Virtual Tour of Buenos Aires lesson plan by Amy Lenord Language / Level: Spanish Level 2 Lesson Objectives



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Virtual Tour of Buenos Aires - LESSON PLAN

by Amy Lenord
Language / Level: Spanish - Level 2
Lesson Objectives:

Students will…

  • become familiar with the city of Buenos Aires through information about its major attractions, landmarks and neighborhoods (barrios).

  • navigate around a city using a tourist map.

  • communicate about where things are in a city and where they are in relation to other places using cardinal directions and prepositions of location.

  • discuss what places and/or attractions in a major city interest them and why.

  • discuss the purpose of places in a city (attractions, neighborhoods, etc.) and why people go there.

  • acquire new vocabulary related to places in a major city, purposes of that place and the history behind it.


Can Do Statements:

I can…

  • navigate around a target culture/language city.

  • describe people, places, objects and events.

  • explain why a certain place meets my needs.

  • express my thoughts, feelings and opinions and ask others about theirs.

  • talk about a past event based on a prompt.


Language Features:

  • city / landmark vocabulary

  • cardinal directions

  • prepositions of location

  • the “to be” verb ESTAR

  • the verb QUEDAR

  • verbs expressing opinions and feelings (gustar, disfrutar, pensar que, etc.)

  • the preterite tense


Prior Knowledge:

  • basic places in the community

  • describing words

  • activities and pastimes

  • present tense of verbs

  • to be & to have

  • introduction to preterite tense


Time Frame: 1-3 class days
Materials:

  • Virtual Tour Lesson Plan (this doc)

  • Virtual Tour of Buenos Aires - Student Activity Pages (Google Doc for editing)

  • Virtual Tour of B.A. - Student Activity Pages (PDF for clean printing)

  • Virtual Tour of B.A. Powerpoint (no names - for use during reading activity)

  • Powerpoint Key (with names for checking answers after reading)

  • Plano turístico de Buenos Aires

  • Suggested Resource - Tango Jointz station on Pandora for authentic Argentine music


Lesson Sequence:
Activation: Pre-Reading Strategy - Guided Interpersonal Conversations

Prepare the following prompt on a powerpoint slide, handout or by just writing it on the board. Then instruct your students to pair up (or use a language lab if you have it) to have the conversation.


Talk to your partner and find out…

  • what they do / like to do in their own city and why

  • what they like to see when they visit a new city and why

  • what they like to do when they visit a new city and why

  • about a city they went to in the past and what they saw and did there


Option: Have student use this prompt also as a brainstorming activity by having them jot down the things they and their partner mention. This is both great review for students as well as an opportunity to remediate any students who have gaps in their knowledge within this context.
Input: Reading Activity Sheet - Recorrido virtual de Buenos Aires


  1. Pass out the reading activity sheet and instruct your students to read about each attraction and mark each one with a score from 1 to 5, 1 being not interested in visiting the attraction and 5 being very interested in visiting the attraction.

  2. Interpersonal Moment - Instruct students to have a quick conversation about the attractions in Buenos Aires that they are interested in and why. Option: This is a great time to provide phrases that express agreement and disagreement so they can respond to their partner’s choices as they hear them.

  3. Now, explain that they are about to tour the city of Buenos Aires, but the need to match the attraction they see with the description they read previously. At this point, start the Virtual Tour of Buenos Aires powerpoint and let it run twice. It will transition on its own. Note: Some of the photos seem to correspond to more than one description, but the photos’ details help distinguish between each place. They will need to spend time the first run getting their answers down while the second run will be for checking to make sure they got the right answer.

  4. After two runs of the powerpoint, open up the Virtual Tour Key and let them check their answers against the correct information. Note: This powerpoint has the letter choice and the name of the attraction so they can see what the correct choice should have been.

  5. Interpersonal Moment - Now prompt your students to talk about what they saw and what they thought about each attraction in Buenos Aires using the past tense.

Prompt: So now that the tour is over,what did you think about what you saw? Find out what your partner thought about the attractions in Buenos Aires and tell him/her what your thoughts were when you saw them for the first time.

  1. Vocabulary Acquisition - At this point instruct students to use highlighters or their pens / pencils to skim back over the reading sheet and look for new vocabulary. What words can you make sense of now that you might not have known before?

  2. Presentational Writing - My Tour of Buenos Aires: Now your students will write a reflection on what they saw and what they thought about their tour of Buenos Aires. Have them write a brief composition based on the prompt below. Encourage them to use some of the new vocabulary they noticed in the reading sheet. Option: Consider taking this composition as a formative assessment grade, but limiting your criteria to evaluating their use of vocabulary, especially since you are asking them to integrate new words into their writing to show what they learned during the activity.



Processing #1: Writing Practice Sheet / BYOD Activity - ¿Dónde está en Buenos Aires?
Note:

  1. This particular activity will probably require that students work in groups unless you are in a 1:1 campus.

  2. This particular map doesn’t always have labels for the major attractions, rather, they appear as pictures. This is important to know before your students begin so you can let them know. Also, instruct them to look at the map key before starting because north on this map is not the top of the map and this discrepancy will have an effect on their answers to the activity.

  3. MAP LINK




  1. Technology Component - Instruct your to take out their smart devices for this activity. They will either need a QR code scanner, so allow them time to download a free app or they will need internet access so you can link them to the Buenos Aires tourist map they will be using during this activity. Once your students have access to the needed technology proceed with the activity instructions.

  2. Prior Learning Connection - Have your students work together to brainstorm a list of the prepositions of location (to the right, to the left, etc.). You can have them jot them down in the ¿Cómo se dice…? section of this activity sheet. They will need these along with the cardinal directions to complete this assignment.

  3. Instruction Suggestions: Explain to your students that they are going to explore Buenos Aires more carefully now. Instruct them to use the QR code to access the map of Buenos Aires, then look for the attractions on the map. Instruct your students to follow the activity instructions to write groups of sentences explaining where things are in the city as well as where they are in relation to other attractions. Finally, encourage them to use their Spanish to talk about what they find on the map using the target language. Option: Great activity to take as a daily grade.


Processing#2: My Experience with the Buenos Aires Subte

Note:

  1. If your students are using their own technology it would be best to allow them to work in groups so that no student is without access to the map.

  2. Assessment / Grading Option - Part C is a good option for grading, but not for informational accuracy as each student’s answers will probably be different. I would grade more for comprehensibility, vocabulary use and/or accuracy with the use of past tense.




  1. Teaching Piece - How to Read a Subway Map: Being that many of your students have probably NOT taken a subway before, take a moment to post the map on your large screen (or in print if you have to) and use comprehensible input to explain the subway routes/lines to them. Point out the stations along those routes and discuss how sometimes the lines don’t stop directly at the attractions on the map, nor do they connect with every location on the map.

  2. Guided Practice: Since all of your students are starting from Alvear Palace Hotel, it would be wise to walk through one example with them to demonstrate what kind of information is appropriate for each section of the trip planning table. Many students get confused during this process because this kind of map reading and trip planning is new to them.

  3. Independent Practice: Once your students have an example to follow, turn them loose and let them complete the planner on this page (parts A & B).

  4. Presentational Writing Practice: Ask a student to read the directions for part C aloud to the class so you can avoid using any more English than necessary. Explain that the vocabulario útil is necessary to complete this part. Also, explain to them (if you choose) that this is the part of the assignment that will be graded. Option: Instruct your students to brainstorm sequencing and transitional words to help them write the sentences necessary for this part of the activity.

Note on Grading: Since each students’ information will be different, I would only grade on comprehensibility and/or task completion.
Presentational Writing - My Day in Buenos Aires:

  1. Instruct students that they can use materials from previous activities to help them write this composition.

  2. Have them brainstorm sequencing words and transitional phrases to enrich their writing for this topic.

  3. Go over the topic with them. Make sure to point out that the topic will probably require a combination of both present and preterite tenses.

  4. Allow them time to write in class so that you can answer their questions.

Note on Grading: If you plan to take a grade on this task, I recommend using the entire rubric that you usually use to grade assessments because it is a formative assessment. You can also opt to use this as a peer editing / peer feedback piece and not give a grade at all.


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