Tracey+Waid

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Week 5 Application - Daily Lesson GAME Plan for a Problem-Based Learning Lesson**


 * Lesson Title:** Describing a trip in the past
 * Related Lessons**: City Vocab/Transport/Passé Composé/Foods & Beverages
 * Grade Level**: 9-12 (Level 2 Foreign Language)
 * Unit:** French Past Tense

Content standards: • 1.01 Communicate present and past information by recombining basic vocabulary and structures orally and in writing. • 3.01 Give oral and written presentations about people, places, things, and events using simple sentences and paragraphs in present and past time. • 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures.
 * GOALS**

ISTE NETS-S • Creativity and innovation • Research and information fluency • Communication and collaboration • Critical thinking, problem solving, & decision making • Technology operations and concepts

//Instructional Objectives:// Students create an iPhoto scrapbook of a trip they took to a Francophone country. In order to do the project, they will need to choose and research the country, decide which attractions to include that would be representative of the country, develop a plot of the things they did with the classmates while there, gather pictures and edit them to place themselves in the scenery, and write sentences for the scrapbook telling what they did in the past tense. Students will then share their presentations with other groups via an online discussion board to comment on the places they went and things they did.

//Before-Class Preparation:// Teacher will provide a list of French-speaking regions and countries for students to choose from. Teacher will post recommended travel sites for finding travel information on the class web page. Students will be divided into heterogenous groups of three. Teacher will provide students with a checklist of the various tasks that must be completed and place the instruction checklist on the class web page for easy access. Teacher will also create a sample presentation to show students the level expected. Students have previous knowledge working in iPhoto to create the album and Photo Booth to edit images. They also have previous knowledge of using a group wiki to sort and store information used in final presentations.
 * ACTION**

//During Class:// Sample iPhoto Album slideshow || Computers with internet access Recommended travel sites (pre-posted on class web site) || Pages (word processing program) French-English dictionaries Verb table references ||
 * **Time** || **Instructional Activities** || **Materials and Resources** ||
 * 5 mins. || Students talk about a trip they took with family and friends and what made it memorable. || None ||
 * 10 mins. || Teacher shares with students the sample presentation of a trip. The sample iPhoto Album has been saved as a slideshow with typical music overlaid. Students and teacher discuss what makes the presentation an excellent example (varied image layout, captions, a story with humorous events that retells the trip events, pictures of the attractions, pictures of familiar people in the scrapbook, images that show typical foods/drinks/places/attractions, etc. and music representative of the culture). || In-focus digital projector
 * 5 mins. || Students review the list of countries and choose one they want to learn more about. They review the checklist and determine primary roles (lead researcher, writer, presentation-builder) || List of countries ||
 * 60-90 Mins. || Students use the Internet to research their destination. They visit travel sites to decide which attractions are most important, what typical cultural components should be included and locate images of the country/sites. Students post their research on their group’s wiki, taking care to paraphrase and provide citations || Group wikis
 * 20 mins. || Students use Photo Booth to take pictures of themselves and insert them into the pictures they found online of the destination. || Photo Booth ||
 * 60-90 mins. || Students evaluate the research to decide which components are most critical to include. The Researcher and Presentation-Builder compose the iPhoto album using the images found by the group. The Writer begins to write the statements in the past tense describing the activities the group did on vacation. As a group, the students will proofread the sentences and look up using previously established dictionary skills the vocabulary they may need to express their actions. They will have use verb tables to look up any past-tense verbs they need. Students integrate their written story into the visual album. || iPhoto
 * 15-20 mins. || Students export their albums as QuickTime movies and add a soundtrack representative of the region. Students post their finished albums on the classroom discussion forum. || iTunes ||
 * 20-30 mins. || Students view other group’s presentations and respond to the groups with comments about what they enjoyed most about their presentations. || Computers with Internet ||

//Ongoing Assessments:// Students will follow the checklist provided by the teacher to ensure they are completing all requirements of the task. Teacher will work with the writers from each group in order to proofread and edit the statements to ensure accuracy. Additionally, teacher will monitor progress with all groups to question the thought process and reasoning behind what students choose to include, probe about events that could take place as part of the trip, and ensure proper citation and paraphrasing. At the end of the activity, the teacher will evaluate the presentations using a rubric to measure technology skills, demonstration of understanding of the target destination, use of the past tense, and collaborative teamwork skills.
 * MONITOR**

//Accommodations and Extensions:// All students should be able to participate in this project. The development of heterogeneous groups allows for peer scaffolding and the roles allow students to choose areas of strength. Students who are strong in the language will likely gravitate toward the writer role and those who are weaker will likely choose to work the production ends.

//Back-up Plan:// Students use magazines and travel brochures to create their photo albums.

Lesson Reflections and Notes: This is a complex task and students will need to be monitored closely to be sure they are thoroughly thinking through their decisions and making critical thinking a priority. They will also need to be effective time managers.
 * EVALUATION**