PROYECTO: ¡VAMOS A VIAJAR! OBJECTIVES
Increase cultural knowledge of the Spanish-speaking countries.
Click here for the teacher rubric

RUBRIC:
Vamos a viajar: Los detalles
You're about to go on a scavenger hunt throughout the Spanish-speaking countries. Use the Internet to find information. You'll need to find pictures for everything you choose to include in your project, and remember to cite all of your sources!

When you've gathered all of your information, you'll need to have (1) a picture to illustrate each item on the following list, (2) one to two sentences explaining the facts about the item, and (3) one to two sentences giving your opinion of each.

WHAT TO FIND:

a town in Central America where you can enjoy a water sport or some other activity
an unusual food common to a country in South America
a specific type of music that began in the Caribbean: Puerto Rico, Cuba, or the Dominician Republic
a type of ethnic clothing used for cultural events found south of the United States (U. S.)
a town in Central or South America where it rarely goes above 85 degrees at any time
a food commonly eaten in a Spanish-speaking country that can easily be found in the U. S.
something of interest from Spain
something from any Spanish-speaking country that can't be enjoyed in the U. S. due to climate, topography, or just lack of availability
a famous landmark in a Spanish-speaking country
a Spanish-speaking town where you can go skiing in the mountains
Te toca a tí
It's time for you to get started! Your teacher will give you the date that the project is due. It's best to follow the simple steps below to work through it.

Begin your research. Visit several Web sites to get a feel for what information you'll easily find and what will require more searching.
Try several different approaches to searching. Some search engines will give you specific information and some will give you the basics from a tourist's point of view. Some countries have their own Web sites that'll summarize the highlights of their food, travel, and cultural information.
Gather your pictures and other information and organize them together in an outline or in a graphic organizer to keep track of what you've found.
Write a rough draft of any writing portion in the project.
Reread the draft, check your grammar and the content.
Decide how you want to arrange your information. If your teacher doesn't have specific requirements, you may want to make a PowerPoint slideshow or a scrapbook.
Be creative and have fun!

You’ll need to set habits that will tie you to spanish and its cultures even beyond the classroom. students who become lifelong learners of spanish have some basic characteristics and habits that you should develop if you want to get the most from your experience learning spanish. lifelong learners: have friends with whom they regularly converse in the target language. (this could be friends in school, neighbors or friends in the community.) regularly get information from target language sources (newspapers, magazines, internet spanish related news group (with parent’s approval), tv programs, radio, etc. that are produced by and for native speakers.) participate in activities of the target culture (celebrating holidays, seeing movies or plays of/in the target culture, preparing or eating dishes from the target culture, reading books or magazines from the target culture, etc.) someone who has developed these habits is on the way to becoming a lifelong learner. these types of habits reinforce a strong connection to the language and culture and develop a love and better understanding of that culture. think for a minute about the resources available. do you have friends who are native spanish speakers? do you ever watch spanish channels on television? you can probably think of several online sources. maybe you have some stores or restaurants in your community that are owned or frequented by spanish speakers. also think about when you could participate in spanish-related activities on a regular basis—remember that it’s setting the habits that will make the most difference. using the table below as a guideline, write out a plan for starting new habits. for the language or culture resources column, try to identify three different resources: 1. a friend or contact 2. an information source, and 3. a cultural activity. in the what i will do column, describe as specifically as you can what you will do. and in the when i will do it column, write when you plan on doing these activities. see the sample below to see how you might fill out your own table. you will have opportunities to follow up and report on your regular practice of engaging spanish resources close to home. you will be asked in a follow up assignment to report on what you have done. language or culture resources: what i will do: when i will do it: 1 1 1 2 2 2 3 3 3 *example: language or culture resources: what i will do: when i will do it: 1. spanish exchange student 1. i will practice spanish…. 1. m-f between 9 and 10 am. 2. spanish newspaper: 2. i will read an article a week 2. every tuesday at 3: 00pm 3. spanish films 3. i will see a spanish film every month 3. the first friday of every month. if you are still unsure where to begin, ask your teacher for additional ideas that can get you started. regardless of how you go about making your spanish cultural connection, be sure to make a plan and to think about a longer-term strategy for getting the most from your time with your chosen resources.

¿cuánto dinero timer carlos para gastar? 1)$100 2)$110 3)$150 4)$10

Los edificios coloniales estén bien conservados en buenos aires. a. es bueno que b. es triste que c. es peor que d. es injusto que