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Les 4 saisons
| Unit: Describing seasons/weather and activities | Grade:MS French A |
| Established Goals (Standards) | |
| Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. | |
| Enduring Understandings | Essential Questions |
Students will be able to:
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| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding |
| Goal: Students will use their previous knowledge in the target language as well as the new vocabulary on weather to learn about the climate in different countries around the world. Students will create a video presenting the 4 seasons in a country of their choice. (7th graders read, learn and study about a country in their humanities class. Students are encouraged to present this country as they may already know more about climate and activities.) Role: You are a documentary film director for the French channel TF1. You are working on a new TV program called "les 4 saisons dans le monde" where you will direct short commercial videos presenting the weather & cultural activities in different countries around the world. Audience: Students, teacher, and Internet (blog) Situation: Students work both individually (searching for original images and writing the description of the weather/activities) and collaboratively (Text peer-editing & video editing) on this project. They will work both in class and at home on their text and video making. Product Performance: A digital story using images (creative commons), text, and voice recording over text (subtitles) to present the 4 seasons of a specific country. We will use the program movie maker, but other programs could be used for the same product: imovie, voicethread, etc. Extension: - Students will post their videos on their individual blog as part of their language portfolio. -Students will view and comment on each other's projects (videos) | (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize) Explain: Students will use the new language skills to explain the weather and activities in the country they have researched. Apply: Students apply the newly acquired target language to present in writing and orally the weather in different seasons. (see GRASPS task) Interpret: Students realize that countries have different climate and chose to do different acivtities accordingly. Perspective: Students will appreciate their classmates' use of the target language by viewing and commenting on others' video projects. Self Knowledge: Students reflect on how this project helped them use acquired and new language skills to present new information to a larger audience. Students reflect on how this project helped them acquire new technology skills. Empathize: Students will face different challenges using the new technology tools. They will learn to cope with mistakes and help each other. |
| Lesson Notes: Students will need access to computers and microphones. Allow plenty of time for planning (story board) before the actual creation of the video. Students should find the images they want to describe before starting on the text. Here are French A students's projects for fall 09. | |
caroleh |
Latest page update: made by caroleh
, Oct 31 2009, 8:59 AM EDT
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