided to find information regarding their specific topics and then think of a creative way to present the information to the class. This lesson will take approximately a full week of classes to complete. The first day is the grouping and introduction to the WebQuest. They will roughly have two days to research, one day to create the presentation, and the final day each group will present.Is it single disciplinary, interdisciplinary, multidisciplinary or what?
I will group the students ahead of time and already have them assigned to their topic before introducing it to them to avoid any conflicts they have will the topics or group members. I expect some might be disappointed with their topic, but if I assign it ahead of time there will not be as many disputes. In order to make it fair, the group members themselves will be assigned so that there are varying levels of abilities in each group.
This lesson is easy to do for any level of teacher as long as the teacher examines the websites beforehand and has a general idea of the information that she wants her students to pick up on. Also, it is key that the teacher is constantly checking in with the students to make sure they are collecting the right information and presenting it in an appropriate manner.
VariationsIf you would like to make the WebQuest more applicable for higher level Spanish students, I suggest finding websites in Spanish and having them complete their projects in Spanish as well.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The resources needed for the students are:•A class Blackboard account, or some way in which the students have access to the WebQuest from both school and home. (Possibly publish it on the internet as well)•Be prepared to provide your students with materials they may need to do their presentations. This may include: powerpoint, large paper for drawing, props, etc•The final portion of this unit is the students getting to make a few of the traditional Spanish dishes. If you choose to do this, you will need to talk to your cafeteria about using the facility or the Home Economics teacher and be prepared to buy ingredients for the dishes yourself.
I highly recommend thoroughly examining the websites used in the WebQuest and deciding ahead of time things you want the students to focus on so you will be prepared to help and guide them.http://www.spanish-town-guides.com/ (Historians)http://www.toledo-spain.info/history.htmlhttp://www.culturecrossing.net/basics_business_student.php?id=189 (Culture)http://www.donquijote.org/culture/spain/flamenco/http://picasso.tamu.edu/picasso/http://www.sallys-place.com/food/cuisines/spain.htm (Food)http://www.sallys-place.com/food/cuisines/mexico.htmhttp://www.jrnet.com/travel/articles/dining.htmlhttp://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
As far as the WebQuest portion of the assignment goes, I believe one teacher will be sufficient to manage the class. However, additional aides are always a help in any classroom. Also, if you choose to do the cooking portion, I highly suggest you ask for the help of the kitchen staff or fellow teacher to make sure the students are behaving.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I will use the rubric below to grade the content and presentation of the students. I will be looking for creativity, quality of information found, and depth of understanding, and how well the students worked together. Also, I will be making sure that the other students are paying attention to the presentations and taking notes because I plan on implementing the information as part of the unit exam. In this manner the students will be assessed on both the project and retaining the information for the test.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 4 3 2 1 Content Shows a full
understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Collaboration with Peers
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.
Student uses 1 prop that shows considerable work/creativity and which make the presentation better.
Student uses 1 prop which makes the presentation better.
The student uses no props OR the props chosen detract from the presentation.
Preparedness Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. Introduce the topic of the culture of Spain to your students. Ask them if they know anything about the history, culture, or food.
2. Introduce them to the WebQuest. Go over each step and slide with them as aclass, describing the tasks for each role, the websites, and answering questionsthey may have.
3. Divide them into their pre-assigned groups and again ask for questions they mayhave now since they are in their groups. (The first 3 steps should take one class)
4. Over the next two classes let the students explore their topics, but be sure to check up on them daily and guide them to the material they should be focusing on. Encourage the students to begin to think about creative ways to present the material they are finding
5. The fourth class period should be devoted to creating their presentations. Provide students with materials and guidance as they need it. Make sure they are aware that they may have to work on their presentation outside of class. This work may be done away from the computer if their presentation does not require it.
6. Finally, the fifth day of class will be devoted to listening to each group present their material. Afterwards, you may want to compile some questions to tie each topic together and expand the material. Some questions can be found in the Conclusion portion of the students’ WebQuest.
7. If you would like to create a few dishes with the students, this will take placeanother day and will most likely take the entire class period. Be sure you have the ingredients, a place to cook that will accommodate your class, and extra help to ensure safety and good behavior of the students.
This page is linked to the Process segment off of the Teacher Page to provide you will additional information if necessary.
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is incredibly worthwhile because half of learning a foreign language is learning the culture and historical aspects from the point of view of the native Spanish speaker. It is also important to demonstrate that each Spanish speaking country is unique and has its own food, history, and culture. It is important to get this point across as soon as possible in my opinion because many first time Spanish students hold onto a lot of stereotypes and myths involving cultural aspects. By exposing them, however, you can expel many of those stereotypical thoughts quickly.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I used my own pictures from Spain, along with pictures from my friends Jenni Duffy and Lyndsey Walters.
Other helpful links:The WebQuest Page The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)