“Essential Questions/Enduring Understandings and Classroom Applications” Shannon Stone Edison Intermediate School – Westfield, NJ 07090 French Content Area: French Grade: Novice-Mid (French 8th grade) Standard 7: Communication & Culture for the 21st Century All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English. Descriptive Statement: Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their own, and participate in home and global communities in or outside a school setting. Strand: Interpretive Interpersonal Presentational Essential Questions Enduring Understanding You may leave this space blank. You may leave this space blank. The essential questions can be taken directly from the standards document. First determine the proficiency level of your students. Then select the appropriate grade level band. Next, select the questions that are appropriate for each of the three tasks: interpretive, interpersonal, and presentational. Copy and paste the appropriate questions in this space. The enduring understandings can be taken directly from the standards document. First determine the proficiency level of your students. Then select the appropriate grade level band. Next, select the questions that are appropriate for each of the three tasks: interpretive, interpersonal, and presentational. Copy and paste the appropriate questions in this space. Content Cumulative Progress Indicators (CPIs) You may leave this space blank. Interpretive: Interpersonal: Presentational: Determine the proficiency level of your students. Select content N-M 3: Identify familiar N-M 3: Ask and respond N-M 2: Copy/write that is appropriate for that content area. Copy and paste it into this people, places, and to simple questions, make words, phrases, or simple guided texts on familiar section. objects based on oral requests, and express and/or simple written descriptions. N-M 4: Comprehend brief oral and written messages from ageappropriate, culturally authentic selections on familiar topics. N-M T: View a podcast, video clip, on-line video, on-line audio clip, or other emerging on-line vehicle; or, read a blog, a social networking site, or an on-line site related to targeted themes. preferences using memorized words and phrases. topics. N-M T: Create a podcast, videocast, video N-M 4: Exchange clip, multimedia information using words, presentation, electronic phrases, and short poster, or use other sentences practiced in emerging technologies to class on familiar topics or create a product for topics studied in other posting on a social core content areas. network, educational, or personal webpage, or to N-M T: Exchange be sent to a target information through a language audience via evideo/phone/on-line mail. conference, texting, IMing, e-pal, or other emerging on-line vehicles. Instructional Focus (Describe the process: How do you set the stage, provide comprehensible input and check for understanding? What are some activities that you practice in class to prepare students for the final assessment task? Please fill in that information below. Give at least one example for each mode.) Interpretive mode: Create a PPT that will show students photos of our “Bonhomme” in Senegal (photos that I took with the Bonhomme) this summer while in Senegal. Tell about his travels IN FRENCH (students will have learned the key vocabulary needed, and will learn new vocabulary via the PPT). Use photos to talk about Senegalese culture. Interpersonal mode: Students will talk about similarities and differences between America and Senegal. Will create a wiki page to fill in differences and similarities Presentational mode: _____________________________________________________________________________________________________________________________ Interdisciplinary/Assessment Implementation Strategies Interdisciplinary Connections Social Studies (learning about other cultures) Geography (Africa) Technology Integration Internet searches (interpretive) Wiki (interpersonal) Voicethread (interpersonal) I-movie (or other multimedia presentation) (presentational) Global Perspectives Summative: Here you should indicate what your three final assessments will be. Your interpretive task should lead to an interpersonal task which should lead to a final presentational task. Keep in mind that there should be a real-life purpose for the communication. Interpretive: Students will look at real websites and videos/advertisements that talk about charity organizations/humanitarian causes. They will be asked to write down new/key vocabulary. They will be asked to choose one and summarize (in English) what their goal is. Students will then choose and organization that they would like to support. Interpersonal: Students will get together with others who want to support the same organization. They will ask, in French why others were drawn to this cause and discuss why it is important to support (they will, as a group, make a list or reasons). Students will then be asked to write a list of questions that they will ask those in other groups to find out more about their organization. Presentational: Students will study the similarities and differences discussed. In groups, they will create a poll on doodle and place it on the wiki page. The poll will be finding out which causes are most relevant to the other 8th grade french students. They will then choose an organization/cause (already in existence or one that they want to create) that they would like to support and create a wiki page to promote their cause. On the page they will be asked to write a summary about their organization (in French) and to plan an event/fundraiser/way to go about promoting their cause and raising awareness/funds for it. They will then present a multi-media presentation to the class (trying to make others aware of their cause), in French. Ideally, the students will become invested in the cause and share it with the larger community. You may leave this section blank or you may provide some “along the way” assessment strategies that you will employ to make sure that your students are “getting it.” Formative: Interpretive: Interpersonal: Presentational: Content Area: World Languages Grade: Novice Mid Proficiency Standard 7: Communication & Culture for the 21st Century All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English. Descriptive Statement: Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their own, and participate in home and global communities in or outside a school setting. Strand: Interpretive Interpersonal Presentational Essential Questions K-5: Enduring Understanding K-5: I will understand that… How can I better understand when I do not know everything? Listening for familiar words and watching the speaker for clues may help me figure out what the speaker is saying. Even though I don’t know all the words that are written, I can figure out the main idea by paying attention to titles, pictures, and familiar expressions. 6-12: I will understand that… 6-12: How do I understand what I hear and read when I am just beginning to learn a new language? Actively thinking about what I already know helps me better understand. When listening, watching the speaker closely or examining other visual clues help me to understand more. When reading, looking at pictures, charts, titles and other visual cues will help me to better understand. Content Cumulative Progress Indicators (CPIs) Content includes: Personal Identity (self, friends, family, pets), Home and Interpretive: Community, Basic Needs, Geography and Climate (Social Studies and Science Connection), Wellness and Leisure Activities (Health Connection) within the context of the home and target cultures. NM 4 - Comprehend brief oral and written messages on familiar topics. Interpersonal: Presentational: N-M 3: Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. N-M 3: Present orally or in writing information from age-appropriate, culturally authentic selections. Instructional Focus Interpretive mode: Comprehensible input prepares students for the summative assessment. Set the context for the unit by coming to class dressed as a traveler complete with sunglasses, a camera, passport and a packed suitcase. Use multimedia presentation tool to showcase what students will do and the places they will visit during the trip. Scaffold activities so that students acquire the vocabulary and language functions. Interpersonal mode: Information Gap activities and Role Plays prepare students for summative assessment. You and your brother are packing your suitcases to go to summer camp. To check that you each have what you will need, compare what you have put in your suitcases. Presentational mode: Graphic Organizers prepare students for the summative assessment task. Use a KWHL chart as students work through the unit. This will help them to organize what they are learning throughout the unit. Interdisciplinary/Assessment Implementation Strategies Interdisciplinary Connections Geography (locations, map skills) Science (weather, temperature) Math (Currency conversion) Language Arts Literacy (Comprehension & Communication strategies) Technology Integration Internet searches (interpretive) Digital voice recording (interpersonal) Pod-cast and/or Multimedia presentation tools (Presentational) Global Perspectives Take a virtual trip Research products and practices of target culture (food, meal times, schedules, 24 hour clock) Sample Assessment Items Summative: Interpretive: You have traveled to the target country and are getting ready to decide what to do for the day. In order to help you decide, you will look at the weather forecast on the Internet to help you decide how you should dress and where you will go. (Teacher provides students with an authentic weather forecast from a target language country – this can be in either print or audio-visual format.) Interpersonal: While traveling from one city to another, you leave your suitcase in the train. You go to the police station to file a report. The officer asks you very specific questions about yourself and the contents of your suitcase. Presentational: Create a Podcast, or any type of multimedia presentation for posting on your social networking site. Describe what you now know about the people, places, and things to do in the target language culture. Formative: Interpretive: Name the person/Point to the person who has a picture, manipulative of… Signaling Thumbs up if the answer is ‘yes’; thumbs down if the answer is ‘no’. Cover your eyes. I will remove a picture/item. Open your eyes. What is missing? Interpersonal: Teacher circulates and monitors students’ completion of task by having a rubric for assessing students’ participation in this activity. Presentational: Teacher periodically checks students’ organizers to assess student learning.