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Your family wants to go to Spain on vacation and tour the country. Since you are learning about Spain in class this year, they are depending on you to.

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Presentation on theme: "Your family wants to go to Spain on vacation and tour the country. Since you are learning about Spain in class this year, they are depending on you to."— Presentation transcript:

1 Your family wants to go to Spain on vacation and tour the country. Since you are learning about Spain in class this year, they are depending on you to help them plan the trip. You have a limited amount of time for your trip, you so you must choose a route either through northern Spain or through southern Spain. Click on the map to watch a video about Spain. As you watch, consider the following: How has the history of Spain influenced the landmarks and monuments? Which places of interest are you going to visit and why? Which peoples influenced La Alhambra? Why would you go to Barcelona? 1111 2222 3333 6666 5555 4444 Next Image Source: CultureGramsCultureGrams Video Source: National GeographicNational Geographic

2 You will begin in Madrid. If you choose a northern route, you will end in Barcelona. If you choose a southern route, you will end in Málaga. You must have a total of 5 cities.5 cities Use the following resources to help you plan your route.  Scribble Maps (tutorial) Scribble Mapstutorial  CultureGrams (password required outside of school- see your School Library Media Specialist) CultureGrams  Lonely Planet- Spain Lonely Planet- Spain  Todo Sobre España Todo Sobre España  Library of Congress country studies- Spain Library of Congress country studies- Spain As you research, take notes using a graphic organizer found on the next page. Don’t forget to cite your sources!cite your sources 1111 2222 3333 6666 5555 4444 Next Toledo Image Source: CultureGramsCultureGrams Silver= I can do this on my own Gold= Challenge me!

3 You will use the resources from the previous slide to take notes about the five cities that you have chosen for your tour of Spain. Use this graphic organizer to take your notes. Be sure to complete all of the categories including places of interest/ why you would visit them, historical notes, URLs where you found the information, and MLA citations of your sources.graphic organizer Please see the rubric for more details about how you will be graded.rubric 1111 2222 3333 6666 5555 4444 Next La Rambla, Barcelona Image Source: CultureGramsCultureGrams

4 Now use your notes from your graphic organizer to create an interactive online presentation (such as Prezi) in Spanish about your tour.Prezi You should include a map of your route from an interactive map (such as Scribble Maps) to show what cities you will visit and in what order. You should also include all of the information from your notes.Scribble Maps Use images in your brochure that are copyright- free or from sources licensed by BCPS.copyright- freelicensed by BCPS You will share your presentation out loud with the class. Be prepared to speak on the date that your teacher assigns. Be sure to review the rubric to make sure that you have met all of the requirements for your presentation.rubric 1111 2222 3333 6666 5555 4444 Next La Alhambra, Granada Image Source: CultureGramsCultureGrams

5 Your family is interested in going to the beach while you are in Spain. Find a beach that is relevant to your chosen route (northern or southern) and create a digital postcard for your beach. Use the resources listed below. For an example and further directions, click here. here Postcard creator Todo Sobre España- costas Lonely Planet- Spain’s best beaches Incorporate your postcard and a picture of your beach into your interactive online presentation. 1111 2222 3333 6666 5555 4444 Next La playa en Barcelona Image Source: CultureGramsCultureGrams

6 Grade Level and Content Area Maryland State Curriculum Maryland State Curriculum 1.2 Understand and interpret the target language in its spoken and written form on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. 3.1 Reinforce and further knowledge of other disciplines through a language other than English. 5.1 Students use the language both within and beyond the school setting. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. Time Frame: Two 90 minute class periods. An additional class period may be required for oral presentations. Differentiation strategies for this lesson: Direct students to use learning tools included in our BCPS- licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries. Learning Styles addressed in this lesson: Visual, auditory, tactile, reflective, global understanding Notes to the teacher: Collaborate with your school library media specialist to implement this lesson. This Slam Dunk lesson is designed for a level 1 Spanish class. You may want to use part of the class period before you take your students to the library media center to introduce the Slam Dunk and to show/model what students will be creating. You may also want to demo the tutorial for Scribble Maps with them. You may wish to use a website such as Edmodo to distribute and collect student assignments electronically.Edmodo You may want to add point values to the rubrics. Last updated: July 2014 Created by Amber Bickhart, School Library Media Intern BCPS Slam Dunk Research Model, Copyright 2014, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Amber BickhartJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444

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