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Dream Vacation Project
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Activity Description
Students choose a destination for a dream vacation, research a destination, transportation, what to do and see there, and lodging, and then create a simple budget. They then present their vacation in a slideshow to the class.
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
- Go through the steps of the project yourself to anticipate any challenges students may have by creating a model presentation to set expectations for the assignment, such as the following:
Samples (without budget)
Sample (with budget)
Teacher Tips
If your students are not experienced computer users, you can try the following:
1. Make a Google Slides or PowerPoint template to share with them and help them organize their content.
2. Use the GCF Global Office and Google tutorials to teach the software and apps.
3. Break the project into smaller steps and have students follow your demonstation of each step over a few class meetings. For example, on the first day students can choose their destination, make a title slide and insert an image; next insert a map; next research online and take notes, and so on.
Program Areas
- ESL: English as a Second Language
Levels
- Intermediate High
- Advanced
Lesson Plan
Choose a warm-up:
- Conduct a class brainstorm about a list of factors that make a dream vacation, such as the destination, activities, accommodations, and budget.
- Show some pictures or videos of popular vacation destinations and ask the students to describe what they see and why they would like to visit those places.
- Find and show a short video clip about the year's top vacation destinations and ask students to vote on which one is their favorite and why.
- Talk about your own dream vacation.
Then have students engage in conversation with the following questions. If you use a learning management system, they can post their responses in an online discussion forum and reply to classmates with questions and comments.
- Where was the last place you went on vacation? What did you do there?
- What's the best vacation you've ever been on? Why was it so memorable?
- Are you someone who prefers to plan every aspect of a vacation, or do you like to be more spontaneous? Why?
- Have you ever gone on a "staycation," where you stay close to home and do local activities instead of traveling? Why or why not?
- What's your opinion on all-inclusive vacations? Do you think they're worth the money?
- Have you ever traveled alone? What was that experience like for you?
- Do you prefer to relax on vacation, or do you like to be active and explore the area you're visiting?
- How do you decide where to go on vacation? Is there a particular type of destination you're drawn to?
- What's your opinion on traveling to countries with different cultural norms or customs than your own? Do you think it's important to learn about and respect those differences?
- Do you have any tips for saving money on vacations? How do you budget for travel expenses?
Tell students that they are going to imagine that they are able to take their dream vacation for one week. Ask them to list what considerations they need to make before the trip. (List may include researching what to do at the destination and how to get there, hotel and transportation reservations, restaurants in the area and the type of food served, aspects of the culture and the language spoken, travel requirements such as visas, budgeting for the trip, the laws of the place if it's another country, etc.).
Students should then list their top three destinations and share with the class, telling why they chose the places they did.
If there are students who select the same destination, they can be paired up and allowed to complete the project together.
Introduce the project prompt:
For this presentation, imagine the following: You have one week to spend anywhere in the world you want to do, doing whatever activities you want!
Answer these questions (give them a handout or project on a screen and have students write out full sentences or take notes as their plan for the project).
- Where do you want to go for your dream vacation?
- How will you get there?
- Who are you going to go with?
- Where are you going to stay?
- What will you bring?
- What are you going to be doing while you are there?
- What is something you won’t do?
- Why do you choose this place?
Make a PowerPoint or Google Slideshow presentation with …
- An introduction slide (title, name, date, class, etc.)
- A slide that tells where you will go for your vacation (with a map) and why you chose this location
- 4 – 6 slides that give details about what you plan to do, see (which may include transportation, dining, entertainment, relaxation/leisure, where you will stay, what you will bring, and who you will go with) with pictures and names of the actual places you will see, go, stay, etc.
- At least one hyperlink
- At least one video (set to play at a particular time and for a short time, 1 - 2 minutes max.)
- An approximate budget in Excel with prices for travel, prices for hotels, prices for meals, sightseeing, etc.
- A conclusion slide
- Transitions
- At least one animation
During your presentation, use…
- Correct grammar
- Good pronunciation
- Appropriate speaking volume
- Good presentation skills (eye contact, pace, using notes as needed but not reading, etc.)
You may work on this project with one or two classmates.
Then demonstrate using your model assignment how to use the internet to search for information about your chosen destination, hotel search and costs, transportation and costs such as airfare and airline flight arrangements, restaurants, sightseeing, and entertainment costs. Demonstrate taking notes or adding information to slides and adding images, including a map.
Demonstrate how to enter costs into an Excel spreadsheet or Google Sheets and run autosum to come up with an estimated total trip cost.
Show how to add a hyperlink in the slideshow to any content, such as a hotel or restaurant, or site.
Show how to insert or embed an online video into a slide about the destination or a site to visit there.
Demonstrate how to add transitions and animate one set of text or an image in the slides.
As you demonstrate each step of completing the project, have students repeat by entering information on their spreadsheets and slideshows.
After students have completed their slideshows, have them run the slideshow in presentation mode and either take notes, write a script, or practice with a partner before delivering their presentations.
Use a rubric, checklist, or student self-assessment and reflection for students to indicate what they learned and what they need more practice with.
If you alter the prompt, then change the following and include these components for the evaluation and feedback to students:
The slideshow has...
- An introduction slide (title, name, date, class, etc.)
- A slide that tells where you will go for your vacation (with a map) and why you chose this location
- 4 – 6 slides that give details about what you plan to do, see (which may include transportation, dining, entertainment, relaxation/leisure, where you will stay, what you will bring, and who you will go with) with pictures and names of the actual places you will see, go, stay, etc.
- At least one hyperlink
- At least one video (set to play at a particular time and for a short time, 1 - 2 minutes max.)
- An approximate budget in Excel with prices for travel, prices for hotels, prices for meals, sightseeing, etc.
- A conclusion slide
- Transitions
- At least one animation
The presenter used...
- Good pronunciation
- Appropriate speaking volume
- Good presentation skills (eye contact, pace, using notes as needed but not reading, etc.)
Students will be able to gather and synthesize information from digital sources using search terms effectively, create a simple budget on a spreadsheet, create a visual aid for a presentation using a slideshow program or app and include images and graphics, and deliver a well-prepared oral presentation.
Standards
- Reading Foundational Skills
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Writing
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
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