Organizing Learner Targets and Creating Learning Activities in the Three Modes
CCFLT 2012
Toni Theisen-Loveland High School-
Handout, examples and more links at: http://ccflt2012.wikispaces.com
Link to Toni Theisen’s Tech page: http://worldlanguagestech.wikispaces.com/
Link to Thompson schools district curriculum wiki: http://tsdwlstandards.wikispaces.com/
I. Introduction activities
II. Essential Question: How do teachers integrate technology in order to design assessments that help students reach higher levels of performance?
III. Activity 1: Integrated Performance Assessment (IPA): using the three modes and technology to create an integrated set of assessments.
a. The French Revolution music video: (Interpretive mode assessment) http://www1.youtube.com/watch?v=wXsZbkt0yqo Take this T/F quiz as you watch:
1. The main singer represents Marie Antoinette. / T / F2. The guillotine caused many heads to roll during the Revolution. / T / F
3. The motto of France is liberté, égalité, fatalité / T / F
b. (Interpersonal mode assessment) With a partner discuss and identify five major events of the French Revolution.
c. (Presentational mode assessment): Choice 1:Create a similar video about another famous historical event. Choice 2: Your choice
IV. Activity 2:What are the three modes of communication?
What is the mode of communication?1. / Prepare a digital poster about your favorite sports and leisure activities for an online youth exchange site.
2. / Contact an online movie theater site and find out basic information so you and your friends can go to see a movie this weekend.
3. / Email a friend to find out what is happening this weekend.
4. / Send a text message to your friend asking what the math assignment is for tomorrow since you were on a field trip and missed class.
5. / Analyze the data from an online graph about the most popular foods that teenagers like to eat.
6. / Create and video a skit with a partner about purchasing new shoes for a special event.
Source: Modified from chart by Laura Terrill
V. The 3 modes: What are your ideas for activities using the three modes. Find several partners and share your ideas.
Interpersonal mode / Interpretive mode / Presentational modeVI. What is an IPA? (Integrated performance assessment) Write your definition here.
VII. Design your own.-With a partner collaborate to create an IPA.
Interpretive Mode / Interpersonal Mode / Presentational modeVIII. Technology to enhance communication-Integrate technology to enhance instruction only in a well-designed standards-based thematic unit using backwards design: Identify desired results; Determine acceptable evidence of learning; Plan learning experiences, activities and strategies
IX. Technology to enhance the three modes:
Technology to enhance Interpersonal communication
1. Vocaroo / http://vocaroo.com/ / Simple podcast2. Voxopop / http://www.voxopop.com / Talk discussion board
3. Voicethread / http://voicethread.com / Discuss an image or video
4. Go Animate Edu / http://goanimate.com/ / Comic
5. Google Voice / http://www.google.com/googlevoice / Students call and answer ?
7. iEtherpad / http://ietherpad.com/ / Collaborate in realtime
8. Today’s Meet Backchannel / http://todaysmeet.com/ / Discussion
9. Twitter / http://twitter.com/ / #ccflt11
10. Wallwisher / http://www.wallwisher.com/ / Digital bulletin board
11. Poll Everywhere / http://www.polleverywhere.com/ / Polling system via mobile phone
Technology to enhance Interpretive communication
1. Wordle / http://www.wordle.net/ / word clouds2. Google Maps/My Maps/Street View / http://maps.google.com/ / maps in many languages
3. Google Art Project / http://www.googleartproject.com/ / 3D art tours of many museums
4. YouTube, Vimeo,Daily Motion, Blip / Find online / Video resources
5. Polleverywhere / http://www.polleverywhere.com/ / polls and cellphone
6. Tag Galaxy / http://taggalaxy.de/
7. Fotopedia / http://www.fotopedia.com/ / Collaborative photo encyclopedia
Technology to enhance Presentational communication
1. Voki education / http://www.voki.com/ / Talking Avatar2. Glogster / http://edu.glogster.com/ / Digital Poster
3. Piclits / http://piclits.com / Creative writing on images
4. Fotobabble / http://www.fotobabble.com/ / “Trading cards”
5. Blabberize / http://blabberize.com / Make picture talk
6. Storybird / http://storybird.com/ / Collaborative Storytelling
7. Animoto Education / http://animoto.com/education#top / “Music video” films
Great tools to impact learning for everyone
Wikispaces for Education / http://www.wikispaces.com/content/for/teachersDropBox (filesharing) / http://www.dropbox.com
Slideshare (share powerpoints) / http://www.slideshare.net/
Jing (screencast) / http://www.techsmith.com/jing/
Google Docs / http://docs.google.com
Prezi presentation tool (modern ppt) / http://prezi.com/
UBD Unit: Food and Hunger :Level 1
Department: / World LanguagesCourse: / French I (Targeted Proficiency Level – Novice Mid)
AP Theme / Global Challenges
Topic: / Food and Hunger
Learning Scenario / 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.
Standards / Goal 1: Communication
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.
Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.
Goal 2: Cultures
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Goal 3: Connections
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Goal 4: Comparisons
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Goal 5: Community
Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Stage 1: Desired Results
Understandings / Food is necessary for life.
Hunger is everywhere.
Essential Questions / How do we eat well?
Why does hunger exist?
Skills / Functions
what students know, understand and be able to do / Knowledge
what students need in terms of vocabulary and structures to demonstrate their knowledge
Vocabulary / Grammar
ask and answer questions about food and hunger / Are you hungry?
I am/am not… / to have
idioms (avoir faim)
talk about likes and dislikes concerning common and international foods / Do you like….?
I like / don’t like?
I like a little
I like a lot
I love
I hate
typical level 1 foods – 20 words
selected cultural foods from various French speaking countries – 20 words / definite articles
negation
-er verbs
identify where certain foods are from and identify key ingredient(s) / (La tagine) is a specialty from (Morocco).
There is couscous, beans, carrots, squash, olives, tomatoes, etc.
ask and answer if they would like certain dishes and give reasons / Would you like to (name)?
I would/would not like because
find out where and explain why hunger exists in the world / Food is necessary for life.
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)
say why they make good / poor food choices / I eat well because
to be healthy, to avoid
cancer
obesity
energy
healthy
unhealthy
Stage 2: Assessment Evidence
Performance Task Summary
(Integrated Performance Assessment)
Interpretive / Students will read authentic text indicating basic concepts for a healthy diet. They will look at authentic recipes and indicate if the foods are healthy or not and will check reasons why or why not. They also listen to descriptions of images from Hungry Planet and select the image that is being described.
Interpersonal / Students will have completed various activities based on visuals throughout the unit. For the 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.
Presentational / Students will create a public service announcement to address nutritional and / or hunger issues in their community.
Formative Assessments / Other Summative Assessments
Students will assume the identity of a child in another country and will present basic facts on food and nutritional issues.
Stage 3: Learning Activities
Hook / Movie – Hungry Planet
Abbreviated list of activities from session:
1. WORDLE-likes/ dislikes-healthy/not healthy (opinion)
2. French food pyramid-eating healthy-likes/dislikes (Do I eat well?)-self-evaluation
3. Pictures with ingredients - I prefer this because I like series of slides with pix and ingredients-simple words(healthy or not)
4. SOS faim movie-interpretive activities, numbers
5. Hunger map-you live in...are you hungry? (focusing on different parts of the world)
6. Wefeedback activity – impact of your favorite food on world hunger. I eat drink (food) and impact on hunger
7. Interpersonal summative assessment Where do you live, are you hungry what do you like...etc.
Resources
http://terrill-theisen2011.wikispaces.com/
“I can” statements-Learner Target sheets
Spanish I examples
Spanish III examples
French I examples
“I can” Reflection log
Rubrics
Interpersonal Rubrics-Thompson School District-Loveland, CO.
TSD WL Interpersonal Speaking Levels 1 – 2 -Targeted Range Novice-Mid
Exceeds ExpectationsNovice-High: 8 / Meets Expectations
Novice-Mid: 5, 6, 7 / Approaches Expectations
Novice-Low: 3-4 / Below Expectations
Novice-Low: 1-2 / Total
Task Completion
How well do I complete the task? / I completed more than I was asked to do. / I completed everything I was asked to do. / I completed some of what I was asked to do. / I completed very little of what I was asked to do.
Comprehensibility
How well do others understand me? / I can easily be understood, and the message is clear. / I can be understood, and the message is mostly clear. / I can be somewhat understood, and the message is partially clear. / I can be understood only with great effort, and the message is misunderstood.
Comprehension
How well do I understand others? / I can understand simple questions and statements. Sometimes I need to hear things again. / I can understand some simple questions and statements. I frequently need to hear things again. / I can understand isolated words and a few simple memorized phrases. / I can understand isolated words.
Vocabulary Use
How extensive and applicable is my vocabulary? / I communicate on a variety of familiar topics using familiar vocabulary. / I communicate on a variety of familiar and predictable topics using isolated words and learned phrases. / I communicate about very familiar topics using isolated words and high frequency phrases. / I communicate using only words. My native language interferes.
Language Control
How accurate is my language? / I use basic grammatical structures correctly most of the time. Errors do not interfere. / I use basic grammatical structures correctly some of the time. Errors occasionally interfere. / I use words and phrases with some awareness of grammatical structures. Errors sometimes interfere. / I use words and phrases without awareness of grammatical structures. Errors interfere frequently.
Fluency/Communication Strategies
How well do I keep the conversation going? / I keep the conversation going by expressing confusion and/or the need for repetition or clarification in a variety of ways. / I keep the conversation going by using memorized chunks of language to ask for repetition and state lack of understanding. / I have some difficulty keeping the conversation going. / I do not keep the conversation going.
TSD WL Interpersonal Speaking Level 3-Targeted Range Novice-High
Exceeds ExpectationsIntermediate-Low: 8 / Meets Expectations
Novice-High: 5, 6, 7 / Approaches Expectations
Novice-Mid: 3-4 / Below Expectations
Novice-Low: 1-2 / Total
____/
Task Completion
How well do I complete the task? / I completed more than I was asked to do. / I completed everything I was asked to do. / I completed some of what I was asked to do. / I completed very little of what I was asked to do.
Comprehensibility
How well do others understand me? / I can easily be understood, and the message is clear. / I can be understood, and the message is mostly clear. / I can be somewhat understood, and the message is partially clear. / I can be understood only with great effort, and the message is misunderstood.
Comprehension
How well do I understand others? / I can understand questions and statements, and my responses are mostly logical and on topic. / I can understand simple questions and statements. Sometimes I need to hear things again. / I can understand some simple questions and statements. I frequently need to hear things again. / I can understand isolated words and a few simple memorized phrases.
Vocabulary Use
How extensive and applicable is my vocabulary? / I communicate with a wide range of vocabulary on a variety of familiar topics. / I communicate on a variety of familiar topics using familiar vocabulary. / I communicate on a variety of familiar and predictable topics using isolated words and learned phrases. / I communicate about very familiar topics using isolated words and high frequency phrases.
Language Control
How accurate is my language? / I use basic structures correctly when applying them to new situations to express my thoughts. / I use basic grammatical structures correctly most of the time. Errors do not interfere. / I use basic grammatical structures correctly some of the time. Errors occasionally interfere. / I use words and phrases with some awareness of grammatical structures. Errors sometimes interfere.
Fluency/Communication Strategies
How well do I keep the conversation going? / I keep the conversation going by responding to questions, creating some simple questions, and asking for clarification when needed. / I keep the conversation going by expressing confusion and/or the need for repetition or clarification in a variety of ways. / I keep the conversation going by using memorized chunks of language to ask for repetition and state lack of understanding. / I have some difficulty keeping the conversation going.
TSD WL Interpersonal Speaking Level 4-Targeted Range Intermediate-Low