Sales Person Weekly Itinerary Work Form - DOC

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					                                               Project Design

Project Title: Celebramos la Navidad en Méxcio

Author: Amanda Work

Target Audience
      Subject: Spanish I
      Grade: 8
      Proficiency Level: Novice Low

Proficiency-Based Language Functions:
         o Present Tense-answer practiced/rehearsed questions
         o Describe places/surroundings
         o Understand the main ideas-oral and written
         o Express likes/dislikes
         o Express basic needs/wants
         o Ask and answer basic questions
         o Give and respond to simple directions
    What is worthy of understanding?
         o How to vacation on a budget
         o Spanish is a relevant skill for personal enjoyment
    What do I want them to remember about this unit after they complete the unit?
         o Travel vocabulary
         o How to create a understandable budget/itinerary
         o Mexican culture (Christmas traditions and famous locations)

Project Idea: Students will plan, coordinate, and budget a week long trip to Mexico. Findings will be
presented through a formal PowerPoint presentation.

Entry Event: Employment recruiting flyer (can be seen laid out through the entry event attachment)

      Setup as flyer from the company iExplore
            o Paragraph describing the employment responsibilities
iExplore is looking to expand its travel opportunities. Due to the recession iExplore has noticed a downturn in
world travel sales.

iExplore employs only the most knowledgeable world citizens. Therefore, you have been chosen to plan a
Mexican Christmas vacation. The best planned vacation packages will be featured by our company and the
creators will be employed iExplore.


Power Standards: M.O.A1.2.3, M.O.A1.2.16 (Algebra 1)

Content Standards & Objectives:
Objectives Directly Taught or Identified Learning Targets                    Evidence of Success in
Learned Through Discovery                                                    Achieving Identified Learning
                                                                             Target
FL.O.LI.2.07 identify objects,        Students will include objects,         Students have included objects,
           images, products, and      images, products, and symbols          images, products, and symbols
           symbols commonly           commonly associated with the           commonly associated with the
             associated with the        Mexican culture in trip itinerary.      Mexican on PowerPoint through
             target culture(s) (e.g.,                                           the use of authentic pictures and
             flags, foods,                                                      Spanish language.
             monuments).
FL.O.LI.3.02 identify the cross-        Students will identify and              Students will orally express at least
cultural relevance of common            understand Mexican Christmas            two sentences in Spanish pertaining
customs and traditions (e.g.,           traditions.                             to Mexican Christmas traditions.
holidays, saints’ days, birthdays).
FL.O.LI.5.02 recognize the              Students will plan an enjoyable         Students will choose and plan day-
potential benefits for personal         vacation with an enriching              to-day activities that suit their
growth, enrichment, enjoyment and       experience.                             personal preferences and will show
career opportunities that result from                                           these activities in their itinerary.
study of the target language.
M.O.A1.2.3 Evaluate data                Students will successfully budget       Students will present a written
provided, given a real-world            $5,000 throughout a week’s course.      budget.
situation, select an appropriate
literal equation and solve for a
needed variable.
M.O.A1.2.16 simplify and evaluate       Students will figure a daily balance    Students will state daily
rational expressions                    of budget.                              expenditures as well as continued
     add, subtract, multiply and                                               balance.
    divide
     determine when an
    expression is undefined.



21st Century Skills:

21st Century Skills        Learning Skills &                Teaching                 Evidence of Success
                           Technology Tools                 Strategies

Information and          Google Earth                  Direct Instruction        Using Google Earth to map a
Communication                                          (initial presentation)    route of vacation travel based on
                                                       Collaboration (student    itinerary events
                                                       groups)
Thinking and             Microsoft PowerPoint          Collaboration (student    Students will create a
Reasoning Skills                                       groups)                   PowerPoint of at least 5 slides of
                                                                                 daily travel activities.
Personal and             Small groups                  Collaboration (student    Project Development
Workplace Skills                                       groups)


Performance Objectives:
      Know
        o Present Tense-conjugate verbs
        o Adjective placement and agreement
        o Understand the main ideas-oral and written
        o Understand “Gustar” and direct objects
        o Correct use of “Preferir” and/or “Querer”
        o Understand question words: Qué, Cómo, Cuándo etc.
           o Know cardinal directions: norte, este, sur, oeste
           o Use Google Earth, Microsoft Office PowerPoint
           o Successful Communication with peers, facilitators, community members

      Do
           o   Answer practiced/rehearsed questions in the present tense in Spanish
           o   Describe places/surroundings
           o   Express likes/dislikes
           o   Express basic needs and wants
           o   Ask and answer basic questions
           o   Explain cardinal directions
           o   Map travel route using Google Earth
           o   Create a PowerPoint of at least 8 slides
           o   Work and get along with group members
           o   Gives a professional presentation


Driving Question:
How would you plan a Christmas vacation to Mexico when you only have
$5,000 to spend? What activities would be included on the vacation?
Assessment Plan:

                                                                      Trip Itinerary
        Major Group Products                               Travel Representative Presentation
                                                                      Trip Budget
                                                                PowerPoint Storyboards


                                                                    Daily Itinerary
       Major Individual Projects                  Work Ethic (Participation/Contribution) Evaluation
                                                                 Vocabulary Quizzes
                                                                       Unit Test
                                                                      Homework
                                                               Warm-ups (Bellringers)
                                                                 Reflective Journals


Assessment and Reflection:

Rubric(s) I will use: (Check all     Collaboration                     x   Written Communication       X
that apply.)                         Critical Thinking & Problem       X   Content Knowledge           X
                                     Solving
                                     Oral Communication                X   Other
Other classroom                      Quizzes/ tests                    X   Practice presentations      x
assessments for learning:            Self-evaluation                   X   Notes
                                     Peer evaluation                   X   Checklists/observations     X
(Check all that apply)
                                     Online tests and exams                Concept maps                X
Reflections:                         Survey                                Focus Group
                                     Discussion                        X   Task Management Chart       X
                                     Journal Writing/ Learning Log         Other
Map the Project:

Product:
Knowledge and Skills            Already Have Learned Taught Before the                Taught During the
Needed                                               Project                          Project
1. Present Tense-                                    X
conjugate verb

2. Adjective placement                                   X
and agreement
3. Understand the main                                                                X
ideas-oral and written
including cultural
information
4. Understand “gustar”                                                                X
and direct objects
5. Correct use of                                                                     X
“preferir” and/or “querer
6. Understand question                                   X
words: Qué, Cómo,
Cuándo etc.
7. Know cardinal                                         X
directions: norte, este, sur,
oeste and travel/location
vocabulary

8. Use Google Earth,                                                                  x
Microsoft Office
PowerPoint


Resources:

       School-based Individuals: World Language Staff, Math Department Staff, Technology
Representative

       Technology: Microsoft Office Suite (PowerPoint/Word), Google Earth, Laptop & LCD Projector for
presentations

       Community: Travel Agents, Mexican/Mexican-Americans, Parents, Spanish Professors from local
University, Parks and Recreation Expert

      Materials: Internet Access, Computers equipped with Microsoft Office Suite & Google Earth,
PowerPoint Storyboards, Rubrics, Project Guidelines, Entry Event


Manage the Process:
       The groups are comprised of 4 students using a modified jigsaw method in where high, average, and low
achievers are paired; these groups are designed by the teacher. Each group will create a contract agree upon by
every member that outlines group expectations. Students will plan a trip and activities by using the Internet and
collaboration. During group collaboration the teacher will circulate in order to maintain group cohesiveness as
well as ensuring all learning objectives is met. Students will reflect upon every step of the project planning
process by way of journaling. Through the self-reflection students can reflect on the project and how they
personally contributed to the overall process.
        Being that the target students are novice low language learners students will have very limited language
knowledge prior to the project. Students should have mastered verb conjugation in the present tense as well as
an understanding of pronouns. They will also know adjective placement and agreement. Students will be aware
and be able to use cardinal directions in Spanish. Students will understand and be able to relate to question
words in Spanish. During the project lessons will focus on understanding the main idea from authentic material
both written and oral. Students will also learn the proper construction and appropriate use of perferir, querer,
and gustar. After projects have been mapped the students will use PowerPoint and Google Earth any application
questions will be answered by peers and/or teacher.
        Differentiation will depend on student needs. All accommodations stated on Individualized Educational
Plans will be followed throughout the project. Other accommodations can include but are not limited to hard
copies of notes, hard copies of directions on how to use technology, and one-on-one review time with struggling
students.

Project Evaluation:

        After project completion two class periods will be devoted to project debriefing. These activities will be
personal written reflections in where the student looks back at their project and comments on the groups and
personal successes/failures. Each student will complete a rubric on collaborative work skills in where they
evaluate every member of the group. This evaluation will serve as a participation/collaboration grade for each
student. The students will also engage is respectful open discussion in order to discuss the project and how
those skills can be applied to future projects or real life situations.



Project Guidelines:
Due to the fact that the students are eighth graders who have never encountered PBL the guideline are very
specific to ensure that all students meet the project expectations. The Spanish components are in bold text so the
students will remember what parts of the project will be presented in the target language.




Project Guidelines

Your team has been selected to develop and propose a travel itinerary and budget for potential travels to Mexico
during the Christmas season. Since everyone will be contributing an important part to the presentation, the
project requires collaboration among all team members.

When planning your trip remember to keep in mind the following guidelines. You have a budget of $5,000
which will cover all travel expenses, activities, and any purchases. The trip will last for a total of seven days in
which you will plan all modes of travel, activities, and all purchases such as food.

No work will be accepted after the due date. This also includes the presentation meaning that your group will
present on the assigned day with no exceptions.
Your team will create a formal PowerPoint presentation of at least 8 slides that includes:
   1) Introduce Mexican Christmas tradition using simple present tense Spanish sentences.
   2) Explain airfare of trip (arrival/departure) and remaining balance for trip activities
          a. Be sure to include where price came from (Internet based travel company)
   3) Label each day of the trip using Spanish
   4) On each slide write at least one sentence in Spanish describing the day’s activity and location. Use
       simple present tense.
   5) At least one graphic of day’s activity/location on each slide
   6) Include total cost of daily expenditures on each slide and remaining balance
   7) Explain the group’s reason behind each days planned activities in Spanish. This can be a
       preference statement.
   8) Use Google Earth to mark route and show route to class
   9) State total amount spent and persuade why iExplore should select your itinerary.

Rubrics:
The below rubric will be completed by the expert panel during the presentation. The total value is 100 points.



                              Presentation Rubric

                        Does Not Meet             Approaching                Meets Standard 11-        Above Standard
                        Standard                  Standard                           15                       16-20
                                  1-5                       6-10
Collaboration           Rarely listens to,        Often listens to,          Usually listens to,       Almost always listens
                        shares with, and          shares with, and           shares, with, and         to, shares with, and
                        supports the efforts of   supports the efforts of    supports the efforts of   supports the efforts of
                        others. Often is not a    others, but sometimes      others. Does not          others. Tries to keep
                        good team player.         is not a good team         cause "waves" in the      people working well
                                                  member.                    group.                    together.


Critical Thinking &     Does not try to solve     Does not suggest or        Refines solutions         Actively looks for
Problem Solving         problems or help          refine solutions, but is   suggested by others.      and suggests
                        others solve              willing to try out                                   solutions to problems.
                        problems. Lets others     solutions suggested
                        do the work.              by others.


Oral Communication      Does not formulate        Makes no more than         Makes no more than        Makes no more than
                        oral and written          six to eight mistakes      three to five mistakes    two mistakes on oral
                        presentations using a     oral and written           oral and written          and written
                        limited range of          presentations using a      presentations using a     presentations using a
                        simple phrases and        limited range of           limited range of          limited range of
                        expressions based on      simple phrases and         simple phrases and        simple phrases and
                        very familiar topics.     expressions based on       expressions based on      expressions based on
                                                  very familiar topics.      very familiar topics.     very familiar topics.
Written               There is no Spanish       There is some             All Spanish               PowerPoint
Communication         present in PowerPoint     Spanish present in        requirements are          presentation contain
                      presentation.             PowerPoint                present in PowerPoint     more than required
                                                presentation.             presentation.             Spanish elements.

Content Knowledge     Presented short           Presented short           Prepared and              Presented longer
                      material but no           material but lacked       presented short,          material and
                      preparation was           well-thought              personal written and      preplanned
                      evident.                  preparedness.             oral communication.       preparedness was
                                                                                                    evident.


The below is to be completed by each student about each group member. This rubric along with anonymous
work ethic vote will determine the group member who receives a team leader bonus of 15 points.




                                               Collaboration Rubric

Category             Does Not Meet             Approaching                Meets Standard (3)        Above Standard (4)
                     Standard (1)              Standard (2)
Contributions        Rarely provides           Sometimes provides         Usually provides          Routinely provides
                     useful ideas when         useful ideas when          useful ideas when         useful ideas when
                     participating in the      participating in the       participating in the      participating in the
                     group and in              group and in               group and in              group and in
                     classroom discussion.     classroom discussion.      classroom discussion.     classroom discussion.
                     May refuse to             A satisfactory group       A strong group            A definite leader who
                     participate.              member who does            member who tries          contributes a lot of
                                               what is required.          hard!                     effort.
Quality of Work      Provides work that        Provides work that         Provides high quality     Provides work of the
                     usually needs to be       occasionally needs to      work.                     highest quality.
                     checked/redone by         be checked/redone by
                     others to ensure          other group members
                     quality.                  to ensure quality.
Time Management      Rarely gets things        Tends to                   Usually uses time will    Routinely uses time
                     done by the deadlines     procrastinate, but         throughout the            well throughout the
                     AND group has to          always gets things         project, but may have     project to ensure
                     adjust deadlines or       done by the deadlines.     procrastinated on one     things get done on
                     work responsibilities     Group does not have        thing. Group does not     time. Group does not
                     because of this           to adjust deadlines or     have to adjust            have to adjust
                     person’s inadequate       work responsibilities      deadlines or work         deadlines or work
                     time management.          because of this            responsibilities          responsibilities
                                               person’s                   because of this           because of this
                                               procrastination.           person’s                  person’s
                                                                          procrastination.          procrastination.
Attitude             Often is publicly         Occasionally is            Rarely is publicly        Never is publicly
                     critical of the project   publicly critical of the   critical of the project   critical of the project
                     or the work of other      project or the work of     or the work of other      or the work of other
                     members of the            other members of the       members of the            members of the
                     group. Often has a        group. Usually has a       group. Usually has a      group. Usually has a
                     negative attitude         positive attitude about    positive attitude about   positive attitude about
                     about the task(s).        the task(s).               the task(s).              the task(s).
Focus on Task        Rarely focuses on the     Focuses on the task        Focuses on the task       Consistently stays
                     task and what needs       and what needs to be       and what needs to be      focused on the task
                       to be done. Lets         done some of the          dome most of the     and what needs to be
                       others do the work.      time. Other group         time. Other group    dome. Very self-
                                                members must              members can count on directed.
                                                sometimes nag, prod,      this person.
                                                and remind to keep
                                                this person on-task.
Preparedness           Often forgets needed     Almost always brings      Almost always brings      Brings materials to
                       materials or is rarely   needed materials but      needed materials.         class and is always
                       ready to work.           sometimes forgets                                   ready.
                                                materials and needs to
                                                be reminded.

Project Calendar: 43 minute classes (17 days from start to finish) Classes of 20-25 total students

Project: Celebramos la Navidad en México                             Project Start Date: 12-1-09

                   Monday               Tuesday              Wednesday             Thursday              Friday
Week 1             *Watch video         *Hand out entry      *Introduce travel     *Research             *Research
                   example of a PBL     event and make a     vocabulary (Quiz      possible activities   possible activities
                   class and discuss    need-to-know         on Tuesday)           and locations for     and locations for
                                        chart                *Homework             trip                  trip
                                        *Group creations,                          *Homework             *Reflective
                                        contracts created                                                journal on
                                        and tasks                                                        self/group’s
                                        assigned                                                         progress
                                                                                                         *Homwork
Week 2             *Review Travel       *Travel              *Finish               *Review gustar,       *Conjugation and
                   vocabulary           Vocabulary Quiz      researching           preferir, and         usage quiz on
                   *Look at/Read        *Introduce gustar,   possible activities   querer                gustar, preferir,
                   Travel flyers from   preferir, and        and locations for     *Map out              and querer
                   Mexico               querer               trip                  PowerPoint            *Reflective
                                        *Homework            *Homework             through the use of    journal on
                                                                                   a Storyboard          self/group’s
                                                                                                         progress
Week 3             *Create              *Finish              *Practice             *Presentations of     *Presentations of
                   PowerPoint and       PowerPoint and       Presentations         3 groups              remaining groups
                   Google Earth         Google Earth
                   route                route
Week 4             Self Reflections     Group Discussion     Christmas             Christmas             Christmas
                   & Collaborative      & Reflection         Vacation              Vacation              Vacation
                   Rubrics


Project Resources:
Websites: Group/Student chosen
Books: World Book Encyclopedias, Textbook
Instructional Materials: Travel Vocabulary handouts with pictures, Conjugation chart with gustar and radical
change examples
Other Technology: Laptop, LCD projector to show conjugation on screen
Parents & Community Volunteers: Not needed until presentation days

Student Implementation Tools:
Student Weekly Planning Sheet
Student Learning Log (used weekly)
Student Presentation Brief (to be completed before presentation practice)
Project Milestones (to be completed by group during last reflection day)
Group Observation Checklist (to be completed by teacher daily)
Group Contribution Self-Assessment (used weekly)
End-of-Project Self-Assessment (used during final reflection)

Parent Letter:

Dear Parent/Guardian:

        In an effort to make students more prepared for their lives outside of the classroom I will be
implementing Project Based Learning (PBL) this year. This is a rather new initiative in the country as well as
the state and your students will be pioneers in PBL in the foreign language classroom. PBL is an attempt to
create new instructional practices that reflect the environment in which children now live and learn (Buck
Institute for Education). More information about the history and reasoning behind PBL can be found at the
Buck Institute for Education by their website
http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/.
        Within my classroom our PBL unit will begin in December and will last the entire month until break
begins which is a total of 17 days. The children will receive Spanish instruction alongside researching for their
project. The class will still have individual as well as group projects and high expectations will continue to exist
and be met during the project. The overall goal of the project is for students to see and understand and real
world application of the Spanish language.
        I will need some of you to sit on our expert panel during the presentations so if you are interested please
let me know. Also since this is a hands-on learning activity you are encouraged to ask any questions you may
have as well as come to school and see the project implementation. Again this is a work in progress and new to
the students so it will take time but I believe the real world experience and applications are worth the work. As
always if you have any questions, comments, and/or concerns please contact me.

                                                                                                          Sincerely,

                                                                                                 Amanda Work
                                                                                         awork@access.k12.wv.us
                                               Project Resources Form

Websites:
http://www.univision.com/content/videoplayer.jhtml?cid=1990025

Instructional Materials:
     Lecture/Notes
     Quizzes/Tests
     Daily home works
     Final Project

Other Technology:
    White board
    Projector
    Computer with internet access

Parent and Community Volunteers
     Parents of students
     Community members who have had experience with team work

Consultants/Experts:
    College journalism professor(s) from Shepherd
    Staff advisor/mentor/college students of Shepherd College News/Newspaper
    NBC 25 newscasters (Local News affiliate in the Martinsburg area).
    Local reporters from The Journal
    Administrators from the school to come and watch

Business and Community Groups
     NBC 25
     The Journal Newspaper
     Shepherd University


                                           Student Implementation Tools

      Student Weekly Planning Sheet
      Student Learning Log
      Student Presentation Brief
      Project Milestones
      Progress Report following an investigation
      Group Observation Checklist
      Group Contribution Self-Assessment
      Group Leaning Log
      End-Of Project Self Assessment
                                                MAP of project

Week 1:
Day 1:
    Introduction to project
    Assign groups
    Share entry event (questioning)
    Show project table

Day 2:
    Handout project packet
    Review project requirements
    Go over driving question
    Introduce necessary vocabulary needed for project
    Students complete a handout on Vocabulary for homework.

Day 3:
    Check homework with students on vocabulary
    Review vocabulary
    Introduce endings for gender
    In groups, students choose the scenario for the final project.
    Groups choose who will be the reporter and who will be the witnesses.
    Students turn in selected scenario and group members’ role.
    Students will then begin writing the group contact and turn those in.
    For homework, students create a list of adjectives to describe each person for the scenario they have
       chosen.

Day 4:
    Review homework with students
    Introduce verbs “ser”(to be) and “tener” (to have).
    Complete a WS in classroom on “ser” and “tener” and be able to answer correct questions based on
       when you use the verbs.
     In groups, students describe what adjectives each person will possess in their chosen scenario.
     At the end of class for a grade, they will turn in these papers.

Day 5:
    Vocabulary quiz over descriptive words
    Introduce how to pose questions in regards to describing people.
    Go over with students the correct way to ask and answer questions in the target language.
    Review with students the correct way to write a complete sentence in Spanish. (The correct
       subject/verb agreement and placement).
    Then in student groups, they will begin writing their rough drafts of project. They will write out a
       storyboard outline.
    At the end of class students will complete a student reflection.

Week 2:
Day 6:
    In groups, students continue to work on scripts for final presentations.
    When rough drafts are finished, turn it into the teacher to check.
    Students make modifications if necessary.
    Once students are given the okay, then they start working on their final drafts and start preparing for
       final presentations.
    When the final draft is complete students turn those in for a grade as well.
Day 7:
    Students continue to work on final scripts for project.
    Begin practicing presentations
    Discussing on props/multimedia if necessary.

Day 8:
    All students should have a completed final draft at this stage.
    Students will continue to practice for final presentations.
    Memorizing lines being ready to present without notes or not reading notes.

Day 9:
    Dress rehearsal for final project
    Make sure students are all prepared
    Last day before presentations to the public and each other.

Day 10:
    Presentations

Week 3
Day 1:
    Evaluations:
        1. Self assessment log from student
        2. Group assessment for other group members
        3. Extra Credit option
    Whole class Evaluation
        1. Fishbowl

Day 2:
    Watch video of final presentations in class
       1. Evaluate themselves by what they see on the tape by responding to questions.
       2. Self reflection by watching the video

Day 3:
    Review what has been learned throughout the unit.
    Prepare for test

Day 4:
    Test over vocabulary and grammar learned throughout unit.

				
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Description: Sales Person Weekly Itinerary Work Form document sample