LEARN NC

K–12 teaching and learning · from the UNC School of Education

"Un viaje inolvidable" (Gouin series booklet)

Students will create a 12-page booklet about a real or imaginary plane trip (within or beyond the United States). The twelve pages include a title page, 10 pages (each with one sentence using a verb or various verbs in the preterit tense) and an ending page. Students share the processes involved in preparing to travel by plane, as well as activities enjoyed during the trip itself and at the destination.

A lesson plan for grades 9–12 Second Languages

By Mary Thomas

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Learning outcomes

Students will incorporate learned travel vocabulary and the preterite tense (both regular and irregular forms) into a creative product to present to the class.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

  • construction paper
  • markers, crayons, and colored pencils
  • scissors
  • glue
  • computer graphics
  • magazine pictures
  • stickers
  • ribbon
  • personal photos and mementos
  • Spanish/English dictionary
  • En espanol! level 2 textbook

Technology resources

Students will need to use a word-processing program to type their sentences and the Internet to download pictures which relate to air travel, their destinations or the activities they might enjoy while traveling. An overhead projector is also needed for the “idea splashes.”

Pre-activities

Begin with two “idea splashes”: (1) What things would you need to do in order to prepare for an airplane trip? Students share their ideas (in English) and the teacher writes these on the projector. The students copy the ideas into their notebooks. We also (2) brainstorm resources to use in decorating the booklets.

Activities

From the list of brainstormed ideas (how to prepare for the trip), students work independently to choose 10 to 15 important tasks/activities (some sentences may have more than one verb) and they begin to order them chronologically. Then, using their textbook, a bilingual dictionary, and their class notebooks, they begin to create sentences in the preterite tense.

Examples include: “Recibi mi pasaporte.” “Compre el boleto en la agencia de viajes.” “Fui de compras y empaque mis maletas.”

Assessment

See the attached 15-point rubric. Teachers may feel free to modify the grading rubric as they wish.

Supplemental information

There is an attached handout entitled “Un viaje inolvidable” Project Requirements which explains the assignment to students.

Comments

Students enjoyed working on this project because it enabled them to work out of the book and have a change of routine. Also, they were able to reflect upon personal experiences or use their imaginations. The creative aspect was also fun and challenging.

North Carolina curriculum alignment

Second Languages (2005)

Grade 9–12 — High School Level II

  • Goal 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language.
    • Objective 2.01: Demonstrate understanding of some oral and written idiomatic expressions, phrases, sentences and passages.
    • Objective 2.04: Identify main idea(s) and some details from simple oral and written passages about familiar topics.
    • Objective 2.06: Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.
  • Goal 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language.
    • Objective 3.01: Give oral and written presentations about people, places, things, and events using simple sentences and paragraphs in present and past time.
    • Objective 3.03: Tell or retell a story orally and in writing.
    • Objective 3.04: Recombine known language to produce personalized statements.
  • Goal 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.
    • Objective 4.01: Recognize and use cultural practices and expressions in daily activities.
    • Objective 4.03: Participate in activities and experience customs and traditions of the target cultures.
    • Objective 4.04: Identify major geographical features, cities, and regions of the target countries where the language is spoken and show their relationship to the culture.
  • Goal 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others.
    • Objective 5.02: Compare and contrast structural patterns in the target language and his/her own language.
    • Objective 5.04: Recognize words, phrases, idioms that do not translate directly from one language to another and their impact on communication.
    • Objective 5.05: Recognize words, phrases, idioms that do not translate directly from one language to another and their impact on communication.
  • Goal 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language.
    • Objective 6.01: Identify and process information and skills that are common to the foreign language class and other disciplines.
    • Objective 6.04: Recognize and apply learning strategies, processes from other disciplines.
    • Objective 6.05: Develop learning strategies in the target language which can be used in other disciplines.
  • Goal 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment.
    • Objective 7.02: Share knowledge of the target language and cultures with others.
    • Objective 7.04: Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures.
    • Objective 7.06: view, listen to, and read various forms of media that utilize the target language and reflect the target cultures.