This file includes introductory vocabulary, a 14-page trip itinerary builder, and a glossary of new vocabulary.
With this document, novice Spanish learners begin by using delta.es to schedule and find the price of a plane ticket. They choose what items to bring and write these (in Spanish) in the outline of a suitcase.
Then, they begin their itinerary. They read authentic reviews from travelers visiting Bogotá, Pereira, Cartagena, and Magdalena, Colombia. Students plan one day for each city (a lot, I know!). For each city, they will plan three elements in their day (a lot, I know!): an excursion, hotel, restaurant, beach, park, museum, etc. For each category, they read a review about two different places, and choose which they will visit based on the review. For example, they read reviews on two different museums in Bogotá, and based on the review, choose which museum to visit, write their choice and defend it using reasons from the review.
Use a variety of strategies to introduce the vocabulary in the new vocabulary section (page 1). These represent words I think novices may want to know but probably don't yet.
If you teach with storytelling, consider taking a day per city and telling a story in which you place a character in the city and the character finds him/herself in funny situations choosing one place over the other. In this way, students will be primed to read the reviews about the actual place and choose.
Show or ask students to watch at home a video on the place(s).
Use this itinerary as a culminating project for a unit on Colombia or the novel Peter va a Colombia by Craig Klein. My students completed the preliminary plans and each day's choices on prescribed dates and presented their itineraries as a semester-end project.
Consider adding interpersonal tasks where students compare their choices and try to persuade others to change their minds. Front this activity by simple passive polling (if you chose this museum, stand over there; if you chose that museum, stand over here), then asking students for simple reasons, then modeling questions and answers about reasons and changing one's mind.
I selected "one week" as the teaching duration but I staggered these as at-home assignments over the course of a 16-week semester in which I met with kids once a week. I suppose you could have them do it all in one day (e.g. as a sub plan) if you wanted them to do a really intensive hour of reading and writing. If you're using it as a supplement, schedule it as you like. If you're using it on its own, I think I'd take a week, with comprehensible input and interaction and all.
Have fun in Colombia!