1. Santo Domingo 1. Question
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Santo Domingo 1. Question
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Imagine that your Spanish class is traveling to the city of Santo Domingo in the Dominican Republic. The purpose of the trip is for you to learn more about the city that you’ve studied in class, and to compare your experiences in Santo Domingo with your home city of Baltimore.
Watch as your teacher plays a video to prepare you for the trip that you are about to take.
Consider the following:
How does Santo Domingo’s colonial period influence their historical places of interest?
Where might you go to watch a professional sports game, and what sport might you watch?
Where can you go shopping, and what types of things can you buy there?
Tienda de instrumentos musicales en el mercado
Image Source: CultureGrams
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
Essential Question: How does shopping and sightseeing in the city of Santo Domingo compare to shopping and sightseeing in the Baltimore area?

2. 2. Information Sources Next 1 2 3 4 5 6
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Explore the links below to learn more about both cities:
Santo Domingo
Lonely Planet: Santo Domingo
CultureGrams: Dominican Republic (Check out the links to photo gallery and slideshows to the right; diet, recreation, and the arts to the left under Lifestyle.)
Virtual tour: Santo Domingo
Go Dominican Republic
Baltimore
Lonely planet: Baltimore (“Sights” link is the most useful)
World Book: Baltimore (Cultural life and Recreation sections)
Historic places in Baltimore
Both
Google maps (Search for Santo Domingo, Dominican Republic and Baltimore, MD. Zoom in to street view to explore.)
As you travel, you will take notes and compare your experiences in Santo Domingo to your experiences in your home city of Baltimore. Use a graphic organizer found on the next page. Don’t forget to cite your sources.
Casas coloniales
Image Source: CultureGrams

3. 3. Student Activity
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You are now traveling in Santo Domingo and will make your comparisons between Santo Domingo and Baltimore, based on the links that you explored on the previous slide. You are choosing 5 places of interest to visit. You may wish to include information on foods, shopping areas, museums, the arts, tourist attractions, monuments, famous buildings, parks/plazas, and/or anything else that you feel is important.
As you find information, take notes using this Online Venn Diagram (see tutorial) so that you can easily access your information later for your assessment activity. Be sure to include URLs where you found the information.
Please see the rubric for more details about how your notes will be graded.
Dancers in Santo Domingo.
Image Source: Clipart.com by subscription

4. 4. Assessment Activity
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Essential Question: How does shopping and sightseeing in the city of Santo Domingo compare to shopping and sightseeing in the Baltimore area?
Now you have returned from your trip. You enjoyed your experience in the Dominican Republic so much that you want to convince your friends and family to leave Baltimore and visit Santo Domingo.
Create an electronic interactive presentation in Spanish that includes all of the information from your notes and photos of the places in Santo Domingo that you chose. Use the preterite past tense.
Use images in your Prezi that are copyright-free or from BCPS Digital Content in BCPSOne.
You will present your Prezi out loud in Spanish in front of the class. Be prepared to speak on the date that your teacher assigns.
Be sure to write in Spanish and to cite all of your sources in MLA format, including for the photos that you use. Follow the rubric for your assessment activity.
El palacio del gobierno
Image Source: CultureGrams

5. 5. Enrichment Activities
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All of your hard work has paid off, and you have convinced some of your friends to go to Santo Domingo. In addition to the great things that they’ve heard from you, they want to experience a holiday celebration during their trip.
Explore these sites to learn more about holidays in Santo Domingo.
CultureGrams- Dominican Republic holidays
New York Times- Carnaval in the Dominican Republic
Soul of America- Dominican Republic festivals and traditions
Choose one holiday that you feel is the most interesting. In your Prezi, tell your friends why you think that they would enjoy celebrating that holiday. Remember to make comparisons to a holiday that you celebrate in Baltimore.
La Navidad en la playa
Image Source: CultureGrams

6. 6. Teacher Resources 1 2 3 4 5 6 Spanish 2
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Learning Standards Alignment BCPS Curriculum
11. Compare objects and symbols from the target culture to those found in their own, including food, buildings and monuments, and art.
Maryland State Curriculum Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics in the target language.
4.2 Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
Common Core State Standards for English Language Arts & Literacy
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.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Spanish 2
Objective: Students will be conduct brief, focused research in order to determine how shopping and sightseeing in Santo Domingo compare to shopping and sightseeing in Baltimore.
Time Frame: Two ninety minute class periods.
Differentiation strategies for this lesson:
Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
YouTube video on slide 1 must be shown to the class using a teacher account in school. Student accounts do not have access to YouTube.
You may wish to add point values to the rubric.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson 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 Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.