This project requires students to choose two exciting/interesting destinations in a Spanish speaking country to which a character of their invention will travel. After researching various attractions in the destinations they select, students will document the trip their character took in the context of a story. The story line will be told with the aid of appropriate photos and/or YouTube videos.
I have included a 30 slide sample presentation in which the character, Juan, travels to Mexico City to see El Palacio de Bellas Artes and Chichen Itzá to see the ruins. I included photos of the clothing appropriate for each trip, some maps where appropriate, links to hotel and restaurant websites where Juan stays and eats, photos of El Castillo, El Templo de los Guerreros, El Templo de las Mil Columnas, and El Caracol. Historical information about each of those places accompanies the photos. I also included links to brief YouTube videos describing: a painting Juan really wanted to see, El Hombre Controlador del Universo por Diego Rivera; El Ballet Folklórico; and the equinoctial light and shadow show at El Castillo. All information in the sample presentation is in Spanish and English.
In addition to the sample presentation, I have included a 14-category-grading-sheet I use which values this activity at 80 points and a 15 question reflection for students prior to presenting—if they can answer “no” to any of the questions they can be certain they won’t get the maximum score! You will also see a “Helpful Hints” document which includes hyperlinks to external websites that teach students how to find photos that are not copyrighted and embed YouTube videos into their PowerPoint.
Google Images provided most of the photos in the sample presentation. Unfortunately there were some inappropriate photos under seemingly innocent searches, like “pants.” It might be best to have students take pictures of their own wardrobes. I had no problems when looking for images of historic sites or tourist attractions.
Most of your students have cameras on their phones. They may find a way to spice things up by to taking pictures of themselves in various outfits or superimposing pictures of themselves in historic places they have never seen. Creativity should be encouraged!
Students should be allowed up to 15 minutes to make their presentations. If they have no appropriate videos they may need fewer than 10 minutes. If possible, I recommend giving students two days in a computer lab to research and ask questions after they have thought about which country/cities to present.
This activity is best assigned to small groups—groups of three works well in my classes.
Allow about a week for research and presentations!
Skills practiced in this project:
Grammar: present and preterite (minimum)
Vocabulary: travel vocab including food, lodging, and transportation
Trip planning: modes of transportation, where to stay, where to eat.
Vacation research: which destinations appeal to them? Is there enough information available to inspire them to actually make a trip there?
Digital Citizenship: appropriate use of photos and web content.
Proyecto: La Aventura de Juan
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