Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Technology-Connected Lesson Plan
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TECHNOLOGY-CONNECTED LESSON PLAN
Lesson Plan
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Name:
Jeanne S. Jones
School: Lovejoy High School
Lesson Title:
Grade Level/Subject
Area:
In My Other Life
Performance
Objectives:
After completion of the lesson, students will be able to:
French I. (9-12)

Challenge stereotypes about cultures unfamiliar
to us

Expand awareness of the range of factors that
help constitute a cultural identity

Research, organize, and present information
about everyday life in an unfamiliar culture

Curricular
Connections:
(QCC/IEP/Local or
National Standards)
Create an imaginative firsthand account of life in
an unfamiliar culture.
MLI.CCC2: The students demonstrate an understanding of
the significance of culture through comparisons between the
culture(s) studied and the students’ own culture. The students:
A. Compare patterns of behavior and interaction in the
students’ own culture with those of the target language.
B. Demonstrate an awareness of elements of the
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
students’ own culture.
This relates to Information literacy standards:
Assessment:
Technology
Connections:
Materials:
Related URLs:
Procedures:

Follow ethical and legal guidelines in gathering and
using information. (1.3.3)

Use technology and other information tools to organize
and display knowledge and understanding in ways that
others can view, use and access. (3.1.4)
Students will formulate a report in the form of an exhibit, a
panel presentation, or a web page. Focus discussion of this
report will be on the similarities and differences that mark
teenage life in unfamiliar cultures from teenage life in their
community.
Students, working in groups, will explore the Internet at
preselected websites in order to research their assigned
cultures. Students also will have the option to present their
findings in a PowerPoint presentation or a web page.
Students will have access to print and non-print materials
which include almanac-style summaries, books in the media
center collections, museum exhibits, newspapers, magazines
and even citizens of the country contacted by e-mail.
 University of Pennsylvania African Studies Center:
http://www.africa.upenn.edu/AS.html
 Latin American Information Network Information
Center: http://lanic.utexas.edu/
 South and Southeast Asia Studies:
http://www.columbia.edu/cu/lweb/indiv/southasia/cuvl/
The lesson begins by asking students a series of simple
questions about American life that demonstrate how much we
take our cultural knowledge for granted: What is the capital of
the United States? Who are some famous American authors?
What holiday marks the end of summer? What is a
touchdown?
Students then work in small groups to create a series of
questions to guide their research into an unfamiliar culture.
Their aim will be to produce a questionnaire that profiles the
knowledge and experience of a person their own age. Some
topics they might cover include: form of government, political
system, national leaders, international relations, economic
development, historic milestones, and architectural landmarks,
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
great works of art and literature, religious traditions, family life,
educational system, trends in popular culture, foods, climate,
and environment. Have students share their questionnaires
with the class and help them develop a consensus research
tool they can all use. They should include follow-up questions
that explore the roots of cultural identity - e.g., How did the
culture arrive at its form of government? What factors have
influenced its cuisine? The final questionnaire should also ask
for a map of the country, a photograph showing a typical
scene (e.g., family life) and an example of the country's
traditional arts.
Next, students work in research teams to investigate the
culture of one of the French-speaking countries from a list
generated by the classroom teacher with different team
members responsible for completing different parts of the
questionnaire. Next, students consult traditional print
resources in their research as well. They are then asked to
compare print and online resources: Which is easier to use?
Which seems more reliable and why? Make a list of the
virtues and limitations of each.
Classroom
Management:
Accommodation:
When their research is complete, each group reports their
findings to the class. Reports might take several forms: an
exhibit, a panel presentation, a web page, etc. The focus of
the discussion of these reports should be on the similarities
and differences that mark teenage life in unfamiliar cultures
from teenage life in their community.
To ensure that students stay on task and focused on their
work, group members will review their work as a team. Each
member comments on how their peers contributed, if each
person did their fair share, how they think they worked
together, what they did well, where they could improve, etc.
This task should be required by the students at the beginning
of the activity so each student is aware that he/she will be
evaluated by his or her peers. Also both the SLMS and
classroom teacher should walk around and listen in on
conversations to see what students are working on and
whether or not they understand the activity.
Through the collaborative efforts of the SLMS and the
classroom teacher, students can be placed ahead of time in
heterogeneous groups. This will allow weaker students,
academically, and students with special needs to be aided by
peers in completing the assigned tasks.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Collection Map of Print and Non-print Resources
African Studies Center: The University of Pennsylvania (n.d.). Retrieved September 13,
2010, from http://www.africa.upenn.edu/AS.html
Student can utilize this online resource to research on the culture, cuisine, history,
geography and government of francophone countries in Africa.
Ardagh, J., & Jones, C. (1991). Cultural atlas of france. New York: Facts on File.
This resource recreates the culture of France through an integration of text, maps, and
illustrations, combining the disciplines of geography, history, archaeology, and
anthropology.
Berg, E., & Lau, R. (2010). Senegal. New York: Marshall Cavendish.
This resource provides detailed information about Senegal's geography, history, people,
economy, and culture.
Blashfield, J. F. (2008). Haiti. New York: Children's Press.
This resource introduces the geography, history, economy, politics, peoples, and culture
of Haiti.
Columbia university libraries south & southeast asian studies (n.d.). Retrieved
September 13, 2010, from http://www.columbia.edu/cu/lweb/indiv/southasia/cuvl/
Students can utilize this online resource to research on the culture, cuisine, history,
geography and government of francophone countries in South and Southeast Asian
francophone countries.
Corfield, J. (2009). The history of cambodia. Santa Barbara, CA: Greenwood Press.
This reference for students overviews the history of Cambodia, from the fall of Angkor
and the French Protectorate period (1432-1863) to the present.
Curry, J. E., & Nguyen, &. T. (1997). Passport vietnam : your pocket guide to
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Vietnamese business, customs & etiquette. San Rafael, CA: World Trade Press.
This resource introduces the geography, history, economy, politics, peoples, and culture
of Vietnam.
Donovan, S. (2008). Teens in morocco. Minneapolis: Compass Point Books.
This resource uncovers the challenges, pastimes, and customs of teens Morocco.
Frost, H. (2003). A look at vietnam. Mankato, MN: Pebbles Books.
This resource introduces the geography, history, economy, politics, peoples, and culture
of Vietnam.
Hathaway, J. (1989). Cameroon in pictures. Minneapolis: Lerner Publications Co.
This resource offers an introduction to the geography, history, economy, government,
people, and culture of this central African country situated on the Atlantic coast.
Joseph, N. (1997). Passsport france : your pocket guide to French business, customs &
etiquette. San Rafael, CA: World Trade Press.
This resource surveys the geography, people, industry, natural resources, and culture of
France.
Kagda, F., & Latif, Z. A. (2009). Algeria. New York: Marshall Cavendish Benchmark.
This resource provides comprehensive information on the geography, history, wildlife,
governmental structure, economy, cultural diversity, peoples, religion, and culture of
Algeria.
Latin american network infromation center (2010). Retrieved September 13, 2010, from
http://lanic.utexas.edu/
Students can utilize this online resource to research on the culture, cuisine, history,
geography and government of francophone countries in Latin American francophone
countries.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Lollar, C. (1989). Tunisia in pictures. Minneapolis: Lerner Publications.
This print resource covers the land, history, economy, politics, religion, communities,
and foreign relations of Tunisia.
Lorbiecki, M. (1997). Children of vietnam. Minneapolis: Carolrhoda Books.
This resource provides insights into the lives of people in Vietnam through a visit with
two Vietnamese children and their families.
Macdonald, M. (2005). Belgium: a quick guide to culture and etiquette. Portland, OR:
Graphic Arts Books.
This print resource offers an introduction to the history, geography, plants and animals,
people, economy, cities, transportation, government, holidays and festivals, and culture
of Belgium.
NgCheong-Lum, R. (2008). Tahiti. New York: Marshall Cavendish Benchmark.
This print resource covers the land, history, economy, politics, religion, communities,
and foreign relations of Tahiti.
Parker, E. (2005). Countries of the world: vietnam. New York: Facts on File.
This resource introduces the geography, history, economy, politics, peoples, and culture
of Vietnam.
Ross, E. (2008). Culture and customs of Senegal. Westport, CT: Greenwood Press.
This print resource offers an overview of Senegal s geography and history, along with
an exploration of the political, economic, and cultural landscape of this country located
in western Africa.
Smith, I. (2010). Half spoon of rice: a survival story of the cambodian genocide.
Manhattan Beach, CA: East West Discovery Press.
This print resource overviews the Cambodia's geography, political institutions, economy,
and culture.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Torres, J. (2008). Meet our new student from haiti. Hokessin, DE: Mitchell Lane
Publishers.
This book offers an account that conveys basic information on the geography,
history, and culture of the student's home country, Haiti.
Weil, A. (2010). Meet our new student from Quebec. Hokessin, DE: Mitchell Lane
Publishers.
This book offers an account that conveys basic information on the geography,
history, and culture of the student's home country, Quebec.
Wernecke, H. H. (1959). Christmas customs around the world. Westminster.
This book offers students an overview of the symbols, celebrations, decorations, food,
and songs that are part of Christmas in France.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Observation Report
Time
8:20 am
8:23 am
8:30 am
8:35 am
9:05 am
9:28 am
9:50 am
9:55 am
Activity
Students entered
the media center
and were instructed
to sit at their
assigned group
tables.
The lesson/ project
was introduced to
the class.
Students were
asked to discuss
the introductory
questions in their
groups.
Students moved to
the computer lab to
begin their online
research.
Students returned
to group tables in
the media center to
use print resources.
Behavior
S stopped to talk
with a classmate.
Action
T redirected the S to their
proper table.
S complained about T explained to the S the
the assigned task.
purpose and importance
of the lesson.
S was discussing a T repeated the purpose of
subject off task
the group discussion to
from the
the S.
assignment.
S was viewing a
website for sports
scores.
T reminded the S that the
use of the Internet was
for researching the
assigned country only.
S made negative
T pointed out to the S that
comment about the one of focuses of the
clothing worn be a
lesson was to learn a
person in a photo in tolerance, appreciation,
one of the books.
and understanding other
cultures.
Students have
S walks around the T tells the S to return to
begun work on their media center
their group table to
research
among the book
continue the assigned
presentation.
stacks.
task.
Students are asked S throws a book at T tells S to apologize to
to return to group
a classmate.
the classmate.
tables.
Students continue
S at another table
T walks over to the chair
work on
talks loudly during
of the S and asks him to
research
the group
refrain from talking while
presentations.
presentation.
others are presenting and
remain there until the
presentation is over.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
Information Literacy Lesson Narrative
Process
On Thursday, I taught the “In My Other Life” lesson to my French I. class. In the
interest of time, the students were assigned to research groups the day before. I
choose heterogeneous grouping so that stronger students, academically could assist
their weaker peers. Students were also notified that class would take place the next
day in the media center. To avoid chaos upon entry, groups were assigned a work
table that was clearly labeled with their group name. Introductory questions on strips of
paper were placed on the tables for the students as means of focusing their attention
immediately on the proposed task at hand. With the use of an LCD projector and a
PowerPoint presentation, I began a discussion among the students of the introductory
questions. Most students were able to easily answer some of the questions; a few
students found it difficult to answer one of the questions related to naming a famous,
American author.
After a brief discussion, I returned to the PowerPoint and explained the goal and
objectives of the day’s lesson. The students were informed that the focus of this lesson
was to become familiar with the culture of a francophone country. I also explained that
this lesson’s aim was to challenge stereotypes and misconceptions of other cultures as
well seek commonalities between that country and their own. I continued by using the
PowerPoint presentation to suggest topic areas that students could research such as:
form of government, political system, national leaders, international relations, economic
development, historic milestones, and architectural landmarks, great works of art and
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
literature, religious traditions, family life, educational system, trends in popular culture,
foods, climate, and environment.
To make the assignment of the francophone countries both fair and interesting, I
asked one student from each group to pull the name of a country from the basket. The
slip of paper, not only contained the name of the country they were to research, but
there were also useful web addresses and the names of print materials that the
students could use for their research. Students were then allowed to work
independently in the adjacent computer lab on researching these areas. I also pointed
out to students that their time should be spent researching and not simply surfing the
web for amusement. Students were also reminded that their work and participation
would be rated by their fellow group members, so completing the task and participating
fully was expected.
As the students worked at the computers, I monitored their progress, I gave
feedback when needed and answered any questions the students had about
information that did not fully understand. I also reminded some students who wandered
off-task to focus on their purpose of using the Internet. After a half hour, the students
were instructed to return to their assigned work tables where they found print resources
about their assigned country. After another half hour, the groups were asked to
informally compare the print and online resources: Which is easier to use? Which
seems more reliable and why? As a class, we generated a list of the virtues and
limitations of each using a t-chart graphic organizer.
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
With their research is complete, each group had to create a report of their findings
for the class. Reports might take several forms: an exhibit, a panel presentation, a web
page, etc. Students were reminded that the focus of the discussion of these reports
should be on the similarities and differences that mark teenage life in unfamiliar cultures
from teenage life in their community. Most students opted to create a PowerPoint
presentation or poster of their findings because there was ready access to Microsoft
Office in the computer lab. Students were given the remainder of the class period to
complete their presentations. At the next class meeting, each group presented their
country. To ensure that students were attentive to presentations, each student was
asked to list similarities and differences of the country that was presented and their own
using a Venn diagram. The lesson was concluded by asking students to imagine that
they were growing up in one of the countries they have explored and having them write
a letter to a pen-pal in the United States explaining what life in their country is like.
Student Responses
Most of the students responded positively to this lesson particularly because
the task took them out the traditional classroom setting. Most students like a change of
pace from the traditional paper and pencil tasks. Several students commented to me
after class that, “I wish we could more assignments like this one.” Also, many groups
commented on how surprised they were to find out how much they had in common with
students from other countries. They were astonished to know that other teens like
wearing blue jeans, surfing the Internet, and eating junk food too. I felt the lesson was
truly a success when students’ presentations focused less on the differences between
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
the two cultures and more on the similarities. Students commented that they felt a
connection because they discovered the only thing that separated them from other
people was geography.
The students’ research and inquiry helped to achieve and fulfill the Georgia
Performance Standard that was the driving focus of the lesson. The students were
indeed using these resources to compare patterns of behavior and interaction in the
students’ own culture with those of the target language. Through their study of a
francophone country and subsequent group presentations, they demonstrated an
awareness of the elements of their own culture and that of another. Similarly, the
students’ pen pal letters also are a concrete demonstration of their comprehension and
learning of the objectives.
By the same token, the students’ use of the Internet using the suggested sites
helped to ensure that they followed ethical and legal guidelines in gathering and using
information. The websites were reliable resources and provided much of what the
students needed to complete their assigned task. Also the students’ use of the
Microsoft Office tools like PowerPoint presentations or posters for their group research
project provided an artifact that demonstrated their ability to use technology and other
information tools to organize and display knowledge and understanding in ways that
others can view, use and access.
Conclusion
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Jeanne S. Jones
MEDT 8464
Dr. Snipes
Fall 2010
I have done lessons similar to this one before, but I found that this lesson in
particular was the best received by my students. I believe that the reason for that was
that they were in control of finding the information for their presentations and they were
allowed to work collaboratively. Also digital natives crave using technological tools for
learning as well as presenting information, so giving the students not only what they
want (the use of computer), but also giving them what they need (reliable web
resources) was beneficial for all concerned. If I were to change anything about this
lesson, it would be to stretch it over a three day period. Depending on the work ethic of
the students and the availability of the media center and computer lab, completing this
lesson in one or two days may not be quite feasible.
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