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Your Spanish teacher, Ms. Vazquez, has just informed your class that for spring recess, all of the 8 th Grade students will be going on a trip to Spain. She explains that you will be visiting several cities in Spain.

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Your World Languages Department has given each of the 8 th Grade students $10,000 for the trip to be taken in April. Your stay in Spain will be 7 days and 6 nights. During your trip, you will have to visit at least three cities and stay 2 nights in each. How long can the students stay in Spain? Your trip will begin in either Madrid or Barcelona. From there, you will be visiting other cities including Granada, Salamanca, Sevilla and Valencia. After completing your daily travel logs of your trip, your class will create a final presentation to be shared with the other 8 th Grade classes. Madrid Barcelona

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YYour class consists of 32 students. You will be separated into four groups of eight students each. TTwo students of your eight person group will choose a role. You need to assume the role of your character to succeed as a group. FFor more information, click on each of the roles listed on the following slide.

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Travel AgentArrange airfare and transportation; check weather; create a packing list; book hotels Culinary Expert Budget Meals Traditional Spanish Dish Research traditional Spanish dishes and customs of specific areas; plan and budget where and when your group eats; prepare a sample of a Spanish dish Activity CoordinatorPlan trips to cultural events, museums, athletic competitions, and musical performances Trip ManagerOrganize and manage the trip (buy souvenirs; handle crisis situations; purchase first aide kits to bring on trip)

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After choosing your role, you and your group will select which city in Spain you will begin your journey, Barcelona or Madrid. When you decide, look at the map of Spain to decide which three cities you will visit while in Spain.map of Spain As a group, estimate how much money you will need for hotels, transportation, souvenirs, activities, and food. Once your groups cities are selected, it is time for you to get to work. Refer back to your role for your individual process.

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You will begin your trip in either Barcelona or Madrid. From there, you will choose to go to:Barcelona Madrid Granada Granada Salamanca Salamanca Sevilla Sevilla Valencia Valencia While visiting these cities, you are required to speak in the target language as much as possible using conversational Spanish. You are required to bring your Spanish/English dictionary to use when needed.

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Travel Journal - Individual (25 points)SNo Is a daily record of my trip (past tense) Includes how much I spent per day Is written from the point of view of my role Is written in Spanish and is able to be understood at a level we have agreed upon in class On the last day, contains a self-reflection of what you would change, what you would do again, and anything you thought was cool

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Itinerary Group (20 points)SNo We submitted an outline of our trip We included activities, times, hotels, and allowed for travel We included a daily total of he money we spent All of us contributed equally to the itinerary Group Presentation (to be given in the target language 64 points For your group oral presentation, you have choice of a prop For the artist in the class, a travel handbook For the techies in the class, a Power Point presentation

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Grading Rubric: The Travel Agent 4 Included an extensive list of places visited, how they got there, how long and where they stayed. Went above what was required. 3 Included a somewhat extensive list of places visited, how they got there, and how long and where they stayed. Went somewhat above what was required. 2 Included a somewhat incomplete list of places visited, how long and where they stayed. Some elements may be missing. 1 Included a mostly incomplete list of places and sites visited, how they got there, and how long and where they stayed. Most elements are missing or copied. 0 Made no attempt to participate in this project.

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The Activity Coordinator 2 Included an extensive list of sites visited and activities planned. Included activities from many different categories. Explained the significance of visiting these sites in an excellent manner. Went above what was required. 4 Included a somewhat extensive list of sites visited and activities planned Included activities from several different categories. Explained the significance of visiting these sites in an above-average manner. Went somewhat above what was required. 6 Included a somewhat incomplete list of sites visited and activities planned. Explained the significance of visiting these sites in a below-average manner. Some elements may be missing or incorrect. 8Included a mostly incomplete list of sites visited and activities planned. Explained the significance of visiting these sites in a poor manner. Most elements are missing, copied, or incorrect. 10Made no attempt to participate in this project.

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Culinary Expert 2 Included an extensive list of traditional dishes for the regions the group visited. Included an exceptionally organized plan of where the group ate during the trip, including a wide variety of restaurants or other creative means. 4 Included a somewhat-extensive list of traditional dishes for the the group visited. Included a well-organized plan of where the group ate during the trip, including somewhat of a variety of restaurants. 6 Included an somewhat incomplete list of traditional dishes for the regions the group visited. Provided incorrect information. Included a plan of where the group ate during the trip, including the names of restaurants but some days or meals may be missing. 8 Included a mostly incomplete list of traditional dishes for the regions the group visited. If background information was provided, it was incorrect. Included a very sketch plan of where the group ate during the trip. Names of restaurants, if included, are few or copied. 10 Made no attempt to participate in this project.

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Trip Manager 4 To the greatest extent, describes in detail what to do in emergency situations (e.g. with the supervision of the chaperones assist with the loss of passports, needing to visit a hospital, go to drug store for over the counter remedies, etc.), where stopped, and shows what souvenirs were collected and their significance. 3 Describes in some detail what to do in certain emergency situations (e.g. with the supervision of the chaperones assist with the loss of passports, needing to visit a hospital, go to drug store for over the counter remedies, etc.), where stopped, and shows what souvenirs were collected and their significance. 2 Describes in little detail what to do in certain emergency situations (e.g. with the supervision of the chaperones assist with the loss of passports, needing to visit a hospital, go to drug store for over the counter remedies, etc.), where stopped, and shows what souvenirs were collected. Some information is missing. Few reasons given for why souvenirs were collected, or the information is incorrect. 1 Only lists emergency situations but does not describe what to do (e.g. with the supervision of the chaperones assist with the loss of passports, needing to visit a hospital, go to drug store for over the counter remedies, etc.), where stopped, and shows what souvenirs were collected, or their significance were very sketchy if included at all. 0 Made no attempt to participate in this project. TOTAL POINTS (FROM ALL 4 ROLES) X 4 ___/ 64 GROUP PRESENTATION GRADE

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How long have you stayed in Spain? During your journey, you have hopefully seen famous museums, attended Spanish sporting events, dined in fine restaurants, and experienced how much fun it was to ride the metro. But most importantly, you got to practice your Spanish. You have also learned to budget money, exchange currency, and plan an itinerary. With your new-found experience, you are certainly ready for a real to trip to Spain! Viva Espaa!

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International Society for Technology in Education 1. Creativity and Innovation a) Apply existing knowledge to generate new ideas, products, or processes. b) Create original works as a means of personal or group expression. c) Use models and simulations to explore complex systems and issues. d) Identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute of others. Students: a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c) Develop cultural understand and global awareness by engaging with learners of other cultures. d) Contribute to project teams to produce original works or solve problems.

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International Society for Technology in Education (contd) 3) Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a) Plan strategies to guide inquiry. b) Locate, organize, analyze evaluate, synthesize, and ethically use information from a variety of sources and media. c) Evaluate and select information sources and digital tools based on the appropriateness of specific tasks. d) Process data and report results. 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. Students: a) Identify and define authentic problems and significant questions for investigation. b) Plan and manage activities to develop a solution or complete a project. c) Collect and analyze data to identify solutions and/or make informed decisions. d) Use multiple processes and diverse perspectives to explore alternative solutions.

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I hope all of you enjoyed our trip to Spain and concluded that it is indeed a different country because of its culture, every city has different things to offer, and the language spoken is so romantic and beautiful. I trust that everyone had fun and got to practice their conversational Spanish. It was truly a great experience to see at first hand a, bullfight, flamenco show, and savor their most authentic dish, their paella. Lets not forget how we finished it off with their most delicious Churros which were deep fried dough sprinkled with sugar. Our trips to the museums were very educational and we could not get enough from their shops. Talking about shopping, we almost went over budget when we went to La Rambla in Barcelona. Every merchant was more unique than the one left behind. The visit to the beach was spectacular. We had a great picnic lunch and enjoyed the non-alcoholic Sangria. It was indeed sad to say farewell to Espaa when we arrived at the airport the day we left. I think we all truly felt, Viva Espaa!

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