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Explore Israel: Create a Travel Brochure and Presentation
Grade 5Foreign Language2 days
★★★★★
5.0 (1 rating)Foreign LanguageCultural InsightsTravel BrochurePresentation SkillsIsraeli LandmarksVisual Communication
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we effectively use language and cultural insights to create an engaging travel brochure and presentation about a place in Israel that informs and attracts tourists?Essential Questions
Supporting questions that break down major concepts.- What are the key elements that make an attractive and informative travel brochure?
- How do cultural and historical aspects of Israel influence travel planning?
- What language skills are necessary to describe tourist attractions effectively in a foreign language?
- How can visual and written communication be combined to engage potential travelers?
- What are the important cultural norms to consider when creating a presentation on Israel for a diverse audience?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to use foreign language skills to write an informative travel brochure about a place in Israel, incorporating cultural and historical aspects that appeal to tourists.
- Students will improve their presentation skills by presenting their travel brochure, focusing on clarity, pronunciation, and engaging their audience.
- Students will develop an understanding of how to combine visual and written communication to engage a target audience effectively.
- Students will enhance their research skills by gathering relevant cultural and historical information about a specific place in Israel.
- Students will learn to consider and incorporate cultural norms and sensitivities when creating content for a diverse audience.
ACTFL World Readiness Standards
WL.5.1
Primary
Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in a foreign language.Reason: Students will need to use language skills to create a travel brochure and present information about Israel, which requires conversation, information exchange, and expression in a foreign language.
WL.5.2
Primary
Understand and interpret written and spoken language on a variety of topics in a foreign language.Reason: Developing a travel brochure and presentation involves interpreting information about Israel and expressing it coherently in a foreign language.
WL.5.3
Primary
Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in a foreign language.Reason: Students will create and present a travel brochure, requiring them to present ideas and information effectively.
Common Core State Standards
CCSS.ELA-LITERACY.W.5.2
Secondary
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: The travel brochure requires students to write informative text about tourist attractions in Israel.
CCSS.ELA-LITERACY.SL.5.4
Secondary
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Reason: Students must present their brochure to the class, requiring clear and factual reporting in a foreign language.
Entry Events
Events that will be used to introduce the project to studentsCreate Your Own Landmark
Challenge students to create their own Israeli landmark using clay, drawing, or digital design tools. This hands-on activity encourages creativity and sets the stage for in-depth exploration of real Israeli landmarks as they build their travel brochures.Mystery Postcard
Start the project with a mysterious postcard 'sent from Israel,' filled with clues about different landmarks or cultural facts. Invite students to solve the mysteries tied to the images and text, leading them to inquire more deeply into their project.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Destination Discovery Day: Unveil Your Mystery Destination!
In this exciting kickoff activity, students embark on a research adventure to discover a pre-selected mystery destination in Israel. Using travel guides, websites, and videos, they will delve into the unique attractions and features of their assigned location. This process provides an opportunity to develop an understanding of Israel's diverse cultural and historical landmarks and sets the stage for creating an engaging travel brochure.Steps
Here is some basic scaffolding to help students complete the activity.1. Use pre-assigned mystery envelopes or digital tools to reveal the randomly selected location in Israel that students will focus on.
2. Explore various resources like travel guides, websites, and videos about the assigned destinations to gather information.
3. Write a brief description of the chosen place, highlighting key attractions or features that make it unique.
Final Product
What students will submit as the final product of the activityA summary of the assigned destination including key features and attractions.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.2 and WL.5.1 (Interpreting information in a foreign language and expressing it clearly).Activity 2
Cultural Contexturer
In this activity, students will delve deeper into the cultural and historical contexts of their chosen Israeli destinations. The focus is on understanding and utilizing cultural insights to inform their brochure content.Steps
Here is some basic scaffolding to help students complete the activity.1. Conduct further research on cultural and historical aspects of the chosen location using books, documentaries, and online resources.
2. Identify cultural practices, historical events, and societal norms pertinent to the location.
3. Create a cultural and historical context page for the travel brochure.
Final Product
What students will submit as the final product of the activityA cultural and historical context page that will be integrated into the travel brochure.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.2 and CCSS.ELA-LITERACY.W.5.2 (Interpreting and writing informative texts).Activity 3
Language Lure Lab
Students will practice writing and refining descriptive text about their chosen destination in a foreign language. This includes learning key phrases and terms relevant to tourism and the specific location.Steps
Here is some basic scaffolding to help students complete the activity.1. Learn and practice vocabulary and phrases that are essential for creating a travel brochure in the target language.
2. Draft descriptive paragraphs about the location, focusing on attractions, food, culture, and accommodations, using the target language.
3. Peer review to refine language usage and enhance clarity.
4. Incorporate teacher feedback to improve the text.
Final Product
What students will submit as the final product of the activityDescriptive content for the travel brochure written in a foreign language.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.1, WL.5.2, and CCSS.ELA-LITERACY.W.5.2 (Writing informative text in a foreign language).Activity 4
Brochure Bonanza
Students will compile their research, descriptive text, and visual elements to design a complete travel brochure. This encompasses layout design, text placement, and creating an appealing visual representation.Steps
Here is some basic scaffolding to help students complete the activity.1. Organize all written content including cultural insights, descriptive paragraphs, and summary of the location.
2. Use digital or paper-based tools to design an attractive layout for the brochure.
3. Select or create images, maps, and graphics that will complement the text in the brochure.
4. Assemble all components into a cohesive travel brochure format.
Final Product
What students will submit as the final product of the activityA complete travel brochure featuring written descriptions, cultural insights, and visual elements.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.3 and CCSS.ELA-LITERACY.W.5.2 (Presenting information clearly in a foreign language).Activity 5
Presentation Practice Parlour
In preparation for the final presentation, students will practice presenting their travel brochures in front of peers to receive feedback on language use, clarity, and engagement techniques.Steps
Here is some basic scaffolding to help students complete the activity.1. Plan presentation points focusing on interesting facts and engaging details about the destination.
2. Practice the presentation in pairs, focusing on clear pronunciation and language fluency.
3. Incorporate feedback to refine the delivery of the presentation, ensuring it is engaging and informative.
Final Product
What students will submit as the final product of the activityA polished practice presentation of the travel brochure content.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.3 and CCSS.ELA-LITERACY.SL.5.4 (Presenting and reporting information effectively and clearly in a foreign language).Activity 6
Final Presentation Fiesta
Students will deliver their final travel brochure presentations to the class, utilizing all skills developed in prior activities: language, cultural understanding, and presentation techniques.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce the location, covering cultural, historical, and tourist aspects in a coherent manner.
2. Use visual aids from the completed brochure to enhance the presentation.
3. Engage the audience with questions or inviting discussions to make the presentation interactive.
Final Product
What students will submit as the final product of the activityA class presentation showcasing the travel brochure, incorporating fluent language skills and cultural insights.Alignment
How this activity aligns with the learning objectives & standardsAligns with WL.5.3 and CCSS.ELA-LITERACY.SL.5.4 (Effectively presenting information and engaging an audience).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioTravel Brochure and Presentation Rubric
Category 1
Cultural Understanding
Evaluates students' ability to integrate cultural and historical information effectively into the brochure and presentation.Criterion 1
Cultural Relevance
Assesses the depth of cultural understanding and relevance incorporated into the project.
Exemplary
4 PointsIntegrates profound cultural insights that deeply enrich the content and engage the audience.
Proficient
3 PointsIncorporates clear cultural references that enhance the overall content.
Developing
2 PointsIncludes basic cultural elements with limited depth, which somewhat supports the content.
Beginning
1 PointsIncludes minimal cultural content that does not effectively support the project's purpose.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Think about making the travel brochure about a place in Israel. What language words helped you share your place the best?
Text
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Question 2
How well did you include Israel's culture and history in your brochure? (1 is not at all, 5 is really well)
Scale
Required
Question 3
Which activity helped you understand Israel's culture and history the best?
Multiple choice
Optional
Options
Destination Discovery Day
Cultural Contexturer
Language Lure Lab
Brochure Bonanza
Presentation Practice Parlour
Question 4
What was a problem you had when making the brochure? How did you fix it? What did you learn?
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Question 5
How did your skills for showing your presentation get better? What tricks did you use to make people interested when you talked?
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