Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

Episode 1, Chapter 3

STAGE 1: Identify desired results: What will learners know and be able to do by the end of the

lesson?

Big Idea

Students will go in deep in the topic of eco-tourism. Particularly, in this lesson, the learners will read

and explore the concept of eco-tourist or responsible tourist. Using a wide range of resources the

students will learn advice to become an eco-tourist. Additionally, they will be able to identify the

figure of a responsible tourist versus a non-responsible tourist. Furthermore, they will create their

own list of characteristics that define an eco-tourist. Through these activities, students will

strengthen the three modes of communication: their interpretive, interpersonal, and presentational

skills. They will also make connections and become familiar with cultural practices and

perspectives through the use of authentic material.

Goal Areas/Standards

Communication:

1.1. Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or

written conversations to share information, reactions, feelings, and opinions.

1.2. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read,

or viewed on a variety of topics.

1.3. Presentational Communication: Learners present information, concepts, and ideas to inform,

explain, persuade, and narrate on a variety of topics using appropriate media and adapting to

various audiences of listeners, readers, or viewers.

Cultures:

2.1. Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain,

and reflect on the relationship between the practices and perspectives of the cultures studied.

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

Connections:

3.1. Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines

while using the language to develop critical thinking and to solve problems creatively

3.2. Acquiring Information and Diverse Perspectives: Learners access and evaluate information

and diverse perspectives that are available through the language and its cultures.

Understandings: Students will know that…

There are several types of tourist, most relevant for the lesson: responsible vs non-responsible

tourists.

The figure of eco-tourists has some particular characteristics that distinguish this kind of tourism

from others.

There are advices/rules to follow in order to become an eco-tourist.

What an eco-tourist should do and what they should not makes a difference in regards with eco-

tourism.

Essential Questions:

What are the characteristics of an eco-tourist?

What are the most important advices to become an eco-tourist?

How can we distinguish an eco-tourist from a regular tourist?

What are the rules a tourist should follow regarding eco-tourism?

Students will know… [grammar, vocabulary]

Students will review the present tense.

Students will review vocabulary related to entertainment, and free time.

Students will review the use of comparisons.

Students will practice strategies and language skills in debates and discussions.

Students will practice presentational skills.

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

Students will learn new vocabulary related to eco-tourism, and travel.

Students will learn imperative voice.

Students will be able to …[objectives]

Recognize the main characteristics of an eco-tourist.

Describe an eco-tourist.

Distinguish an eco-tourist from a non eco-tourist.

Identify themselves with an eco-tourist.

Discuss the “do’s and dont’s” for an eco-tourist.

Present the main rules to become an eco-tourist.

Learners

What do I need to know about the learners to plan instruction?

1. Age. This lesson is for high school or higher education.

2. Level of proficiency. This lesson is aimed to address a novice-high level student (102).

3. Their background. Due to the economic position my students if they are 18 or so, they must have

traveled nationally or internationally before.

4. Their interest. Since they are young college students they may be interested in traveling and

exploring the world.

What background knowledge do they need? What experiences, if any, have they had with

this context?

They have been already introduced to the context of eco-tourism and they are all familiar with this

term. Furthermore, they have received previous instruction in the language, so they have a good

command of vocabulary related to the topic. Furthermore, they usually have a good command of

present tense verb conjugation, comparisons, interactional and presentational skills.

What special needs of my students must be addressed in instruction?

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

In case that there is a blind student in the classroom, I will email him or her the text and the pictures

we will be working with in the classroom beforehand. In this way he will have access to the

material before class and be prepared during the lesson. I am also able to provide her with the

reading in audio format so s/he can access it during the class period.

List here any adaptations for special-needs students in your class(es)

The text the students will read is available in audio format. That means, if I have any students with

visibility disabilities, they can access the listening format included in the video.

What adaptations will I need to make to differentiate instruction to meet the diverse need of

my students?

Using a wide variety of scaffolding activities to promote communication and learning:

1. Relating the topic to their interest and personal experiences.

2. Using images to encourage the understanding of students who rely on visual aid.

3. Using markers and posters to make presentations to address the needs of kinesthetic students.

4. Promoting creativity through the creation and decoration of a poster.

Materials

Text (or audio format)

Pictures

Poster

Markers

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

TEACHER: Cristina Heras Ramírez SCHOOL: The University of Southern MisssissippiSUBJECT: Eco-tourist GRADE: anyUNIT: Ecotourism PERIOD: anyDATE: any DURATION OF LESSON: 50 minutesTEXTBOOK: Dicho y HechoSTANDARDS Addressed: Communication (1.1, 1.2, 1.3) Connections (3.1, 3.2)

I. ANTICIPATORY SETREVIEW: Present tense, hobbies and ecotourism vocabularyAFFECTIVE HOOK: Advance organizer: 3-2-1.1.1. The students will identify and describe themselves as tourist. They will need to write three things they always do when they travel, two things that they sometimes do and one thing that they never do.

II. PURPOSE:IMPORTANCE/RELEVANCE OF LESSON: 2.1 Students will go in deep in the topic of eco-tourism. Particularly, in this lesson, the learners will read and explore the concept of eco-tourist or responsible tourist. Using a wide range of resources the students will learn advices to become an eco-tourist. Additionally, they will be able to identify the figure of a responsible tourist versus a regular tourist. Furthermore, they will create their own list of characteristics that define an eco-tourist. Through these activities, students will strengthen the three modes of communication: their interpretive, interpersonal, and presentational skills.

III. FIVE ACTIVITIES3.1 Objective: TSWBAT learn about advices to follow in order to be a good eco-tourist. 3.1 Standards: Communications (1.1, 1.2), Culture (2.1), and Connections (3.2), 3.1 Procedure: Students will be provided with a text from Santander Council in Spain that talks about ecotourism. The text introduces advices to become an eco-tourist. The students will have to read the text twice: first, skim and scan it and secondly an intense reading. From the text the learners will have to recognize and highlight the advices to be an eco-tourist. 3.1 Materials: Text (appendix 1)3.1 Assessment: The students will get in groups and share with their classmates what they think are the main recommendations to become an eco-tourist from the Spanish point of view, and ask about other students’ opinions in order to complete the task.

3.2 Objective: TSWBAT discuss and classify pictures of responsible tourist and non-responsible tourists. The pictures show people following the previous advices learned from the texts and tourists that do the opposite to what is suggested in the reading.

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

3.2 Standards: Communication (1.1, 1.2), Cultures (2.1) and Connections (3.1)3.2 Procedure: Students will be provided with pictures representing responsible tourists and non-responsible ones. They will discuss in small groups and will classify the pictures in two groups: turistas responsables and turistas depredadores, as described from a Spanish point of view. 3.2 Materials: Pictures (appendix 2)3.2 Assessment: As a group we will check the classification of pictures the groups arranged. 3.3 Objective: TSWBAT write a poster with the ten top characteristics of a responsible

tourist. TSWBAT present to the class their “10 rules to become a responsible touritst”

3.3 Standards: Communication (1.2, 1.3)3.3 Procedure: Students will have to come up with 10 commandments to be an eco-tourist supported by the evidence presented in previous text and pictures. They need to write the rules in imperative voice and arrange them from more important to the least. They will have to write them in a poster and decorate them to make them part of the classroom decoration. Then they will present the decorated poster to the rest of the class.3.3 Materials: Posters and markers. 3.3 Assessment: Students will have to present their posters to their classmates.

IV. ACCOMODATIONS/REMEDIAL OR EARLY FINISHER4.1 Objective: TSWBAT listen the text in audio form.

TSWBAT hear to the description of the pictures.4.1 Procedure: The students will listen to the information in the text from a youtube video. The students will have to listen to it twice. From the listening the learners will have to recognize and report to their groups the advices to be an eco-tourist. They will listen to the description of the pictures and will classify the pictures in two groups: Eco-tourists and regular tourists. Students will have to come up with 10 commandments to be an eco-tourist supported by the evidence presented in previous listening and picture’s descriptions. They need to offer ideas about rules in imperative voice and help their classmates arrange them from more important to the least. They will have to write them in a poster and decorate them to make them part of the classroom decoration. Then they will present the decorated poster to the rest of the class.4.1 Materials: Video and pictures’ description. 4.1 Assessment: Same assessment as the rest of the classmates

V. CLOSURE5.1. As a group we will hang up the posters they made in the classroom walls.

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

Appendix 1

Ayuntamiento de Santander TV, España

9 de agosto de 2013

Un turista responsable

El turismo responsable tiene como máxima minimizar el impacto ambiental social y cultural

causado por los viajeros y turistas en los lugares que visitan. Además busca contribuir a mejorar la

economía local de sus habitantes, por eso la clave para ser un turista responsable es aprender, respetar,

ayudar y divertirse. Para cumplir con estos objetivos sólo se tiene que seguir unos sencillos consejos:

Elegir destinos cercanos, así se ayuda a reducir el impacto medioambiental y la contaminación de los

medios de transporte sobre todo los aviones. Del mismo modo una vez en el destino lo mejor es conocer

el lugar caminando en bicicleta o utilizando el transporte público. Para ser un turista responsable además

de conocer los lugares de interés de la zona hay que descubrir su cultura, su idioma, su religión, sus

costumbres, su historia y su geografía. Ser observador tanto con la gente, sus vestimentas o sus

expresiones como la arquitectura, las casas, las tiendas, los carteles, los adornos es otra forma de

conocer el lugar elegido para sus vacaciones.

Un turista responsable es sumamente respetuoso con la fauna y flora local una recomendación que

incluye también no adquirir productos hechos con ningún tipo de ser vivo como corales, pieles, partes de

animales o plantas, etc. Más aún si se trata de flora o fauna protegida. Tampoco se han de recoger

semillas, hojas o frutos ya que introducirlo en un ecosistema diferente al suyo puede ser muy peligroso.

Compre productos de artesanía local que ayuden a incentivar la economía del país que visita. Del mismo

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

modo opte por hoteles, restaurantes tiendas o comercios locales con empleados del país. Recicle e

intente reducir al máximo posible su impacto medioambiental así como el consumo de recursos como el

agua o la energía. Ante todo no infrinja la ley no haga nada que no harían su país que trate a la gente con

educación y humildad.

Appendix 2

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Cristina Heras RamírezDr. Burnett

FL561Portfolio 2

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