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FRIT 7234 - Information Fluency & Inquiry Learning

Helena Wallace
June 27 2017

Lesson 3: Country presentation and travel brochure

or interview
Modern Languages Level I standards:
MLI.CU1 - The students develop an awareness of perspectives, practices, and products of
the cultures where the target language is spoken. The students:
A. Demonstrate knowledge of contributions of target culture(s) to civilization.
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals. C. Describe customs and traditions of the cultures such as
greetings, celebrations and courtesies.
MLI.CCC1 - The students use information acquired in the study of the target language
and information acquired in other subject areas to reinforce one another. The students:
A. Demonstrate knowledge of geographical locations and identify major countries, cities,
and geographical features of the places where the target language is spoken.
MLI.CCC2 - The students demonstrate an understanding of the significance of culture
through comparisons between the culture(s) studied and the students’ own culture. The
A. Compare patterns of behavior and interaction in the students’ own culture with those
of the target language.
MLI.CCC5 - The students identify situations and resources in which target language
skills and cultural knowledge may be applied beyond the classroom setting, for
recreational, educational, and occupational purposes. The students:
A. Identify examples of the target language and the culture(s) studied that are evident in
and through media, entertainment, and technology.
B. Identify resources, such as individuals and organizations accessible through the
community or the Internet, that provide basic cultural information about the culture(s)

ISTE Standards for Students

Empowered Learner
1d - Students understand the fundamental concepts of technology operations, demonstrate
the ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.
Digital Citizen
2b - Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c - Students demonstrate an understanding of and respect for the rights and obligations
of using and sharing intellectual property.
Knowledge Constructor
3a - Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
3b - Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
Creative Communicator
6a - Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
6d - Students publish or present content that customizes the message and medium for
their intended audiences.
Global Collaborator
7a - Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.

Digital Information Fluency

2. Evaluating Information Effectively – How good is the information?
2b - Learners evaluate the quality of a search result to determine the reliability of its
2c - Learners evaluate the quality of a search result to determine the reliability of its
3 - Using Information Ethically – How will I Ethically Use The Information?
3.A Learners ethically use digital information

Principles of Inquiry-Based Learning

 Authenticity
 Deep Understanding
 Appropriate Use of Technology
 Student Success
 Connecting with Experts
 Performances of Understanding
 Ethical Citizenship

Lesson duration
2 class periods for main research presentation
1 class period for class presentation (each class is 90 minutes)

Essential Question
How do I organize the information that I collected about my Spanish speaking country in
a digital presentation?
How do I create a visual display of the information that I got, to present my country to
my peers?

Students will:
 Work with a partner to create a research project about a Spanish Speaking
Country and produce a research presentation either on a PowerPoint or another
web 2.0 tool
 Create a small travel brochure that they will presentation the classroom about
their country or record an interview with an individual from the country that they
did the research. (The interview should provide a description of the country,
people, customs and interesting thing form that country because this will be a
substitute for the travel brochure.
Lesson plan
1. Students will decide what program they will use for their presentation. Give your
students a link to this website (
alternatives-presentation-programs/) that provides ideas about alternative tools to
presenting information online. Once students decide what tool they would like to
use, they need to check with you. The teacher should take a few minutes with
each group to test the program's availability, its compatibility with the equipment
that will be needed to create this project and share it with the teacher. Once this is
all set, groups will begin their work on their research project.
2. The teams will follow the rubric that they helped create, to put together a
presentation about the Spanish Speaking country that they were assigned. This
presentation will be posted in students Weebly page and shared with the teacher.
Students will have 2 classes (90 minutes each) to put this together.
3. Once students are finished with the presentation, they begin with the class
presentation portion of the project. They will have to decide if they want to create
a pamphlet or record an interview. This part of the project will show the
classroom and the teacher the group’s knowledge of their Spanish Speaking
country. The pamphlet can be done online, on a poster board or a trifold on
regular paper (if students choose the trifold on regular paper they will have to
have a copy for every student to follow along with the presenter up front.)
4. The students will have 1 class (90 minutes) to put together their visual display.
They have the research presentation, and they will just have to decide what they
would like to share with the class about their country.
a) If the students choose to record an interview, they will organize the
questions in the classroom but conduct the interview outside the class on
their own time. If they need time to edit the video, students need to talk to the
teacher to schedule before of after school time to work with the computers.
These students will have a deadline and a scheduled day to present their

Students will receive a grade for the research presentation, the visual presentation and the
way they perform in front of the classroom when presenting their material.
80% - Research presentation – teacher will be evaluating the accuracy of the
information provided in the slides, the work quality, and group effort, a well as all
the items covered by the classroom rubric.
10% - visual presentation – teacher will be listening to see if students can
successfully introduce the team members, the country, its location in the world, and
the most important aspects of that country. Each presentation should last 4-8
10% - presentation to class - teacher will be looking at student’s attitudes toward the
audience and checking for knowledge of the material presented.

 Classroom set of Chromebooks (one per student)
 Printer
 Coloring material, scissors, glue, poster boards, and paper
 Classroom computer for class presentation of the visual display.

 Link to alternative to Google slides:
 Copy of the rubric that students and teacher created