UCCI Course Description

A. Introduction to the HTR industry sector

In this assignment, groups of students will create Spanish language posters that illustrate the breadth of the Hospitality, Tourism and Recreation industry. Discussions during this assignment will be conducted in the target language. Visuals will include the major aspects of the HTR industry sector including travel (vocabulary keyed to transportation), tourism (venue vocabulary), event planning, (theme parks and sports venues), attractions (locations that draw people to an area to boost the economy), exhibitions, recreation, food science, and food service. Each visual must also list examples of businesses and careers associated with each major aspect of HTR. Students will also do an audiovisual presentation for the class that delineates the results of their research.

This assignment affords students the opportunity to strengthen their ability to use CTE related Spanish vocabulary (transportation, place name, event vocabulary, business name vocabulary, careers, etc.) both orally and in written form. This assignment also affords students the opportunity to demonstrate how well they understand the structure and organizational schema of the HTR industry.

Resources:

• DVD - Pro Start - “Welcome to Hospitality” provides a quick overview of the breadth of the hospitality industry.
• Website: Statistics on numbers of people in different industries in California
• Website: Professions vocabulary in Spanish
• Website: Professions vocabulary in Spanish
• Website: locations in a town vocabulary in Spanish
• Website: Names of stores and shops in Spanish
• Website: Career cluster videos in Spanish

B. Contributions of the HTR Industry to Local, State, National and International Economies and Culture

After instruction and research and using the target language, each student will write a 150 word summary of the economic contributions of the HTR industry in California.  Studying the importance of the industry in California will serve as an example of the impact of HTR on local, national and international economies and culture.

This assignment affords students the opportunity to deepen their comprehension of the role played by HTR industry sector in local national and international economies/culture as they enhance their abilities to use cardinal and ordinal numbers, vocabulary related to professions and businesses, and grammatical structures related to compare and contrast. This summary necessitates the need for a familiarity with new vocabulary related to the HTR industry and a knowledge of the the past and imperfect tenses. The present perfect tense may be employed.

C. Career Interest Survey

With the goal of seeing where a student might fit into the HTR industry students will use an online skills assessment in Spanish or similar online or print skills assessment test, students will identify their strengths and interests.  This activity affords students the opportunity to augment their ability to use and extend their job-related Spanish language vocabulary as they find out more about how they might fit into the HTR industry.

Each student will summarize and reflect on their findings in 150 words or less in written Spanish.

With this summary students will demonstrate their ability to correctly use the present tense, gustar and encantar in both the present tense, adjectives related to self, other personality trait vocabulary, vocabulary related to hobbies and pastimes, reflexive verbs in the context both of daily activities as well as in the context of how a personal schedule relates to the world of work. This assignment may require the use the present conditional tense.

D.  Career Study

Using a Spanish language version of the Occupational Outlook Handbook and or similar resource,  students will research a career of interest within the HTR pathway. If possible, students will investigate an area of interest that was identified through the interest and skills assessment.  

The Career Study will address the following topics and/or contain the following pieces of work:

• Summary of career interest survey findings (insert student's summary from assignment 1.3)
• Career description researched from an occupational outlook resource
  • Career title
  • What they do
  • Median pay
  • Entry level education
  • Training requirements
  • Job outlook
  • Work environment
• Students will write a paragraph explaining how his/her interests (identified in assignment 1.3) connect to this career.
• HAfard copy of career interest survey results.
• Summary of the importance of the HTR industry to economies (insert student's summary completed in assignment 1.2)
• Local sources of education and training for the HTR industry,  including courses and career pathways at this school, local colleges and technical schools.
• The benefits of Spanish proficiency in this career
• The benefits of a career in HTR, a key industry in the California economy
• Steps a high school student would need to take to prepare for this career, including education, club membership, work and volunteer experience, to expand their existing interests.

The Career Study will be written in Spanish and presented orally in Spanish. The reports will be a minimum of 350 words in length.   

Written and oral reports will be evaluated based on a teacher created rubric that assesses both the completeness and accuracy of the information requested  and the Spanish language competency such as written and oral communication skills, appropriate use of grammar and incorporation of new vocabulary.

This assignment affords students the opportunity to acquire and use employment related vocabulary and a variety of grammatical structures in the target language as they become more knowledgeable about careers in the HTR industry as well as about the factors they need to consider when weighing employment options.

Resources:

• Website: statistics on Hospitality, Tourism and Recreation
• Website: Data related to California broken down by occupation and industry sector

Suggested Individual Portfolio Components:

• Summary of the importance of HTR industry economies
• Rubric of Oral Presentation

Suggested Unit 6 Capstone Project Contributions:

• HTR posters from activity 1.1 for display as part of the capstone project

After learning about the breadth of the HTR industry, students now look at the heart of the HTR industry-customer service. Students will develop a tool that describes high standards of customer service. Instruction might be delivered by guest speaker, teacher and/ or media presentation. Students will view and/or read and then interpret authentic Spanish language customer service scenarios and announcements. The unit requires students to write a Spanish dialogue illustrating a common customer complaint or guest service problem and analyze the situation portrayed in the dialogue using the standards for excellent customer service developed by the class. Using their customer service standard tool, they analyze their dialogue and write a description of the customer service shortcomings and an appropriate service solution. Students take into consideration in their analysis the specific cultural competencies and sensitivities required given the particular scenario/context.

Students will utilize activities such as those found in the intro, through and beyond activities found in Tema 9 of Temas de Turismo to strengthen both their abilities to comprehend and use Spanish accurately and to understand the Hospitality, Tourism and Recreation industry in greater depth. They will complete the topic appropriate vocabulary builder exercises, read the authentic Spanish language selections based on complaints and incidents that may make travel less than pleasant.

Resources:

• Conversational Spanish for Hospitality Managers and Supervisors by Matt A. Casado, John Wiley and Sons, Inc, New York, c. 1995. Contains a sample bilingual employee handbook
• Kiss, Bow, or Shake Hands: Sales and Marketing: The Essential Cultural Guide-from Presentations and Promotions to Communications and Closing, by Terri Morrison and Wayne A. Conaway, McGraw Hill, c. 2012
• Spanish language article on customer service

A. Students will close-read instructor selected readings on customer service, including what is considered good customer service, how management can foster it and how employees can deliver it. Students will be provided with a teacher created or teacher chosen list of key Guest Relations vocabulary, including definitions of customer, guest, customer service, empathy, first impressions and other relevant vocabulary. From this reading, each student will create a list of his/her own top ten checklist  of the components for outstanding customer service. These lists will be shared aloud, discussed, and amended in order to create a common standard against which employee/ customer interactions may be gauged. This common standard checklist will be the tool used in later assignments in this unit.

This assignment affords students the opportunity to think critically as they define the terms “good” and “bad” customer service while also allowing them to enhance their abilities to use the past tenses in Spanish and strengthen their abilities to use vocabulary related to seasons, the calendar and the clock. Students will also have the opportunity to demonstrate their ability to use spoken and written Spanish accurately while discussing customer service.  

Resources:

B. Students will reflect upon past personal experience to compose a 200 word narrative in Spanish that describes two customer service  experiences, one recounting an experience of guest service that meets the standard and one experience that falls below the standard.  Included in the reflection are comments as to how the quality of service changed the guest experience. Working as a class and in the target language, students will then discuss how HTR employees and managers influence the customer experience.

This assignment affords students the opportunity to use hace que + preterit expressions related to time, subjunctive trigger expressions, expressions that denote the offering of an opinion such as me parece, expressions that compare and contrast experiences the present, preterite and imperfect tenses

C. Using a resource such as Kiss, Bow, or Shake Hands: Sales and Marketing: The Essential Cultural Guide-from Presentations and Promotions to Communications and Closing, students will read about cultural taboos within Spanish-speaking countries. Then, working in small groups and using an online resource such as yelp (in Spanish) or a Spanish language customer service video from a source like YouTube or a print source in the target language, students will find target language examples of cultural faux pas that illustrate some of these situations. Using the student created standards for excellence, students create a video or flip book or other visual presentation that illustrates how the situation may have been handled better.

This assignment affords the students the opportunity to demonstrate the importance of the need to be aware of cultural differences within the HTR industry while providing them additional opportunities to enhance their abilities to read and write Spanish accurately using a variety of vocabulary and tenses including vocabulary related to nationalities and names of countries  It also provides them with the opportunity to think critically about the components of customer service while using and interpreting authentic Spanish language sources.

D. Small groups of students will be given different hospitality venues (restaurant, hotel, spa, etc.) to explore the particular guest services / relations unique to that venue.  Working in small groups, and applying what they’ve learned from the prior assignments (1-3) students will write and produce role plays that either, 1) provide examples of customer service that meet the class' standard for service, or 2) provide examples of customer service that fails to meet the standard for quality customer service.  

This assignment affords students the opportunity to strengthen their ability to use vocabulary related to customer service while they use a variety of grammatical structures such as interrogative words, vocabulary related to relationships such as family vocabulary, place name vocabulary, subjunctive expressions triggered by requests, the conditional tense, and registers of language related to courtesy.

The instructor will assess the written scripts as well as the role plays themselves for Spanish language competency as well as an understanding of excellent customer service standards. The instructor may also assess the student responses to the role plays for the use of accurately written Spanish and the degree to which students are demonstrating an understanding of what constitutes excellent customer service.

E. Those who watch the role plays analyze each presentation for the ways in which it illustrates excellent or poor customer service using the class checklist for excellent customer service as a reference. Students will write a 150 word critique of the role plays using the customer checklist.

This critique will afford students the opportunity to use the preterit, imperfect, conditional, the impersonal "se" and other grammatical concepts appropriate to a written critique. The critique will include customer service related vocabulary. It will also allow the teacher to assess each student’s listening comprehension in Spanish as the critique will be base on what the student heard during the role plays.

Resources:

• Entrenamiento para el mesero: Como formar a su personal para una Ganancia Máxima: 365 Secretos Revelados by Lora Arduser, Ocala, Florida Atlantic Publishing Group, Inc. C. 2005
• Manual para entrenamiento para mesero, mesera y personal: Una guía completa con los pasos apropriados en el servicio de empleados de alimentos y bebidas by Lora Arduser and Douglas R. Brown, Atlantic Publishing Group, Inc. c 2005
• Basic Spanish for Business and Finance, enhanced second edition,by Ana C. Jarvis and Luis Lebredo, Heinle Cengage Learning, Boston c. 2014
• Conversational Spanish for Hospitality Managers and Supervisors by Matt A. Casado, John Wiley and Sons, Inc, New York, c. 1995. Contains a sample bilingual employee handbook
• Spanish for Hospitality and Foodservices, by Jennifer Thomas, Pearson Prentice Hall, Upper Saddle River, New Jersey, c. 2004
• Kiss, Bow, or Shake Hands: Sales and Marketing: The Essential Cultural Guide-from Presentations and Promotions to Communications and Closing, by Terri Morrison and Wayne A. Conaway, McGraw Hill, c. 2012
• Perfect Phrases in Spanish for the Hotel and Restaurant Industries:500+ Essential Words and Phrases for Communicating with Spanish-Speakers, McGraw Hill, New York, c. 2008

Suggested Individual Portfolio Components:

• Copy of personal experience related to customer service
• Copy of class standards of excellence
• Copies (written or recorded) role plays
• Written critique

Suggested Unit 6  Capstone Project Contributions:

• Copy of customer service checklist for presentation
• Copy of visual presentation from activity

In units 1 and 2 students explored the breadth of the the HTR industry, how  their personal interests, aptitudes and skills connect to the industry as well as  the concept and importance of customer service in HTR. Students will now explore the ethical and legal aspects of becoming an employee in the hospitality, tourism, food services, nutrition and/or recreation industry by reviewing case studies and employee handbooks. Case studies as related to ethics in the workplace and employee handbooks will be in Spanish. In order to understand ethics in the workplace, students must also understand the rules in the workplace that make certain behaviors acceptable or not. Students will continue to build their HTR vocabulary and expand their grammar as they discuss often complex scenarios in ethics. The use of commands, the subjunctive and impersonal "se" will be highlighted in the handbook component of the unit. Their Spanish language skills will be strengthened through process of articulating their understanding of ethical questions through the lens of their life experiences and discussions on how to resolve problems of an ethical nature in the workplace. Students will create an employee handbook and training materials.

Students will utilize activities such as those found in the into, through and beyond activities found in Tema 3 of Temas de Turismo to strengthen both their abilities to comprehend  and use Spanish accurately and to understand the Hospitality, Tourism and Recreation industry in greater depth. They will complete the topic appropriate vocabulary builder exercises, read the authentic Spanish language selections related to ethics and tourism.

A. A guest speaker from industry, media presentation or teacher will present the concept of ethics in the HTR workplace - including the definition of, the standards of, importance of and examples of ethical behavior depending on various contexts/situations. Groups of students will be given a case study in Spanish with an ethical problem in the workplace that must be resolved (written or video scenarios). As students read, they will identify new vocabulary that relates to ethics. After reading the students will discuss the problem in Spanish using as much of the new vocabulary related to ethics as possible and, using the same language, develop a solution to the problem. A representative of each group will present the group's solution in Spanish to the class. After a class discussion in Spanish about the various solutions presented, students will individually report the progress of the discussion and its ultimate solution in 150 words in the target language. These solutions will be compared to the best practices of the solution from industry.

This assignment affords students the opportunity to enhance their abilities to use use the preterit, imperfect and conditional tenses as they tell what happened in the story, discuss conclusions, make recommendations and apply the vocabulary and standards of ethics to situations encountered in the HTR industry.

B. Based on their problem solving experience of 3.1, student groups move from a study of ethics based on an impersonal case study to the application of the ethical standards taught in 3.1 in a more personal context. Students will create their own workplace ethics problem based on personal experiences if possible and write a solution to it. The scenarios will be exchanged amongst groups without the solutions. Readers will identify the major question in the scenario and discuss it in Spanish. After the discussion, students will compare the solutions the writers had with the solution the readers came up with. Students will write a 150 word essay in Spanish comparing and contrasting their solution with that of the writers.

This assignment affords students the opportunity to use the preterit, imperfect and future tenses, subjunctive expressions related to necessity and uncertainty, expressions related to obligation, (tener que, hay que) vocabulary related to setting (time, weather, calendar, etc.) while they demonstrate an understanding of the ethical principles that govern the workplace, various cultural implications and the need to adhere to them.

C. Using the written scenarios and the solutions that were presented, student groups will role play the various ethical dilemmas for the class. The role plays will be filmed if at all possible to be used as instructional tools available to other instructors.

This assignment affords students the opportunity to strengthen their abilities to use spoken and written (the role play scripts) Spanish accurately while they review the ethical concepts that they are studying. This assignment affords students the opportunity to use the preterit, imperfect and future tenses, subjunctive expressions related to necessity and uncertainty, expressions related to obligation, (tener que, hay que) vocabulary related to setting (time, weather, calendar, etc.)  

D. After instruction on the rationale for employee handbooks and their legal implications, small groups of students will review samples of industry employee handbooks with the goal of identifying the 10 most common themes, examples include: harassment, pay, hours, benefits, sick, vacation, leave of absences, work rules, confidentiality, solicitation free work environments, conflicts of interest, use of electronics, drugs and alcohol, personal, work injury, policy and procedures).  Each group will present their 10 items and the class then creates a distilled list of items that are most common. Then small groups will create one of the following using the target language: truncated employee handbook; brochure to be handed out to employees; a poster to hang in the staff room or a training video on comportment and safety.  

This assignment provides students the opportunity to employ commands, impersonal “se,” expressions of obligation, clothing vocabulary, workplace vocabulary (furniture, objects found in the workplace, etc.) vocabulary related to personal hygiene, adverbs related such things as speed and caution, clock time and calendar vocabulary, and vocabulary related to age as it may apply to minors in the workplace as they demonstrate an understanding of the comportment standards which govern employee conduct.

Resource:

• Conversational Spanish for Hospitality Managers and Supervisors by Matt A. Casado, John Wiley and Sons, Inc, New York, c. 1995. Contains a sample bilingual employee handbook

• student recap of discussion
• individual student performances in the ethical dilemma role play

Suggested Unit 6 Capstone Project Contributions:

• educational video on ethics in the workplace
• employee handbook
• brochure for employees
• poster
• training video on comportment and safety

Optional assignments:

• Explore ethics in the workplace across cultures  - e.g. what we may consider ethical may be considered unethical elsewhere and vice versa
• Explore employee rights and responsibilities
• Create a Venn diagram  of various HTR businesses and responsibilities of employees

In the previous units students explored the basic ethical and legal aspects of working in HTR, guest services and had an overview of the breadth of the HTR industry. Now students will learn about levels of service, types of properties, cultural awareness and rating systems used in the industry. Small groups of students will establish the mock up of their own physical properties and jobs available at the properties using the knowledge gained from prior units  as a guide. As students develop their properties set in a Spanish speaking country, they will explore the cultural and geographic richness of that setting striving to highlight and include as much of it as possible in their properties.

Students will utilize activities such as those found in the into, through and beyond activities found in Tema 5 of Temas de Turismo to strengthen both their abilities to comprehend and use Spanish accurately and to understand the Hospitality, Tourism and Recreation industry in greater depth. They will complete the topic appropriate vocabulary builder exercises, read the authentic Spanish language selections related to the characteristics of various types of lodging.

A. After receiving instruction on the structure of the star rating system, students will work in small themed groups related to the Spanish speaking country in which their property might be placed. Each group will determine or be assigned a Spanish speaking country in which to locate the venue of their choice. Each group will search for examples of established properties in Spanish-speaking countries that can be used as a model or prototype for their project. Students will then assign the model venue the number of stars they deem appropriate and create a chart in the target language that delineates the elements of  the level of service they found in the model venue. Students may then check their perceptions by using the ratings of such services as Gold Star, Forbes, Zagat and Travel Guide. Using Spanish, students discuss orally as a group how this model venue offers ideas for the creation of their own property. Students will then discuss and determine the level of service (stars) theme (golf, all inclusive, family oriented, seniors, singles, gastronomic, nature oriented, yoga and meditation, volunteer, elite) and activities they wish to offer in their own virtual venue. The discussion will be conducted in the target language.

Each member of each group will then write a letter in Spanish to a prospective investor describing key elements of the venue. For example, one group member may write 150 words about why a certain level of service was selected. Another may write about why the theme was selected. Yet another may write about how the venue is suited to the particular country and cultural setting in which it would be located. Another may delineate the activities to be offered at this virtual venue and their cultural appropriateness.

This assignment affords students the opportunity to comprehend and use newly acquired topic related vocabulary such as  vocabulary related to locations, pastimes, hobbies, recreation, personal services and transportation, accurately in Spanish.  As they do so, students will also be acquiring information that will lead to an understanding of the structure of the rating system used for lodging and the criteria that govern the recognition of higher levels of service. The assignment also allows students to strengthen their abilities to use the present tense, the present perfect tense, reflexive verbs as related to scheduling, clock time as well as vocabulary related to seasons and calendar.

This project based assignment also affords students the opportunity to use spoken Spanish and to enhance their listening comprehension skills as they deepen their understanding of the factors that must be considered when one plans to take the idea of building a successful resort from fantasy to at least a virtual reality. In the process, students will have the opportunity to use the conditional, present, preterite, future and subjunctive (Es preciso que…) tenses, structures of compare and contrast as well as vocabulary related to such things as resort buildings, services, facilities, organization and jobs.

B.  Remembering their lessons from unit 1 regarding the makeup of the HTR industry, and working in their small groups, students will use the target language to determine which of the following suggested directorships they will undertake as  they seek to create their virtual venue: General Manager, Lodging, Operations (maintenance and safety), Marketing, Food Services, Public Relations, On-site Activities, Transportation, Customer Service/Concierge and Human Resources. When the determinations have been made, each student will write a 150 word essay delineating why he/she was chosen or volunteered for the assigned directorship. The explanation should include an explanation of how the interest survey and career study completed in unit 1 influenced the student’s choice as well as an explanation of how these talents will benefit the team.

This assignment affords students the opportunity to demonstrate their understanding of the importance of teamwork in bringing an idea to successful fruition, to delineate the motivations and sources of inspiration that cause them to act, and the strengths they bring to a team. As they accomplish these tasks, they will also demonstrate their abilities to use a variety of vocabulary grammatical structures accurately in Spanish.

This assignment also affords students the opportunity to strengthen their abilities to use personal adjectives as they relate to teamwork, adverbs, the perfect tenses, the present and future tenses, and verbs related to workplace actions and comportment in Spanish while they demonstrate an understanding of the importance of teamwork to the success of the projects

C. Groups will create and present a physical representation of their selected virtual venue in the target language  with the components and services labeled and a key that describes each component and its relationship to the whole. Each director will present facets of the venue development related to his/her area of responsibility. Each manager or director’s presentations may include types of services to be offered, the configuration of those services and the types of jobs required for these services to run smoothly. The instructor may provide a list of questions which the directors of each particular area of specialization must answer in their presentations. Each presentation should include at least two audiovisual components such as brochures and/or PowerPoint component.

This activity affords students the opportunity to demonstrate the knowledge they have gained about the HTR industry in the context of building a virtual tourist venue. Presentations also provide students with an additional opportunity to demonstrate their abilities to use a variety of grammar and topic-related vocabulary appropriately and well.

Suggested Individual Portfolio Components:

• letter regarding directorship role
• letter regarding group decisions related to the venue

• visual on levels of service (stars)
• physical or other representation of the property with description
• recording/ written components of oral presentation of venue and its components

Optional Assignments:

• yelp comments on their model/prototype
• interview individuals about different levels of services they have experienced

After students have developed a virtual venue and corresponding marketing plan, they will employ previously acquired grammar and vocabulary such as that related to personal interests and background  and job-related skills to the hiring process. They will also strengthen their abilities to use more recently acquired grammatical structures. Structures such as the perfect tenses will be employed to discuss accomplishments while the conditional tenses will be utilized to detail career goals. These skills will improve as students research and develop the hiring process from both the perspective of the employer and the employee.  This research will include a study of cultural variations and acceptable etiquette when applying for work in the United States in an area where the target market population is predominantly Spanish speaking.

Students will read authentic literature on preparing appropriate documentation that might lead to an interview as well as for the interview interview itself.  Such literature is found in books such as Cómo Conseguir Trabajo en los Estados Unidos.   Students may also use the initial materials found in Temas de Turismo to ground themselves more thoroughly in the importance of the HTR industry.

A. Working in expert groups that contain students who share the same directorship responsibilities, students will divide up the task of writing job descriptions for some or all of the job positions within their department that they identified as necessary in their unit 4 presentation. Students will use standard business Spanish. Copies of these descriptions will be submitted to the instructor as well as posted on an in class jobs board and / or class website for later reference and selection. All communications and written materials will be in Spanish.

This assignment affords students the opportunity to demonstrate their ability to use standard business Spanish accurately as they describe jobs available in HTR industry sector and comply with ethical and legal requirements related to employment. Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as the present perfect tense, commands, future tense, conditional tense, statements of obligation, and the subjunctive tense.

B. Working in their directorship groups, students will utilize HTR employee handbooks, HTR standards of ethics and comportment, tools developed in previous units and their knowledge of career preparation required gained from the career studies to develop a written list of ten questions in Spanish for each job deemed “open” by the directorship group. These questions will form the basis for the oral interview of each candidate. Students will submit this list of questions to the instructor before using it in an interview setting. They will also develop the rubric by which each candidate will be evaluated. These rubrics will be submitted to the instructor prior to their use in the interview process for review. These open jobs will be posted on a jobs board.

This assignment affords students the opportunity to demonstrate their ability to use standard business Spanish accurately as they develop hiring rubrics for jobs available in HTR industry sector and comply with ethical and legal requirements related to employment. Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as interrogative words, commands, future tense, conditional tense, statements of obligation, and the subjunctive tense.

C. Students will fill out a standardized job application (that has been translated into Spanish) for at least one job opening from the jobs board. They will also fill out a Spanish language application for a similar position in a Spanish-speaking country to allow students to compare and contrast the various cultural and legal norms that are inherent in job applications. These applications will submitted to the appropriate hiring panels as well as to the instructor.

This assignment affords students the opportunity to demonstrate their ability to use standard business Spanish accurately as complete job applications for jobs available in HTR industry sector and comply with ethical and legal requirements related to employment. Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as present perfect tense, the preterit and the imperfect tenses, commands, future tense, conditional tense, statements of obligation, and the subjunctive tense. Students will also have the opportunity to become more aware of cultural differences between and among the various Hispanic cultures and that of the United States.

D. Students will develop basic resumés and cover letters. One resumé and cover letter responding to one of the class job postings will be written in Spanish and will be appropriate for an American business environment. A second resumé and cover letter appropriate for an Hispanic or Spanish business environment will also be created. The creation of dual resumés and cover letters will allow students to compare and contrast the various cultural and legal norms that are inherent in the preparation of job application documents. These will be submitted to the hiring panel and to the instructor. All communications and written materials will be in Spanish.

This assignment affords students the opportunity to demonstrate their ability to use standard business Spanish accurately as they create resumés and cover letters for jobs available in HTR industry sector and comply with ethical and legal requirements related to employment.  Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as present perfect tense, the preterit and the imperfect tenses, future tense, conditional tense, statements of obligation, and the subjunctive tense. Students will also have the opportunity to become more aware of cultural differences between and among the various Hispanic cultures and that of the United States.

E. Students will participate in their directorship groups as members of hiring panels to hire employees. They will use the rubrics developed above. Each panel member will complete a rubric for each candidate. These completed rubrics will be submitted to the instructor for review before being passed on to the student candidates. All communications and written materials will be in Spanish.

This assignment affords students the opportunity to demonstrate their ability to use standard spoken and written business Spanish accurately as they interview candidates and complete interview notes for each candidate as they comply with ethical and legal requirements related to employment. Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as present perfect tense, the preterit and the imperfect tenses, future tense, conditional tense, statements of obligation, and the subjunctive tense.

F. Using Spanish as the means of communication, students will write a two part (100 words per part) reflective essay detailing what they learned from being interviewed as well as from receiving the completed rubrics. They will also detail what they might do differently and / or what skills they might acquire or strengthen before participating in an actual interview. The second reflective essay would detail what the student learned from the experience of being on a hiring panel, how this might affect his/her preparation for an actual interview and how he/she might change the job descriptions or interview questions that his/her team had written previously.  

These essays provide students with the opportunity to demonstrate their abilities to use written Spanish accurately as they reflect upon their strengths and weaknesses when facing a hiring panel or participating as a member of a hiring panel as they attempted to comply with ethical and legal requirements related to employment. Students will have the opportunity to use vocabulary related to jobs and employment as well as a variety of grammatical concepts such as present perfect tense, the preterit and the imperfect tenses, future tense, conditional tense, statements of obligation, and the subjunctive tense.

Proposed Portfolio Submissions:

• Copies of rubrics created in this unit
• Copies of job descriptions created by the team
• Copies of resumés and cover letters
• Copies of interview questions
• Copies of completed(or tabulated) interview rubrics related to student’s interview performance
• Copy of reflective two part essay

Suggested Individual Portfolio Components:

• note to colleague

Suggested Unit 6 Capstone Project Contributions:

• infographic
• marketing product
• marketing  presentation

With the destinations completed and marketing campaigns in place, students are now ready to display their Spanish linguistic and HTR competencies. They will display the degree to which they are able to demonstrate their knowledge of HTR concepts as well as employ entrepreneurial practices and appropriate behaviors  This unit integrates created language use in oral and written formats in interpersonal settings as well as cultural literacy in the context of HTR. Students will have created an individual portfolio that offers evidence through assessment and evaluation of skills and knowledge competency of HTR and Spanish language acquisition throughout the course.

In this unit students create an appealing presentation for an industry board in which to pitch their property and destination. Here they will be afforded the opportunity to demonstrate the degree to which they internalized the HTR principles and concepts that they  studied all year. Using Spanish as the means of communication and research, students will identify and adapt the most appropriate formula for their setting, assemble materials needed for their presentation, assign job responsibilities related to the creation of the set up for their presentation, and negotiate and formulate a work schedule in preparation for it.

In this unit the assignments provide students with the opportunity to demonstrate the HTR industry-related knowledge they have gained throughout the year as they design, build and market a simulated destination  As they complete this task, students will also demonstrate their enhanced abilities comprehend spoken Spanish as well to read, write, and speak Spanish accurately at a level commensurate with the successful completion of a college preparatory third year Spanish course.

A. After instruction on effective presentation skills and strategies and after  reading sections of related authentic or translated literature, students will choose a presentation format that appeals to them and is appropriate for their needs.  Students will then write a brief (200 words) informational report describing the format selected and support the choice. This will also necessitate the need for integration of and practice of grammatical concepts such as the subjunctive and conditional tenses in Spanish.

B. Based on their presentational format and needs, students will determine what aspects of the presentation still need to be created  to allow for the presentation of a successful campaign. Working in small groups, students will research written communication modes commonly used in the workplace. Each student group will then write an email (100 to 150 words) to their instructor detailing what aspects of the presentation are already completed and what needs to be created including materials that are still needed to complete the task. Students will write this memo as if they were an employee reporting on the progress they have made on the development of their presentation. This may necessitate the need for integration of grammatical concepts such as the subjunctive, conditional, indirect and polite commands as well as  proper register in Spanish.

C. Based on their decision, student groups  will plan their presentations. Students in groups will develop step-by-step instructions, identify individual tasks and responsibilities, and create a written overall time frame in which the set up for the completion for the presentation must be completed. Students  present this information in writing in chart form using Spanish. All final copies of planning documents will be submitted in Spanish. Planning includes specifying where each piece of the presentation is to be laid out, displayed, or stored for easy access.

D. At the conclusion of the presentation experience, students reflect in both oral and written Spanish on the what the journey through this course meant for them both in terms of the CTE competencies gained and the ability to use oral and written Spanish more easily and confidently in a simulated real world context. Students present their reflections aloud. They then write a reflective essay of 200 words in Spanish based on feedback related to the overall presentation and their performance from the actual or simulated “industry board.” The essay will be placed in the individual portfolio.

E. After students organize their individual portfolio pieces from the entire course into personal documents that show how they acquired skills and knowledge in each area, students will meet individually with the instructor to demonstrate their progress and growth in both areas of competencies covered by the course. The meeting will be conducted in Spanish.

The portfolio will showcase student writing skills in Spanish as well as each student’s understanding of HTR concepts and organizational skills.

Additionally, this is an opportunity for students to demonstrate through the interview process their Spanish language abilities, and their abilities to apply HTR concepts to the design, construction and marketing of a destination to a group of people serving as an “industry board”. Students will reference the assignments in the portfolio to provide evidence of their growth linguistically and in HTR concepts. A rubric will be used to document each student’s growth in each area.

Proposed Individual Portfolio Components:

• Notes
• Informational report
• Reflective essay