1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page] A WebQuest for Advanced High School Spanish Designed by Amanda Lakey [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! It’s the end of senior year and you have just received $2000 from your rich uncle as a graduation gift. However, he would prefer that you don’t spend the money on iPods and DVDs and fancy clothes. He wants you use it for traveling all around Spain this summer so you can put all those high school Spanish classes to good use, just like he did when he was your age. You are looking forward to this trip so much and have decided to go with three friends, but first, your uncle wants to make sure that you have earned it! How will you and your friends prove to your uncle that you have done your background research and are ready for a new cultural adventure?

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Responsibilities It is your job to discover the diverse and tantalizing Spanish cuisine, a highly important job since everybody loves food no matter what culture they are from! Moreover, just as American food is affected by American culture, Spanish food is affected by Spanish culture. Preguntas Explora la gastronomía de España: ¿Qué es el sofrito? ¿Cuál es la grasa principal de la dieta española? ¿Qué es una tortilla de patata? ¿En qué consiste la morcilla? ¿Qué es el valor nutritivo de las lentejas? ¿Qué es el jamón serrano? ¿Qué plato famoso viene de Valencia? ¿Cuáles son algunos platos que vienen de Galicia?

9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Completion of Notes Little background information and students answered only some of the questions they were assigned Some background information, student answered some of the questions to which they were assigned for their role Sufficient amount of country background information, student answered the questions they were assigned for their role but may have not gone in depth Sufficient amount of country background information, students answered each question in depth Presentation Very few of the prompts from the WebQuest were addressed, students did not engage the audience Some of the prompts in the WebQuest were addressed, the students may not have engaged the audience Presentation covered all the basic information according to the prompts in the WebQuest, students engaged the audience Presentation covered all the basic information according to the prompts in the WebQuest and went above and beyond with extra information, students engaged the audience PowerPoint PowerPoint was incomplete, unorganized, less than 8 slides PowerPoint was complete but may not be well organized or visually appealing, at least 8 slides PowerPoint was well organized and visually appealing, at least 10 slides PowerPoint was well organized, visually appealing, and included extra pictures and colors to make it extremely educational and attractive, at least 12 slides Use of Spanish Use of Spanish language was highly limited, Less than approximately 70% Spanish used. Students did not write their notes or their PowerPoint in Spanish or they used English in their presentation. Approx 70-80% Spanish Student wrote their notes, PowerPoint, and presented in Spanish. There was some English in the groupwork. Approx 80-90% Spanish Student wrote their notes, PowerPoint, and presented in Spanish. They used only Spanish when working in their groups. Approx 90-100% Spanish

11. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images Used: http ://www.flickr.com/photos/8831946@N03/542182465 / http://www.flickr.com/photos/mjlaflaca/155228199/ http://www.alhambragranada.info/imagenes/004-granada-alhambra.jpg http://www.flickr.com/photos/lilacvelvet/2651102453/ http ://www.flickr.com/photos/23063455@N08/2456185627/ Other References: The WebQuest Page The WebQuest Slideshare Group

12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for Advanced High School Spanish Designed by Amanda Lakey [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Process Part 2

13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest has been designed to be used as a tool to help students understand aspects of Spanish culture while simultaneously developing their Spanish language vocabulary and skills. It is also intended to show students the practical uses of Spanish language and where it can take them in life. Each member of a group of four students will be assigned a specific area of Spanish cultural information to research and then come together and share their information with their whole group. This allows each student to specify in one topic and then by sharing and disseminating their knowledge, each familiarize themselves in all of the areas of Spanish culture. The whole group will then present their knowledge to the class. Before beginning, however, every group member must conduct a preliminary background search so that they all acquire the same basic, introductory information about Spain that they may find useful in their quest. Evaluation Teacher Script Conclusion Process Part 2

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for advanced Spanish students at the high school level. It could also be used for a Spanish culture course at the college level. These students need to have mastered basic Spanish enough to be able to understand these authentic articles in the language and respond to questions in Spanish. They do not necessarily have to have perfect grammar or accuracy, just the ability to comprehend the essential message. The notes and answers to the questions help students learn research skills in their non-native language. They will use their speaking skills when presenting the final product to the class. The students will also develop their technology skills by using the internet to research and by constructing PowerPoint presentations. Evaluation Teacher Script Conclusion Process Part 2

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project addresses the following Colorado Standards for Foreign Language Education: STANDARD 1: Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing. Students will read and derive meaning from websites written in Spanish. They will write in Spanish to answer questions and compile notes as well as writing for their PowerPoint presentation. During the WebQuest students will speak in Spanish with their group members to teach each other what they have learned and to compose the PowerPoint as a group. During the presentation, students will be speaking formally in Spanish and listening to their peers speak. STANDARD 2: Students acquire and use knowledge of cultures while developing foreign language skills. By investigating their assigned topic, students become an “expert” in that one aspect of Spanish culture, both “Big C Culture” and “Little C Culture” and then learn about the other parts of Spanish culture from their peers. The main aim of this project is to allow students to learn about culture through their language, since the two are inextricably intertwined. The project also uses the three modes of communication: Interpretive Mode: students interpret written messages on the websites. Interpersonal Mode: students use the target language to collaborate with peers Presentational Mode: students present their knowledge to their peers Evaluation Teacher Script Conclusion Process Part 2

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Time Required: This lesson is designed to take several class periods, one for the background research, at least two for the actual WebQuest and gathering of information, one to share information with group members, and two to work on the powerpoint. The presentations will also take a few days, so the teacher should set aside about two weeks for this project. You have been dreaming of this trip for quite a while now and you are ready to begin your research! Student Groups: Students must be divided into groups of four. This is up to the teacher to decide how. They may want to work with friends, like the scenario says, or the teacher may decide to break up students into groups according to abilities and learning styles. Process continued on next slide Evaluation Teacher Script Conclusion Process Part 2

18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The teacher will need to reserve a computer lab for the entire duration of the project so that every student has access to a computer and the internet. Other resources may be helpful such as Spanish-English dictionaries, encyclopedias, and books on Spanish culture. Evaluation Teacher Script Conclusion Process Part 2

20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Since this is a student-lead activity, it is the teacher’s job to act as a guide and resource to come to for student questions and to give input if students are not on the right track. The teacher should be able to describe the process of the WebQuest and the tasks assigned to each individual group member ( sights , foods , traditions/festivals/holidays , phrases/sayings/words ). The teacher may need to facilitate the group collaboration part of the project among students, in which case they might put together a worksheet that includes questions and prompts that the group will have to complete together based on their background and individual research. Evaluation Teacher Script Conclusion Process Part 2

21. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page After completing the WebQuest, PowerPoint, and giving their presentation, students will have learned about Spanish culture and will have acquired more vocabulary words in a fun, interesting, and technology-based way. They will have been provided with enough structure to understand the basics of Spanish culture, but they will also have been able to explore independently and according to their interests, using their own creativity where appropriate. This allows students to begin to understand how they, personally, might actually travel to a foreign country and use their Spanish to vacation, study, or live abroad. It places them in a real-world context and helps them make connections and associations between their own culture and a culture that may have previously been unfamiliar to them. While technology provides the means of globalization, knowledge of language and culture helps us to bridge the gaps of communication and lead to understanding between these cultures and groups of people. This is essential in today’s world. Evaluation Teacher Script Conclusion Process Part 2

22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources for Country Background Information: CIA World Factbook-Spain Wikipedia-Spain Colorado Department of Education Foreign Language Standards: http://www.cde.state.co.us/cdeassess/documents/OSA/standards/fornlang.pdf Images Used: http://www.flickr.com/photos/8831946@N03/542182465/ http://www.flickr.com/photos/mjlaflaca/155228199/ http://www.alhambragranada.info/imagenes/004-granada-alhambra.jpg http://www.flickr.com/photos/lilacvelvet/2651102453/ http://www.flickr.com/photos/23063455@N08/2456185627/ Other References: The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Process Part 2