Course 2 Final Project:
Tourist Website in French
Brief Description of Unit
Students will create a tourist website for a French speaking city or region, using photos that have a Creative Commons license and will provide proper attribution for those images.
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
2. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media
3. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information.
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
5. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
a. Advocate and practice safe, legal, and responsible
use of information and technology
b. Exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
AERO World Language Standards:
AERO: Elementary Exploratory
d. Produce and present illustrated stories, posters, and age-appropriate reports.
End of grade 5
The Presentational Mode: 1.3 Students will present information, concepts, and ideas to listeners and/or readers on a variety of topics in the language studied
b. Deliver short oral messages or written reports and exchange information with another language class, either locally or at a distance.
AERO: Elementary Exploratory
End of Grade 5
2.2 Students will demonstrate an understanding of the products and perspectives of the cultures studied and the relationship between them.
a. Identify and describe cultural products, e.g., toys, clothing, types of dwellings, foods, places, monuments, architecture, etc.
b. Identify the different environments of the target cultures, and examine the impact of these environments on the lifestyles of the target communities.
French-speaking regions of the world have many interesting places of interest and are rich in culture
Students can easily create lively looking and informative websites using available software
Citing sources correctly is both legally and ethically necessary.
Goal: To create a travel website in French that describes a French-speaking tourist region and shows at least 10 places of interest
Role: Travel agents
Audience: Tourists (anyone online can view the website)
Situation: Students have a new summer job as an intern in a travel agency. They need to create a website for a French-speaking region.
Product: Tourist Website
Six Facets of Understanding:
Explain: 10 places of interest in a region/city where French is spoken, and why someone would be interested in going to this place.
Interpret: In their self-reflection on their student blog, they will discuss if this is a trip they would like to take, or if they would prefer to visit a different region/city instead. They will explain why they would choose this trip or another option.
Apply: Students will design a website using creative commons pictures and proper citations for media and research.
Have Perspective: Students will write persuasively why prospective tourists should visit the French-speaking region. They will also justify in their self-reflection why they would or would not choose to make this trip themselves.
Empathize: Students will reflect upon why it is important to give attribution to sources they used in their website.
Have self-knowledge: Students will include what was difficult for them and what came naturally for them in their self-reflection.
Stage 3: Learning Plan
Checklist for your Reflection
Did you include what you found challenging and what you found easy in your tourist website unit?
Did you include if you would take this trip in real life, or if you would prefer to go to one of the places your peers researched?
Did you reflect upon why it is important to give attribution to sources they used in their website?
Did you include one thing you would do differently if you were to do this project again?
MS GRADING RUBRIC
Written Production and Activities
A = 25-30
B = 19-24
C = 14-18
D = 10-13
F = 0-9
Language (10 points):
Communication (10 points):
· Relevant Ideas
Presentation (10 points):
· Connecting Words
· Proper attribution is given to images used
· My spelling/writing is good most of the time
· Varied and correct vocab
basic and more complex grammar /structures well-used
· required number of words or more.
· My work has all the information required and more
· My ideas are clearly related to the task.
· I show some knowledge of the topic · logical progression of well-organized ideas
· My work has all info required and is original (personal examples).
. correct register for the situation/context.
· simple and complex connecting words easily – it seems to flow naturally.
· All images used have a Creative Commons license, and proper attribution is given to the images
· The spelling/conventions in my work are often good. Work is still understandable.
· My vocabulary is varied and mostly correct.
· I generally use basic and some complex structures well.
· required number of words
· My work has most of the information required (more than the basics).
· My ideas are clearly related to the task.
· I show some knowledge of the topic of the task.
· logical organization of ideas
· I have used the correct format for this task.
· I have mostly used the correct register for the context.
· I have used simple and some more complex connecting words correctly.
· All images used have a Creative Commons license, and attribution is given to the images
· Some mistakes, but work is generally understandable.
· Vocab-simple but correct.
· Grammar- simple and sometimes more complex
· minimum information required
· Most of my ideas are related to the task.
· ideas are somewhat organized
· mostly correct format for this task.
· sometimes used the correct register · I have used simple and some more complex connecting words correctly.
· All images used have a Creative Commons license, however attribution may be missing or incorrect
· Many mistakes and hard to understand.
· Only some of my vocabulary is correct.
· I use simple grammar, and some of it may be correct.
· My work has some of the information required.
· Some of my ideas are related to the task.
· There are some signs of organization in my ideas.
· The format I have used is sometimes correct for this task.
· The register is mostly incorrect · Simple connecting words are sometimes incorrect and the more complex ones are mostly incorrect.
· Attribution is missing from most photos used and/or the photos do not have a Creative Commons license
· Many spelling or conventional mistakes make my work hard to understand.
· My vocabulary is not correct or may be lacking.
· My grammar is mostly incorrect.
· My work does not have the information required.
· My ideas are not related to the task.
· There is a lack of logical organization in my ideas.
· The format is incorrect for this task.
· I have used the wrong register for this context.
· Connecting words are incorrect or not there.
· Attribution is missing from all photos used and/or the photos do not have a Creative Commons license