“Essential Questions/Enduring Understandings and Classroom Applications” Content Area: World Languages Grade: Proficiency (Novice Mid French Level 2) 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 You may leave this space blank. What are the general procedures for taking a flight at the airport? Where do you find out about arrivals and departures? What do you need in terms of identification in order to go on flight? What do you do with your luggage? Where, when and how do you board the plane? What do you do with goods and products that you are traveling with? Enduring Understanding You may leave this space blank. How air travel operates in France Information posted on TV screens at the airport The airline attendants’ safety direction General activities that take place during the flight Content You may leave this space blank. Cumulative Progress Indicators (CPIs) Interpretive: Interpersonal: Presentational: Demonstrate comprehension of the main idea and significant important ideas in readings from age and level-appropriate, culturally authentic selections. N-H 1: Give and follow a Create and present orally series of oral directions, or in writing brief commands, and requests messages, poems, for participating in age- rhymes, songs, short appropriate classroom and plays, or role-plays using cultural activities. familiar vocabulary in a guided format. N-H 3: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences - Check in for a flight -Read the arrival and departure screens -Go through security checking -Read and understand boarding passes: row and seat – window or isle seating -Fill out a customs form while declaring goods -Talk about some services aboard the plane -Ask related questions -Talk about people and things as a group -Discuss air travel in France -Plan a trip to a French speaking country Instructional Focus Be in class dressed as a pilot and inform students that they are going to take a trip to Paris, France via airplane. Use LCD projector, video and sound effects to give the illusion of transport. http://www.a1freesoundeffects.com/890soundsredocommercial.htm 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.) a) b) c) d) Teach vocabulary using TPR Use Graphic Organizers to re-tell the story using vocabulary Use Overhead transparencies as visuals Present video clips of situations. Interpretive mode: e) read arrival screen f) read departure screen g) fill out a boarding pass http://www2.gol.com/users/bibendum/boarding_pass/boarding_pass_01.html h) fill out a customs form Interpersonal mode: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences. a) order a meal (possibly) Presentational mode: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences. a) role play with a partner (i.e, passenger/ticket agent) b) role play with a partner (i.e, passenger/airline attendant) _____________________________________________________________________________________________________________________________ Interdisciplinary/Assessment Implementation Strategies Interdisciplinary Connections Using geography, students will locate city/country of choice Technology Integration Virtual Flight: http://www.aeroportsdeparis.fr/ADP/fr-fr/Passagers/ http://www.a1freesoundeffects.com/890soundsredocommercial.htm Web Quest: http://glencoe.mcgraw-hill.com/sites/dl/free/0078791448/209783/ch8_frwk_bv1_8_8_05.pdf In addition: Web Quest, Overhead Projectors, LCD Projectors, Audio sound recorders, videos, environmental changes Global Perspectives Correspond with a classroom in Canada through www.sitenous.com Students will discuss their experience in flight. Cultural experiences while traveling to and from US and/or another country. 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: Read and understand a boarding pass for a flight to Paris. Complete a customs form. http://guides.moscowtimes.ru/photos/travel/arriving/byplane/custom24.gif Interpersonal: Presentational: Students will present their city/country to the class in the target language sharing their experience with the class. They will discuss the procedure from the time they arrived at the airport, where they sat on the plane, what they ate, time of departure and arrival, 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: Using www.foridahoteachers.org I will select various strategies to Interpretive: Interpersonal: Students will take surveys of favorite places visited. Students will role play while dialoguing with each other. Presentational: `1 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.