• Like
LisaNicolSpanishWebquest
Upcoming SlideShare
Loading in...5
×

LisaNicolSpanishWebquest

  • 179 views
Uploaded on

 

More in: Travel , Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
179
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. La Cultura de España Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade Español 101 Designed by Lisa M. Nicol [email_address] Based on a template from The WebQuest Page *
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] One day while walking down the street with three of your friends, you look down on the ground and find four plane tickets to Madrid lying on the ground. You and your friends then call the airport to report the lost tickets. The staff of the airport commends all of you for your honesty and they reward you by giving you a free trip to Spain! Although, the tickets will be given back to you based on one condition. *
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The trip to Spain is in exactly two months. The round trip tickets will allow you to stay in Spain for 14 days. Within these next two months, you and your friends must learn about the Spanish society. For example, you must conduct research using the websites listed and inform yourselves about the Spanish people, history, food, sports, landmarks, music, etc. Also, all of you need to decide which cities you would like to visit while on your trip. The trip will start in Madrid and end in Barcelona. You must find a city or two to visit as well as the two big cities. For example, you could visit Seville, Leon, Granada, Toledo, or Valladolid. Once you return from your exciting trip, your group will create a final presentation to share with the class. Title *
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • The four students in your group will each choose a different role. Each of you must fully take on your role to succeed as a group.
    • Roles:
    • Travel Agent:
    • Plan the trip for your group
    • You must arrange the hotels and research which types of public transportation that you can use throughout the trip.
    • Sources:
    • http://www.tripadvisor.com/Hotels-g187514-Madrid-Hotels.html
    • http://www.spain-info.com/Living_in_Spain/Spanish-Public-Transport.htm
    • http://www.expatica.com/es/essentials_moving_to/essentials/Public-transport-in-Spain_15222.html
    • History Buff:
    • You must learn about the history of Spain. This history of the country plays a huge part in the Spanish Culture today.
    • Pick 2 significant events in Spain’s history and inform your group on why these events are important to the history of Spain.
    • Sources:
    • http://www.donquijote.org/culture/
    • http://www.enforex.com/culture/
    • Activity Coordinator:
    • 1) Research different activities in each city that the group can attend.
    • 2) You must include a museum, monument, a sporting event that Spain is famous for, and one more event that you find interesting. You must also include a description and location for each event.
    • Sources:
    • http://www.donquijote.org/culture/
    • http://www.enforex.com/culture/
    • Culinary Expert:
    • Research traditional dishes and drinks of the regions that you will be visiting.
    • Plan where to eat during each day and allow plenty of time to eat before going to your next destination.
    • Also, prepare a traditional dish for the final presentation.
    • Sources: Please use the same sources as the history buff and activity coordinator.
  • 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Research Report : Spanish Culture Teacher Name: Nicol Student Name:     ________________________________________ CATEGORY 4 3 2 1 Score Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8)   Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed.   Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.   Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.   Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented.  
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] During your journey, you have learned about the history of Spain, famous museums and monuments, sports, food and other exciting topics. With all of your new-found knowledge, you are certainly ready to tell all of your friends and family about the details of your fantastic trip to come. ¡Viva España! *
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Spanish Flag: http://abstract.desktopnexus.com/wallpaper/111535/ The Royal Palace: http://onestep4ward.com/top-5-madrid/ Map of Spain: http://www.lonelyplanet.com/maps/europe/spain/ La Sagrada Familia: http://architecture.about.com/od/greatbuildings/ig/Antoni-Gaud-/Sagrada-Familia-.htm t ripadvisor.com: http://www.tripadvisor.com/Hotels-g187514-Madrid-Hotels.html spain-info.com: http://www.spain-info.com/Living_in_Spain/Spanish-Public-Transport.htm expatica.com: http://www.expatica.com/es/essentials_moving_to/essentials/Public-transport-in-Spain_15222.html donquijote.org: http://www.donquijote.org/culture/ enforex.com http://www.enforex.com/culture/ Rubistar: http://rubistar.4teachers.org/ The WebQuest Page The WebQuest Slideshare Group Springboard: http://springboard.uakron.edu Wikispaces.com: http://wikispaces.com L Nicol’s Wiki: https://lisanicol.wikispaces.com/
  • 8. La Cultura de España (Teacher) [ Student Page ] Title Standards Credits Teacher Page A WebQuest for 9th Grade Español 101 Designed By Lisa M. Nicol [email_address] Based on a template from The WebQuest Page *
  • 9. Curriculum Standards (Teacher) [ Student Page ] Title Standards Credits Teacher Page
    • 1. Write arguments focused on discipline-specific content.
    • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
    • Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
    • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • Provide a concluding statement or section that follows from or supports the argument presented.
    • 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
    • Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
    • Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
    • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • 10. Curriculum Standards Continued (Teacher) [ Student Page ] Title Standards Credits Teacher Page
    • Production and Distribution of Writing
    • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
    • Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
    • Research to Build and Present Knowledge
    • Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
    • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
    • Draw evidence from informational texts to support analysis, reflection, and research.
    • Range of Writing
    • Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • 11. Credits & References (Teacher) [ Student Page ] Title Standards Credits Teacher Page Spanish Flag: http://abstract.desktopnexus.com/wallpaper/111535/ The Royal Palace: http://onestep4ward.com/top-5-madrid/ Map of Spain: http://www.lonelyplanet.com/maps/europe/spain/ La Sagrada Familia: http://architecture.about.com/od/greatbuildings/ig/Antoni-Gaud-/Sagrada-Familia-.htm tripadvisor.com: http://www.tripadvisor.com/Hotels-g187514-Madrid-Hotels.html spain-info.com: http://www.spain-info.com/Living_in_Spain/Spanish-Public-Transport.htm expatica.com: http://www.expatica.com/es/essentials_moving_to/essentials/Public-transport-in-Spain_15222.html donquijote.com: http://www.donquijote.org/culture/ enforex.com: http://www.enforex.com/culture/ Rubistar: http://rubistar.4teachers.org/ The WebQuest Page The WebQuest Slideshare Group Springboard: http://springboard.uakron.edu Wikispaces.com: http://wikispaces.com L Nicol’s Wiki: https://lisanicol.wikispaces.com/ Corestandards.org: http://corestandards.org/the-standards