Project title

Subject(s)/Course
Project Author

Collaborative Project Planning Template

Viajamos por Espaa!
Spanish II
Kitt Starnes

I. Project Purpose

What is the purpose of the project?

Because many students don't know a world outside of the ten block radius of their home and
school, the purpose of this project is to show them (albeit virtually), a beautiful and amazing
foreign land! I encourage my students to look into studying abroad and this is a great project
to get them interested, motivated and excited!!

Why is collaboration essential to this project?

Collaboration is essential because of the size of the project and the number of places each
group must "visit." Each student will be assigned a "day" of the trip in which they must
describe where they will go, each place they visit as well as where they will eat, how to get to
each place and how much money they will spend. Within their groups they must budget the
money and decide their tour sites, where they will stay and their starting and ending points.

Will the collboration be individually within groups only or will

there be collaboration among groups?

The majority of the collaboration will be individually within groups but because this is a "class
trip" and each group is responsible for a "leg" of the trip, groups will have to coordinate with
the group that has the "leg" before and after them to see where their portion of the trip will
begin. In addition, as a class we will pick the dates of our "trip."

Goal(s)

The goal of this project is for students to learn what it's like to plan a trip abroad. They will
have to learn how to plan on a budget (and deal with Euro/Dollar conversion) as well as
decide which are the most important places in each city to visit. This will require them to
learn about the history of their city and what each city has to offer. The goal is for them to
use real-world skills to navigate around a Spanish-speaking country!

Objectives

Students will understand how to convert Euros to Dollars and vice versa. Students will
decide the most important places in a Spanish city to visit and describe in Spanish what
each is like. Students will describe where they will stay and what they will eat at each meal
in Spanish. Students will also describe the historical importance of different sites, correctly
using the preterite and imperfect in Spanish. Students will understand the importance of
keeping a budget while traveling. Students will build a Google Tour presenting each "day"
of their trip in their assigned city, with all of the required information, including pictures of
each place and prices of EVERYTHING and a final budget.

Alignment with State Standards

This project will encompass many of the North Carolina World Languages Essential
Standards, including: NM.COD.3.3 Use readily available technology tools and digital literacy
skills to present academic information in the target language, NM.CMT.2.2 Infer meaning
from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect
the target culture. NM.CLL.4.1 Compare basic cultural practices of people in the target
culture and the students culture. NM.CMT.4.2 Identify products made and used by members
of the target culture and the students culture. NH.CLL.3.3 Produce simple dialogues and
short skits using familiar structures and vocabulary. NH.COD.3.1 Use the target language to
give short spoken or written presentations about familiar academic topics. NH.CMT.3.1 Use
simple phrases and short sentences to describe arts, sports, games, and media from the
target culture. NH.CMT.3.2 Use simple phrases and short sentences to present information
in school or community events related to the target culture.

II. Project Description

General Description and Time Frame

Students will be building a Google Tour around Spain. Each group will be responsible for
their assigned Spanish city and staying within the assigned budget. Within each group,
students will be responsible for a day of the trip. They must describe what they will visit each
day, where they will eat and what they will eat there, where they will stay and methods of
transportation, ALL in Spanish. They must include prices of everything they do and eat and
a budget. In addition to describing what will happen each day, they must describe, correctly
using the preterite and imperfect, the importance of their chosen historical or cultural sites.
While students will keep their work-in-progress in a group Google Doc shared with me, the
final product will be a Google Tour including descriptions in Spanish, photos, dates, finances,
etc. The project will be assigned on Monday, March 2 and will be due Wednesday, March
18 (2.5 weeks total time).

Instructional Strategies employed

I will review the present, preterite and imperfect tenses with the students as well as when to
use each. We will also talk about important vocabulary that should be used in this project.
Most importantly, because Google Tour Builder is a new tool for my students, I will give a
lesson on how to create a Tour using it.

Instructor role (i.e., student or teacher centered? student or

teacher Directed?)

This project is student-centered and student-directed. I will facilitate and make sure each
group has the appropriate resources and tools as well as proof read anything each group
shows me by March 12, but the project is entirely student-driven.

Content type and specific content elements

Students will using a wide variety of Spanish vocabulary and grammar that they have been
building upon since day one of Spanish I. They will use the present tense, travel vocabulary
and directions to describe how they will travel from place to place and site to site. They will
use the preterite and imperfect to describe why each historical landmark they visit is so
important. They wlil use a number of concepts including but not limited to: ser, adjectives,
estar, prepositions, travel vocabulary and directions. This project will come shortly after
having taught the difference between the preterite and the imperfect which will specifically
come into place when students are describe why historical landmarks are so important (i.e.
what occurred there).

Sequence and timeline for lesson events

The project will be assigned Monday, March 2. On this day we will decide the dates of our
class trip. I will also arrange groups and assign each a city. Students will be given the entire
class period to read the project and rubric, understand what is expected and start planning.
One day during the week of March 2-6 groups must arrange to meet with me together and
individually during Smart Lunch for me to check progress. Thursday, March 12 will be
another in-class work day. Students must arrange another accountability time during Smart
Lunch during the week of March 9-13. Any work that students want feedback on or
proofread must be shown to me before or during the class work time on March 12. Final
built Google Tour due Wednesday, March 18 to be presented.

How will collaboration be established and facilitated?

Collaboration will be established from the first day of the project. As a class we will decide
the dates of our trip and students will understand that even in a group, they are responsible
for an entire "day" in that city. On the first in-class workday, students will begin deciding who
will be in charge of what and they will create and share a Google Doc with me and among
themselves. Collaboration will facilitated through in-class work time and accountability
sessions.

III. Role of Students

How will students be grouped?

At the beginning of the year I have students fill out a clock with appointment buddies. The
12:00, 3:00, 6:00 and 9:00 times are for groups where students must work with 2-3 other
people (4 in a group). For this project students will work with their 6:00 group. During the
6:00 time I required all native Spanish speakers in the class to work together, so no group
will have a native speaker doing all of the work.

What are student roles within the project?

Each student will be responsbile for a "day" of the trip. Each "day" students must visit two
historical/cultural sites, one museum and participate in one "fun" activity and decide where
we will eat two meals and what to eat at each meal.

How will students work within a group?

Students must decide their lodging and methods of transportation together. While each
student has a "day" of the trip, the group must first decide which museums, historical/cultural
sites and "fun" activities will take place on each day. Students will also have to discuss
where we will eat on each day as to not eat at the same restaurant or cafe twice. Groups
must also coordinate prices for EVERYTHING as to not go over the assigned budget. In
addition, groups must come together for the final product when putting everything they
created in the Google Doc into Google Tour Builder to create their Tour.

How will group issues be resolved?

Groups will have to sign up for an accountability period as a group AND individually once a
week during Smart Lunch. Any issues with group members or between group members will
be resolved during the accountability session.

IV. Assessment and Evaluation

Individual Accountability

Individual accountability is fairly simple as each student is assigned a different day of the trip.

Group Process Evaluation

Because I am requiring accountability periods once a week with the group and individually
during Smart Lunch, I will be evaluating the group process each week. This will be a part of
the rubric in the group portion of their project evaluation.

Project Evaluation

Students will receive two grades for the project. The first will be an individual grade for
his/her day of the trip based on the individual rubric. The second will be a group grade for
the final Google Tour based on the group Google Tour rubric.

Peer Evaluation

Students will get to evaluate their own group members on a group member evaluation rubric
and after the Tour presentations, each group will vote for the best Tour. The group with the
most votes (they can't vote for their own), will win extra credit.

Mechanism for feedback to students and groups - formative

and summative

Formative Assessment: After each accountability session and group work day, I will be
giving groups and inviduals little notecards with "I noticed/I saw" notes and "I wonder" notes
to provide feedback and suggestions. Summative Assessment: Students' Tours will be
graded on a rubric.

V. Techology and Cyber Safety

Web tools available and suggested

Google Drive. specifically Google Docs, Google Hangouts, Google Earth, GOOGLE TOUR
BUILDER (Final product will be on Google, Tour Builder.)

How will student cyber safety be addressed and mitigated?

Cyber ethics will need to be addressed before this project more so than cyber safety. A brief
lesson on cyber safety will be given discussing safe online habits, but a longer lesson will be
given on cyber ethics and fair use and multimedia and citing works. I will also remind
students that while most Google tools are wonderful and great to use, Google Translate (and
any online translators for that matter) is NOT one of them. I WILL know if you Google
Translate entire sentences.