1. 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 this video to prepare you for the trip that you are about to take.this video 1111 2222 3333 6666 5555 4444 Next El Mercado Modelo Image Source: EasyVoyageEasyVoyage

2. Explore the links below to learn more about both cities. Santo Domingo  Lonely Planet: Santo DomingoSanto 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.)Dominican Republic  Virtual tour: Santo DomingoSanto Domingo  Go Dominican Republic Go Dominican Republic Baltimore Lonely planet: Baltimore (“Sights” link is the most useful)Baltimore World Book: Baltimore (Read the Cultural life and Recreation sections)Baltimore Historic places in Baltimore Historic places Both  Google maps (Search for Santo Domingo, Dominican Republic and Baltimore, MD. Zoom in to street view to explore.)Google maps As you travel, you will take notes and compare your experiences in Santo Domingo to your experiences in your home city of Baltimore. 1111 2222 3333 6666 5555 4444 Next Casas coloniales Image Source: CultureGramsCultureGrams

3. 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 may wish to include information on foods, shopping areas, museums, the arts, tourist attractions, monuments, famous buildings, parks/plazas, and anything else that you feel is important. As you find information, take notes so that you can easily access your information later for your assessment activity. You may use one of the following formats: Online Venn Diagram (You cannot save your work using this format; it must be printed.) Online Venn Diagram PDF Venn Diagram (Allows you to save your work.) PDF Venn Diagram Whichever format you choose, be sure to label your ovals “Santo Domingo” and “Baltimore”. You may also wish to include links to photos in your notes, as you will need to use photos in your assessment activity. 1111 2222 3333 6666 5555 4444 Next El baile merengue Image Source: LaStampaLaStampa

4. 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 poster or brochure highlighting the different places and activities that you discovered, and how they compare to places and activities here in Baltimore. Highlight one place or activity that you feel is the most interesting, and explain why you chose it. Use the preterite past tense. You may choose from the following formats, or may use another format with approval from your teacher. MS Word (See instructions for brochure.)instructions MS Publisher (If you do not have this program on your home computer you will not be able to work on it at home.) Prezi Be sure to write in Spanish and to cite all of the photos that you use. Download the rubric for your assessment activity and use it as a guide while creating your project. rubric 1111 2222 3333 6666 5555 4444 Next El alcázar de Diego Colón y la Plaza España Image Source: La Romana- Bayahibe NewsLa Romana- Bayahibe News

5. Congratulations! 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 holidaysDominican Republic holidays  New York Times- Carnaval in the Dominican RepublicCarnaval in the Dominican Republic  Moon Travel Guides- festivals and fairsfestivals and fairs  Soul of America- Dominican Republic festivals and traditionsfestivals and traditions Choose one holiday that you feel is the most interesting. In your poster or brochure, 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. 1111 2222 3333 6666 5555 4444 Next Habichuelas con dulce Image Source: BuenasRecetasLABuenasRecetasLA

6. Spanish 2 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 Maryland State Curriculum 1.3 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 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: One 90 minute class period or two 50 minute class periods. Students may require additional time outside of class to complete the assessment activity. Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Learning Styles: Visual, auditory, tactile, reflective, global understanding, analytical understanding, field dependent, field independent. AVID Strategies: Inquiry based learning, use of Costa’s and Bloom’s questioning Notes to the teacher: Consult with your School Library Media Specialist to implement this lesson. You may wish to use Edline, a shared folder on the school server, or Edmodo to electronically distribute and collect this assignment. 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. A computer lab setting with an LCD projector or an interactive white board is recommended for this lesson. Last updated: May 2013 Created by AMBER BICKHART, Spanish teacher BCPS Slam Dunk Research Model, Copyright 2012, 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 BICKHART Jamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444