Pamela+Kirsten+Ellis+Spanish

Mallory Finnie-Editor 

**Description **
**As a part of the Unit //Alredador del mundo en 30 dias// (Around the World in 30 days) grade six Spanish as a Second language students are preparing to embark on a trip around the world.** **After entering a contest (through the means of writing a letter about a Spanish place they had or want to visit) and winning, students will be taking a trip around the world. They are required to stop in six places and must continue around the world in one direction. They will be traveling in groups of six and will be given the names of locations they will be stopping in and must order their journey correctly. Students will research their cities and make a plan to visit two points of interests per day, decide what they will eat, and how they will get around (on a limited budget). However, before all of this is possible students will be given the tools necessary to perform effective internet research.**

 **Purpose**


 * The goal of this first lesson is to have students perform effective internet research in groups of two prior to the planning their trip to enable them to search efficiently in teams and create memorable journey.**

=**Objectives of Spanish Language and Culture Program and ICT** =


 * = __SPANISH PROGRAM OF STUDIES__

||= ICT OUTCOMES || __APPLICATION __ 1. to impart and receive information A–1.1 share factual information <span style="font-size: 10pt; font-family: 'Times-Bold','serif';"> <span style="font-size: 10pt; font-family: 'Times-Roman','serif';">describe people, places, things and series or sequences of events or actions 3. to get things done A–3.3 <span style="font-size: 10pt; font-family: 'Times-Roman','serif';">manage group actions <span style="font-size: 10pt; font-family: 'Times-Bold','serif';"> <span style="font-size: 10pt; font-family: 'Times-Roman','serif';">a. encourage other group members to participate b. assume a variety of roles and responsibilities as group members c. check for agreement and understanding 6. for imaginative purposes and personal enjoyment A–6.2 creative/aestheticpurposes <span style="font-size: 10pt; font-family: 'Times-Roman','serif';">a. use the language creatively and for aesthetic purposes <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman',Times,serif;">__LANGUAGE COMPETENCE__ 1. attend to form <span style="font-family: 'Times New Roman',Times,serif;">LC–1.3 lexicon:<span style="font-size: 10pt; font-family: 'Times-Bold','serif';"> <span style="font-size: 10pt; font-family: 'Times-Roman','serif';">use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including: food and nutrition, maps and places, and transportation __ <span style="font-family: 'Times New Roman',Times,serif;">GLOBAL CITIZENSHIP __1. historical and contemporary elements of the cultures of the Spanish-speaking world <span style="font-size: 10pt; font-family: 'Times-Bold','serif';">GC–1.2 <span style="font-size: 10pt; font-family: 'Times-Roman','serif';"><span style="font-family: 'Times New Roman',Times,serif;">knowledge of the cultures of the Spanish-speaking world: explore some elements of the cultures of the Spanish-speaking world identify some aspects they have in common with people their own age who live in the cultures of the Spanish-speaking world
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

__ STRATEGIES __ 1. language learning <span style="font-size: 10pt; font-family: 'Times-Bold','serif';"> **<span style="font-size: 10pt; font-family: 'Times-Bold','serif';">S–1.2 **<span style="font-size: 10pt; font-family: 'Times-Roman','serif';">Metacognitive: a. identify and use a variety of metacognitive strategies to enhance language learning <span style="font-size: 10pt; font-family: 'Times-Bold','serif';"> **<span style="font-size: 10pt; font-family: 'Times-Bold','serif';">S–1.<span style="font-family: 'Times New Roman',Times,serif;">3 ** <span style="font-size: 10pt; font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Times New Roman',Times,serif;">social/affective: identify and use a variety of social and affective strategies to enhance language learning
 * <span style="font-size: 10pt; font-family: 'Times-Bold','serif';">S–1.1 **<span style="font-size: 10pt; font-family: 'Times-Roman','serif';">cognitive: a. identify and use a variety of cognitive strategies to enhance language learning

|| <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif'; text-align: center;"> <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">2.1 access and retrieve appropriate information from the Internet byusing a specific earch path or from given uniform resource locations (URLs)
 * C.1 - Students will access, use and communicate information from a variety of technologies. **

<span style="display: block; font-size: 12pt; color: rgb(0, 0, 0); font-family: 'Trebuchet MS',Helvetica,sans-serif; text-align: center;">**C.3 - Students will critically assess information accessed through the use of a variety of technologies.** <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">2.2 <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary 2.3 <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">reflect on and describe the processes involved in completing a project <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif'; text-align: center;">** F.3 - Students will demonstrate a moral and ethical approach to the use of technology. **
 * <span style="font-size: 110%; font-family: 'Trebuchet MS',Helvetica,sans-serif;">C. 4 - Students will use organizational processes and tools to manage inquiry. **

2.2 <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">work collaboratively to share limited resources

<span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';"> 2.1 create and navigate a multiple-link document 2.2 <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">navigate through a document that contains links to locate, copy and then paste data in a new file 2.3 <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">navigate the Internet with appropriate software
 * P.5 - Students will navigate and create hyperlinked resources. **

|||| <span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';"><span style="font-size: 10pt; color: black; font-family: 'Trebuchet MS','sans-serif';">

||

=<span style="font-family: 'Comic Sans MS',cursive;">Activity =

media type="youtube" key="CWHPf00Jkqg" height="295" width="480"

<span style="font-family: 'Comic Sans MS',cursive;">**After watching the You tube video: Web search strategies in English above in their computer class. Students will be divided into teams of <span style="color: rgb(128, 0, 128);">two to embark on a treasure hunt of their own. <span style="color: rgb(128, 0, 128);">Students will receive a handout where they will be required to find and complete six <span style="color: rgb(128, 0, 128);">tasks .** =<span style="font-family: 'Comic Sans MS',cursive;"> = =<span style="font-family: 'Comic Sans MS',cursive;"> = =<span style="font-family: 'Comic Sans MS',cursive;"> = =<span style="font-family: 'Comic Sans MS',cursive;">Assessment =
 * 1) <span style="font-family: 'Comic Sans MS',cursive;">**Students chose one of the cities they wrote about and<span style="color: rgb(128, 0, 128);"> put information regarding the city and country into two different search engines and write down the top three URLs they receive. If any of the three sites are the same students <span style="color: rgb(128, 0, 128);">will open this page <span style="color: rgb(128, 0, 128);">(if there is more than one match, students may choose ,<span style="color: rgb(128, 0, 128);"> if there are no matches, students will visit the top hit from either search engine) .<span style="color: rgb(128, 0, 128);"> Students will then research one animal that is native to that region or country .**
 * 2) <span style="font-family: 'Comic Sans MS',cursive;">**Students will then <span style="color: rgb(128, 0, 128);">visit a** [|**meta search engine**] <span style="color: rgb(128, 0, 128);">and complete a search using **a minimum of three keys words (which they will document) <span style="color: rgb(128, 0, 128);">that will help them locate another country <span style="color: rgb(128, 0, 128);">where they could find their chosen animal . Students will <span style="color: rgb(128, 0, 128);">document the URL they <span style="color: rgb(128, 0, 128);">found along with the new country.**
 * 3) <span style="font-family: 'Comic Sans MS',cursive;">**Using** [|**google map**]**, students will choose a city within the country they found,<span style="color: rgb(128, 0, 128);"> and record the coordinates in the centre of the city. **
 * 4) <span style="font-family: 'Comic Sans MS',cursive;">**Students will then search for someone famous who lived or lives there using another meta sea<span style="color: rgb(128, 0, 128);">r ch engine** [|**WebCrawler**] **using keywords in quotations marking such as "Famous person Brazil" (ensuring they leave out the word from to further narrow the search).**
 * 5) <span style="font-family: 'Comic Sans MS',cursive;">**Once they have found a famous person, they will perform an advanced search at** [|**google.com**] **to find a <span style="color: rgb(128, 0, 128);">plane ticket back to Canada. Student will document the airlines URL, the ticket price, and the length of the journey.**
 * 6) <span style="font-family: 'Comic Sans MS',cursive;">**Lastly students will write a short story together about how they went to their initial <span style="color: rgb(128, 0, 128);">destination, found <span style="color: rgb(128, 0, 128);">their animal<span style="color: rgb(128, 0, 128);">, where they <span style="color: rgb(128, 0, 128);">traveled to next, who they met<span style="color: rgb(128, 0, 128);">, and how they got home.**

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Students will <span style="color: rgb(128, 0, 128);">be provided with a self-assessment rubric. The teacher will also complete one <span style="color: rgb(128, 0, 128);">rubric for the group.** ==<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="line-height: 115%; font-size: 10pt; font-family: 'Comic Sans MS',cursive; color: rgb(128, 0, 128);">Student Self- Assessment Rubric (link) ==

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">
<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"> <span style="color: rgb(128, 0, 128);">[|self assessment rubric.pdf]
 * < <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">** Criteria: **

|||||||| __<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Distribution of marks** __ || <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Total /20 ÷ 2 = Mark /10**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Comments**

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 * ^  || <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**(1)**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**(2)**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**(3)**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**(4)**

||^  ||^   ||
 * <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**1.<span style="font-family: 'Comic Sans MS',cursive;"> I/He/She discover things like Einstein. ** || <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Included 0-1 of the elements**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Included 2-3 of the elements**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Included 4-5 of the elements**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Included all of the elements**

||

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"> ||

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"> ||
 * <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">** 2. I/He/She complete<span style="color: rgb(128, 0, 128);">d my work like <span style="color: rgb(128, 0, 128);">M ozart **

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="color: rgb(128, 0, 128);">**Finished product includes only 2 or 3 required URL's and 1 or 2 document keyword searches, very little information pro<span style="color: rgb(128, 0, 128);">vided- ** one or two of: animal, countries visited(x2), coordinates, ticket price, length of journey home, but not all included || <span style="color: rgb(128, 0, 128);">Finished product includes and 3 or 4 keyword searches. 4 or 5 required URL's <span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="color: rgb(128, 0, 128);"> **little information pro<span style="color: rgb(128, 0, 128);">vided- ** less than 4 of: animal, countries visited(x2), coordinates, ticket price, length of journey home, provided. || <span style="color: rgb(128, 0, 128);"><span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Finished product is well done. Students have included all required URL's, 5 or more keyword searches and 4 or more of the following information:**<span style="color: rgb(128, 0, 128);">animal, countries visited (x2), coordinates, ticket price, length of journey home.

|| <span style="color: rgb(128, 0, 128);"><span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Finished product is very well done. Students have included all required URL's, 5 or more keyword searches, and 5 or more of the following information:** <span style="color: rgb(128, 0, 128);">animal, countries visited (x2), coordinates, ticket price, length of journey home. ||

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"> ||^  ||
 * <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">** 3. I/He/She speak Spanish like a <span style="color: rgb(128, 0, 128);">S paniard **

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Not often (asked 6+ times to speak in Spanish)** || <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Sometimes (asked 4-5 times to speak in Spanish)**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Often (asked 2-3 times to speak in Spanish)**

|| <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Frequently (asked 0-1 times to speak in Spanish)**

||

<span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"> ||^  ||
 * <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">** 4. I/He/She participate<span style="color: rgb(128, 0, 128);">d like Sidney Crosby **

|| <span style="color: rgb(128, 0, 128);"><span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Partners did not work well together. Had to be told more then 6 times to stay on task either by the teacher or by their partner. Off-task behaviour negatively affected the quality of work submitted.** || <span style="color: rgb(128, 0, 128);"><span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">Partners had to be asked to stay on task more than 4 times either by the teacher or by their partner. Quality of work was lessened because of lack of focus and engagement.

|| <span style="color: rgb(128, 0, 128);"><span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Partners were engaged majority of time, had to be asked once or twice, either by the teacher or their partner to stay on task.**

|| <span style="color: rgb(128, 0, 128);"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Both partners were actively engaged, did not have to be asked either by the teacher, or their partner to stay on task.**

|| <span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">

||^  || || <span style="color: rgb(128, 0, 128);"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Finished product had more than 10 spelling or grammatical errors. Errors caused confusion, and made the finished product unclear.**
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">** 5. I/He/She write like J.K Rowling **

|| <span style="color: rgb(128, 0, 128);"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive;">**Finished product had more than 6 grammatical or spelling errors. Errors caused finished product to be unclear.**

|| <span style="color: rgb(128, 0, 128);">Very few spelling or grammatical errors (less than 5). Errors did not negatively effect finished product. || <span style="color: rgb(128, 0, 128);"><span style="font-size: 10pt; line-height: 115%; font-family: 'Comic Sans MS',cursive; text-align: center;">**Very few spelling or grammatical errors (less than 3).** || ||^  || = =

=**<span style="font-size: 110%; font-family: 'Comic Sans MS',cursive;">Conclusion **=

<span style="font-family: 'Comic Sans MS',cursive;">**To conclude this activity students will be put into groups of four to share their journeys and their knowledge of effective internet research.**