NYCschoolsworkshopsession 2015veriosn 2handout

Activating communication.
Focusing Lenses.
Differentiated Learning
Toni Theisen
ACTFL TOY 2009/ACTFL President 2013
Loveland High School
Loveland, CO 80538
[email protected]
http://tonitheisen.wikispaces.com
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ACTFL 21st Century Skills Map
http://tinyurl.com/ntq63e7
Communication
Students as effective communicators use
languages to engage in meaningful
conversation, to understand and interpret
spoken language and written text, and to
present information, concepts, and ideas.
Collaboration
Students as collaborators use their native and
acquired languages to learn from and work
cooperatively across cultures with global team
members, sharing responsibility and making
necessary compromises while working toward
a common goal.
Creativity & Innovation
Students as creators and innovators respond to
new and diverse perspectives as they use
language in imaginative and original ways to
make useful contributions.
Critical Thinking & Problem Solving
Students as inquirers frame, analyze, and
synthesize information as well as negotiate
meaning across language and culture in order
to explore problems and issues from their own
and different perspectives.
Information Literacy
Students as informed global citizens access,
manage, and effectively use culturally
authentic sources in ethical and legal ways.
Technology Literacy
Students as productive global citizens use
appropriate technologies when interpreting
messages, interacting with others, and
producing written, oral, and visual messages.
Initiative & Self-Direction
Students as life-long learners are motivated to
set their own goals and reflect on their
progress as they grow and improve their
linguistic and cultural competence.
Media Literacy
Students as active global citizens evaluate
authentic sources to understand how media
reflect and influence language and culture.
Flexibility & Adaptability
Students as flexible and adaptable language
learners are open-minded, willing to take risks,
and accept the ambiguity of language while
balancing diverse global perspectives.
Social & Cross-Cultural Skills
Students as adept language learners understand
diverse cultural perspectives and use
appropriate socio-linguistic skills in order to
function in diverse cultural and linguistic
contexts.
Leadership & Responsibility
Students as responsible leaders leverage their
linguistic and cross-cultural skills to inspire
others to be fair, accepting, open, and
understanding within and beyond the local
community
Productivity & Accountability
Students as productive and accountable
learners take responsibility for their own
learning by actively working to increase their
language proficiency and cultural knowledge.
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How do focusing lenses and topics impact learning, planning and teaching?
Topics
Topics are usually unit titles and unit content
Natural disasters Traditions/Celebrations Health Meeting new friends Social relationships Housing Education Historical events Technology and Science Fashion Family Food Communication and Media Leisure and play Literature Inventions Contemporary life Education Marketing and Business National Heritage Navigating a city Shopping Entertainment Environment The arts Outdoors Travel Ancient civilizations Immigration and Migration Hunger Global water issues Human rights Focusing Lenses
The lens is used to shape the instruction of the unit. This is how learners receive
instruction at a deeper level. Focusing lenses add real life application.
Citizenship Patterns Balance Diversity Innovation Perspective Conflict Interactions Identity Globalization Relationships Complexity Beliefs Design Connections Influence Beauty Leisure time 3
Designing Learning:
Building a unit with a new lenses
Work in small teams. You decide. In your teams:
1. Choose a unit topic._______________________
2. Choose a focusing lens.____________________
3. Brainstorm your unit in thinking about these questions…
a. How is the unit theme meaningful and purposeful?
b.
How is the unit theme engaging and relevant?
c.
Will the learner have opportunities to collaborate?
d.
How will the learner be able to research?
e.
How will the learner be able to create and innovate?
4. What are the 21st century skills that are center stage?
____________________________________________
5. What is the assessment? (What mode/s?) (IPA?)
6. Brainstorm some learning activities.
7. Research some sources, including one infographic.
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TSD French I Unit 3 L’alimentation et la faim
Language
French
Course
Targeted Proficiency
Level
Thematic unit
French I
Unit length
about 4 weeks
Novice-mid
L’alimentation et la faim (Food and Hunger)
Stage 1: Desired Results
Standards: Check as many
as apply.
Enduring
Understanding(s)
Essential Question
__x___1.1 Interpersonal communication
_____4.1 Language comparisons
__x___1.2 Interpretive communication
___x__4.2 Cultural comparisons
__x___1.3 Presentational communication
_____5.1 Language within and
__x___2.1 Cultural practices and perspectives
and beyond the school setting
__x___2.2 Cultural products and perspectives
__x___5.2 Lifelong learning
__x___3.1 Connections to other disciplines
_____3.2 Acquiring new information
Food is necessary for life.
Hunger is everywhere.
How does healthy eating for everyone make the planet a better place to live?
Guiding Questions
•
How do we eat well?
•
Why does hunger exist?
Learning Goals
Students will consider personal connections with food. They will consider the type of food that they and
others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain
foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be
able to explain the number of calories needed to sustain life and will analyze the number of calories they
consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists,
where it is prevalent and how various organizations are helping. As a class students will work individually
and in groups to draw attention to hunger issues.
Functions
Knowledge
What can learners do?
What context, structure and culture will learners need to show their knowledge?
Functions
Context
Structure
Culture
ask and answer questions about food •
Are you hungry?
•
to have
•
foods and drinks in
and hunger
•
I am/am not…
•
idioms (avoir faim)
•
Francophone countries
•
question words
•
yes/non question
formation
•
Combien, Où, À quelle
heure, Quand
talk about likes and dislikes
•
Do you like….?
•
verb aimer
•
social register
concerning common and
•
I like / don’t like?
•
verb préférer
international foods
•
I like a little
•
verb detester
•
I like a lot
•
verb: adorer
•
I love
•
adverbs: beaucoup, un
•
I hate
peu
•
typical level 1 foods – 20
•
negative: ne ..pas
words
•
selected cultural foods
from various French
speaking countries – 20
words
•
names of countries
ask and answer if they would like
certain dishes and give reasons
•
I would/would not like
because
•
•
•
questions
parce que
comparison
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find out where and explain why
hunger exists in the world
say why they make good / poor food
choices
Food is important because
•
question formation
Where are people hungry?
How many people are
hungry?
•
(percentage) of people are
hungry
•
Hunger exists because of
war, poverty, climate,
drought (not enough
water)
•
big numbers
•
countries
I eat well because
•
verb manger
to be healthy, I do not want…
•
adverbs: beaucoup, un
•
to be obese
peu
•
to be unhealthy
•
negative: ne ..pas
Stage 2: Assessment Evidence
Summative Performance Assessments
•
•
•
•
•
reading maps
read and interpret data
•
healthy habits/foods in
Francophone countries
Students will read short authentic texts that provide information on food and hunger. They texts will be
excerpted from Copain du Monde. Students will be given key English words and asked to find the French
Interpretive
equivalent. They will be given statements and will indicate which statements provide information that is shared
in the reading. They will also watch a brief youtube clip and state the main idea of the clip in English.
Students will have completed various activities based on visuals throughout the unit. For the interpersonal
Interpersonal
assessment, students will be given random images and will be expected to ask and answer questions about food
choice, likes and dislikes and diet. They will discuss hunger based on the setting of the images.
Students will create a public service announcement to address nutritional and / or hunger issues in their
Presentational
community.
Formative Assessments
Other Summative Assessments
•
food and drink vocabulary quizzes
•
matching pictures with vocabulary
Stage 3: Learning Activities
Interpersonal
Hungry Planet video:
http://youtu.be/osSpWbmEYF4 discussion about which countries are
more healthy than others
use pictures with ingredients - I prefer
this because ../I like.. series of slides
with pix and ingredients-simple words
(healthy or not) –partner discussion and
interview
•
•
Interpretive
•
•
Hungry Planet video:
http://youtu.be/osSpWbmEYF4 use
pictures with ingredients - I prefer
this because ../I like.. series of slides
with pix and ingredients-simple
words (healthy or not) –partner
discussion and interview
SOS faim movie-interpretive
activities, numbers:
Presentational
• Hungry Planet video:
http://youtu.be/osSpWbmEYF4 discussion about which countries are
more healthy than others
•
Other Learning Activities
•
•
•
practice activities for aller
draw food and drink items for a new café
research café and snack foods and drinks from other Francophone countries
Resources
District Resources-C’est à Toi Niveau 1
•
Unité 3-café foods and drinks
•
Unité 4-time
•
Unité 6-days/months
Other resources
•
online café menus
•
food flashcards in both paper form and online
•
online currency exchange convertor
•
online videos/images about Francophone cafés , foods and drinks
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Language/level: Spanish III
Thematic unit: Unit 3-Living a Healthy Lifestyle
Para cada objetivo de aprendizaje a continuación, favor de indicar tu progreso hasta este punto
(= for each learner target below, please indicate your level of progress toward meeting it, at this point in
time):
Escribe uno de los siguientes símbolos en cada círculo, debajo del objetivo:
+ = “Yo puedo hacer esto muy bien/fácilmente/sin ningún problema.”
√ = “Yo puedo hacer esto bastante bien, pero todavía necesito practicar más.”
— = “Yo no puedo hacer esto. Necesito practicar mucho más.”
I can understand
what people
do/need to do to
stay healthy.
(listening)
I can understand
advice people
give about
health.
(listening)
I can understand
what people
do/need to do to
stay healthy.
(reading)
I can understand
advice people
give about
health. (reading)
I can recognize
what people
around the world
do to stay
healthy.
(reading)
I can ask
for/give advice
about healthy
eating and
exercise habits.
(speaking and
writing)
I can discuss
health
concerns.
(speaking and
writing)
I can
discuss/compare
foods. (speaking
and writing)
I can provide
information
about healthy
lifestyle choices.
(speaking)
I can describe
what I do to
maintain my
health.
(speaking)
I can write a
food and
activity journal.
(writing)
I can describe
my eating and
exercise habits.
(writing)
I can create a
guide for a
healthy
lifestyle.
(writing)
I can
I can
I can
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Rigor/Relevance Framework
The Rigor/Relevance
Framework is a tool
developed by the
International Center for
Leadership in
Education to examine
curriculum, instruction,
and assessment. The
Rigor/Relevance
Framework is based on
two dimensions of
higher standards and
student achievement.
First, there is the
Knowledge
Taxonomy, a
continuum based on the
six levels of Bloom’s
Taxonomy, which
describes the
increasingly complex
ways in which we think.
The second continuum, known as the Application Model, is one of action. Its five levels describe putting
knowledge to use.
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the
learning or student performance at that level.
Quadrant A ⎯ Acquisition: (Low Rigor, Low Relevance-Teacher Work):
Students gather and store bits of knowledge and information. Students are primarily expected to remember or
understand this knowledge
Quadrant B ⎯ Application: (Low Rigor/High Relevance-Student Work):
Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of
application is to apply knowledge to new and unpredictable situations.
Quadrant C ⎯ Assimilation: (High Rigor/Low Relevance-Student think):
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and
routinely to analyze and solve problems and create solutions.
Quadrant D ⎯ Adaptation: (High Rigor/High Relevance-Student think and work):
Students have the competence to think in complex ways and to apply their knowledge and skills. Even when
confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions
and take action that further develops their skills and knowledge.
**Resource: International Center for Leadership in Education: http://www.leadered.com
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World Languages Activities in the Rigor and Relevance Framework
Fill this chart out with your own ideas.
Quadrant C
Quadrant D
Quadrant A
Quadrant B
6
5
4
3
2
1
1
2
Sample Performance Assessments
3
4
5
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Presentational writing: Daily Routine-German I: Novice-mid
Learner Targets:
• I can write about my daily routine
• I can write about my school
• I can compare my school to a German school
Prompt:
You are taking part in a writing contest and have been asked to
contribute to a German blog on school and student life around the
world. The task is to describe your typical school day and
schedule, supplies needed for different classes, a description of
your grades, classes you like and dislike, and which classes are
your favorites.
You will want to be sure to include:
• Information about your daily schedule and classes
• What supplies are needed for various classes
• Your grades in different classes
• Your opinion of your classes (likes, dislikes, and
favorites)
Be sure to include any other information about your school day
and activities at school to provide a glimpse into your day and
school in our culture.
Presentational Writing: Visual Arts: Spanish III: Novice-high
approaching Intermediate-low
Learner Targets:
• I can write an art critique.
• I can compare and contrast artwork.
• I can describe artwork.
• I can give opinions about artwork.
Prompt:
A new museum recently opened near where you live to display
famous artwork from different Spanish-speaking artists from
different time periods. You have been asked to write an art
critique of your favorite work of art that is displayed in the
museum. Your art critique will be published in the local
newspaper as a way to advertise for the museum so more people
visit it. Include the following information in your critique:
You will want to be sure to include:
• the name of the work of art and the artist who created it
• a detailed description of the work of art
• what the artwork reflects or the “meaning” of the piece
• what you like and don’t like about the work of art
• compare it to any other works of art you know well
Feel free to include any other information that would add to the
others understand Spanish art.
Presentational Speaking-Immigration-French V-Inter-mid
Presentational Speaking-Environment-Spanish III-Novice-high
Learner Targets:
• I can narrate a story
• I can give details about immigration challenges.
Learner Targets:
• I can discuss environmental issues
• I can inform others about the environment
• I can compare
• I can persuade others
Prompt:
A French cable channel is doing a special series of programs
around the issues and successes of immigration in France.
Because of your detailed application you submitted, the cable
channel has chosen your story as one of the entries in the series.
You are going to create a multimedia project that tells your story.
You will want to be sure to includeL
1. Your name (make it authentic) Find a picture to match if
you are a Rom, a Beur, an African immigrant, etc.
2. Your personal information
3. What country did you come from?
4. Where do you live in France now?
5. What type of dwelling do you live in? How many people
live in the dwelling?
6. What is your family situation?
7. Do you have a job? (SMIC?) Where? What?
8. If you have children, how many? Do they go to school?
What languages do they speak?
9. What are your literacy skills? Your children?
10. What was your life like in the country or part of the
world you came from?
11. How would you like your life to be different?
12. What else should we know?
Your oral multimedia presentation must be 3-4 minutes long.
Interpersonal Writing: Giving directions-French II-Novice-mid
Prompt:
As chairperson of the Earth Day committee, your Spanish club
advisor has just informed you that during the month of April
there will be 15 exchange students from Mexico visiting the
school. Your school is traditionally very supportive of Earth Day
participating in a strong campaign to clean up the environment.
Since the exchange students will be visiting during this time, you
decide to focus on the Earth Day campaign related to cleaning up
the school. You decide to make a short PSA for the school T.V.
station...of course in Spanish!
You will want to be sure to include:
1. Current environmental problems in your area
2. Environmental challenges in Mexico in order to compare
3. Variety of solutions in countries around the world
Interpersonal Writing: Chores-German Novice-high
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Learner Targets
• I can explain and describe a holiday or an event.
• I can give directions.
Prompt:
The visiting French student at your school has been invited to the
same Halloween party as you. Since you know French s/he
posted a request on Facebook for your help. But s/he is not clear
about what the party is like, what do bring and how to dress.
Also s/he asked if you could also write down the directions to the
party from the school.
In writing your response to her/his post remember to include:
•
•
•
•
•
What is a Halloween party like?
Include the day, time and place.
How one would dress for this event.
Include some possible foods or drinks this person could
bring.
Clear directions with possible landmarks so s/he can find
the house.
Please sure to add any other information that would benefit this
visiting French student, including better understanding the
cultural aspects of this event.
Interpersonal Speaking-The Outdoors-Spanish III-Novice-high
approaching Intermediate-low
Learning Targets:
• I can understand when people talk about camping
experiences.
• I can share camping experiences.
• I can resolve a problem or conflict in the outdoors.
Prompt:
You finally have a chance to talk to your pen pal in Chile via
FaceTime. Since you both recently went on camping trips you
talk about your experiences and exchange information about your
camping adventures. Be sure to include the following
information:
•
•
•
•
ask questions about each other’s camping experiences
answer questions and describe your camping
experiences in detail
tell about a problem that happened during your camping
trip
tell how you resolved the problem that occurred
Feel free to include any other information in Spanish that you
can.
Learner Targets:
• I can say what chores I do.
• I can express when or how often I do certain chores.
• I can express which gifts I will get people and why.
Prompt;
You are getting ready for a summer exchange to Germany, where
you will trade families with a German teen for a month. You
received an e-mail from your exchange partner asking about life
in your home. He/she wants to know what chores you and your
family members do around the house. He/she also asked about
your family members’ interests and some gift ideas. Respond to
your exchange partner and ask some questions about life in
his/her home so you know what to expect when you get there.
Also ask about his/her family and what gifts they might like.
You will want to be sure and include:
• Chores that you and other family members do and how
often you do them.
• Family members interests and gift suggestions
• Questions about chores in your exchange partner’s
home.
• Questions about family members’ interests and gift
ideas.
Be sure to include any other information that will help your
exchange partner
Interpersonal speaking:Who I am-French I-Novice-mid
Learner Targets:
• I can greet and say goodbye to people.
• I can introduce myself and ask someone his/her
name.
• I can ask and answer about well being.
• I can ask and answer questions about personal
information.
Prompt:
Your family has decided to host a foreign exchange student from
Belgium, and the exchange student can only speak French. Upon
arrival, everyone wants to find out some basic personal
information about each other, so you begin to have a conversation
with him or her. Have a conversation with the exchange student
to find out about each other. Be sure to include the following
information:
•
•
•
•
•
•
•
greet each other
names
how you’re both doing
age
where you’re both from
Information about school and/or family & pets
say goodbye to each other
Feel free to include any other information in French that you can.
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Français II-MARDI GRAS ! Interpretive assessment-Toni Theisen
http://www.dailysimply.com/2010/02/mardi-gras/
Sortez masques, costumes, chapeaux et confettis: c’est mardi gras!
Mardi dernier, un peu partout dans le monde, les gens se sont se déguisés et ont fait la fête comme des fous,
dansant dans les rues, dans de grands défilés musicales et colorés. Un petit tour des plus beaux carnavals du
monde, ça vous dit?
Le carnaval de Venise en Italie est organisé tous les ans depuis le 11ème siècle! A l’époque, pendant deux
longs mois, les Vénitiens masqués et costumés faisaient la fête dans les rues. Aujourd’hui, il ne dure « plus
que » douze jours. C’est l’un des carnavals les plus connus au monde, et il attire de nombreux touristes qui
viennent du monde entier pour participer à la fête.
A Venise, l’élément le plus important du costume, c’est le masque!
Le carnaval est la fête la plus populaire
au Brésil. Surtout à Rio de Janeiro!
D’ailleurs, le carnaval de Rio est l’un
des plus impressionnants au monde.
Pendant 5 jours, les Cariocas (les
habitants de Rio de Janeiro) font la fête
sans discontinuer, défilant et dansant au
rythme de la samba.
En France, le carnaval qui regroupe le
plus de monde est sûrement le carnaval
de Nice en France. Chaque année, plus
d’un million de spectateurs viennent
admirer les chars, faire la fête et
participer à la fameuse « bataille de
fleurs ».
Le carnaval de Dunkerque, France quant à lui, est célèbre pour ses défilés endiablés et ses nombreux bals.
À la Nouvelle-Orléans, Mardi Gras est une fête incontournable! Parades de chars, fanfares, déguisements…
En Louisiane, `A La Nouvelle-Orléans, c’est au rythme du Jazz que l’on célèbre cette fête fantastique.
Moi, j’adore le mardi gras! Une bonne occasion de se déguiser et de faire la fête dans la rue, ça ne se manque
pas!
Et vous, vous vous êtes déguisés aujourd’hui?
Travail # 1-Le Vocabulaire-Find the French word in the text that best represents the word or idea.
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anglais
français
anglais
français
1. hats
1.
6. the most popular
6.
2. to party
2.
7. masks
7.
3. the most well-known
3.
8. parade floats
8.
4. since the 1200’s
4.
9. dress up in costume
9.
5. from around the world 5.
10. parades
10.
Travail #2-Vrai/Faux/Pas indiqué dans le texte et puis justifiez dans le texte et mettez le numéro près de cette
phrase.- 6 points (True, False and not indicated in the text. Then for the true/false statements put the number in
the place in the text that justifies your response)
Vrai
Faux
Pas indiqué dans
le texte
1. Les carnavals sont toujours en février.
2. Le carnaval de Venise est le plus ancien.
3. Le masque est le partie du costume au carnaval en Italie.
4. Rio de Janeiro est en France.
5. On aime bien écouter une musique avec une certain
rythme au Mardi Gras dans La Nouvelle-Orléans.
6. Le Mardi Gras à La Nouvelle-Orléans est le carnaval le
plus grand du monde.
Travail #3-Trouvez une phrase ou des mots en français dans le texte qui justifient chaque phrase. (5 points)
(Find a phras or words in the text that are justified in the text.)
1. Le carnaval en Italie est très ancien. (Justification dans le texte)
__________________________________________________________________________________________
2. Il y a beaucoup de personnes qui sont déguisées. (Justification dans le texte)
3. Il y a des carnavals en France. (Justification dans le texte)
4. Pour le carnaval à Nice il y a beaucoup de plantes. (Justification dans le texte)
__________________________________________________________________________________________
5. On peut danser au carnaval à Dunkerque. (Justification dans le texte)
Travail #4 : You want to enter this fabulous contest where you get to go to a carnival, In French write a 50-75
word contest entry where you explain which one of this carnivals you want to go out and why. Elaborate on
what you want to see and do. Talk about your costume and your mask. Make this the winning entry. (15 pts)
Integrate technology to transform instruction only in a well-designed standards-based thematic
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unit using backwards design. http://tonitheisen.wikispaces.com
Resources for locating images and photos
1. Tag Galaxy
http://taggalaxy.de
2. Fotopedia
http://www.fotopedia.com
3. Goggle Art Project
http://www.googleartproject.com
4. MorgueFile
http://www.morguefile.com
Search for photos from Flickr
Collaborative photo encyclopedia
3D art tours of many museums
Lots of free photos
Using images and information to make stories, comics, books, magazines and speaking activities
1. Wordle
http://www.wordle.net
word clouds
2. Tagxedo
http://www.tagxedo.com
word clouds in shapes
3. Bubblr
http://www.pimpampum.net/bubblr
Comic strips using Flickr photos
4. Piclits
http://piclits.com
Creative writing using images
5. Five Card Flickr Story
http://5card.cogdogblog.com/play.php?suit Create a story from 5 random pix
=5card
6. Issuu
http://issuu.com
Make a magazine or newsletter
7. Storybird
http://storybird.com
Collaborative Storytelling
Technology to enhance speaking and writing Presentational communication
1. Glogster
http://edu.glogster.com
3. FaceinHole
http://www.faceinhole.com
4. Blabberize
http://blabberize.com
5. Make Beliefs Comix
http://www.makebeliefscomix.com
6. Padlet
http://padlet.com
Other great tools to impact learning
1. Wikispaces for Education
2. DropBox (filesharing)
3. Slideshare (share powerpoints)
4. Scribd (share documents and pdf’s)
5. Polleverywhere
6. Google Docs
7. Quizlet-create and use flashcards
8. Remind-a safe way to text students and parents
9. Kahoot-game-based blended learning
Digital Poster
Put your face in pix
Make picture talk
Make comic strips
Digital post it notes
http://www.wikispaces.com/content/for/teachers
http://www.dropbox.com
http://www.slideshare.net
http://www.scribd.com
http://www.polleverywhere.com
http://docs.google.com
http://quizlet.com/
https://www.remind.com
https://getkahoot.com/
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