I plan to annotate my teaching video before May 3rd. I've broken down the video into four minute increments. I have no idea what form I will use for my annotations. But I'll get creative and think up something soon.
I plan to touch up my Website before May 3rd as well.
I'll draw my classroom, hopefully, May 2nd.
My last Midterm square should also be done by third, in case I can get it all done and do a presubmit.
Once I get all those things done, I'll burn my websites to a disk and hand it in.
Thursday, April 26, 2007
Tuesday, April 3, 2007
Lesson without Technology
Students will know the vocabulary of fruits, vegatables, and meat.
Students will know the following expressions:
Qu'est-ce qu'il te faut?
Il me faut...
De quoi est-ce que tu as besoin?
J'ai besoin de...
Qu'est-ce que c'est?
C'est ...
Students will understand the relationship of singular and plural articles as well as feminine and masculine articles with regards to vocabulary.
Students will be able to correctly identify an item from the market that the teacher or another student has selected through interrogation methods.
Students will be able to create a short story that uses their newly acquired vocabulary.
Student will be able to use technology to create this short story.
ASSESSMENT:
Students will turn in a short story about a fruit or vegetable in French.
PROCEDURES:
TPR Fruits, Vegetables and Meat through props and visuals.
Check for comprehension.
Play 20 questions with the students and have them use the new vocabulary in order to guess what item you have chosen as an assessment.
Now tell the students that they must write a story about a fruit or vegetable.
Model the story writing process with a short story you have written yourself. This story includes the target expressions posted in the objectives.
Explain how to they are going to illustrate their story using pen and paper. Give students a handout with for easy creation.
If there is time, have them present their stories.
MATERIALS: Props and visuals for TPR. Storyboard Handout. Example story. Pen and paper.
RATIONALES: SOL F1 : oral and written communication
aka
The student will present orally and in writing information in French that contains a variety of familiar vocabulary, phrases, and structural patterns.
1. Present in French information gathered from informal conversations, class presentations, interviews, readings, and/or a variety of media sources.
2. Describe in French basic familiar information, such as self, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on control of the present tense.
3. Demonstrate increasing attention to accuracy in intonation and pronunciation in French especially when presenting prepared material orally.
4. Demonstrate increasing attention to accuracy in word order, punctuation, accents and other diacritical marks, and spelling when writing in French.
FI.6 The student will present rehearsed material in French, including brief narratives, monologues, dialogues, poetry, and/or songs.
1. Use appropriate verbal and nonverbal techniques, such as voice inflection, gestures, and facial expression.
2. Communicate ideas in an organized manner using appropriate visual and/or technological support.
Students will know the following expressions:
Qu'est-ce qu'il te faut?
Il me faut...
De quoi est-ce que tu as besoin?
J'ai besoin de...
Qu'est-ce que c'est?
C'est ...
Students will understand the relationship of singular and plural articles as well as feminine and masculine articles with regards to vocabulary.
Students will be able to correctly identify an item from the market that the teacher or another student has selected through interrogation methods.
Students will be able to create a short story that uses their newly acquired vocabulary.
Student will be able to use technology to create this short story.
ASSESSMENT:
Students will turn in a short story about a fruit or vegetable in French.
PROCEDURES:
TPR Fruits, Vegetables and Meat through props and visuals.
Check for comprehension.
Play 20 questions with the students and have them use the new vocabulary in order to guess what item you have chosen as an assessment.
Now tell the students that they must write a story about a fruit or vegetable.
Model the story writing process with a short story you have written yourself. This story includes the target expressions posted in the objectives.
Explain how to they are going to illustrate their story using pen and paper. Give students a handout with for easy creation.
If there is time, have them present their stories.
MATERIALS: Props and visuals for TPR. Storyboard Handout. Example story. Pen and paper.
RATIONALES: SOL F1 : oral and written communication
aka
The student will present orally and in writing information in French that contains a variety of familiar vocabulary, phrases, and structural patterns.
1. Present in French information gathered from informal conversations, class presentations, interviews, readings, and/or a variety of media sources.
2. Describe in French basic familiar information, such as self, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on control of the present tense.
3. Demonstrate increasing attention to accuracy in intonation and pronunciation in French especially when presenting prepared material orally.
4. Demonstrate increasing attention to accuracy in word order, punctuation, accents and other diacritical marks, and spelling when writing in French.
FI.6 The student will present rehearsed material in French, including brief narratives, monologues, dialogues, poetry, and/or songs.
1. Use appropriate verbal and nonverbal techniques, such as voice inflection, gestures, and facial expression.
2. Communicate ideas in an organized manner using appropriate visual and/or technological support.
Technology Lesson Plan
Students will know the vocabulary of fruits, vegatables, and meat.
Students will know the following expressions:
Qu'est-ce qu'il te faut?
Il me faut...
De quoi est-ce que tu as besoin?
J'ai besoin de...
Qu'est-ce que c'est?
C'est ...
Students will understand the relationship of singular and plural articles as well as feminine and masculine articles with regards to vocabulary. Students will be able to correctly identify an item from the market that the teacher or another student has selected through interrogation methods. Students will be able to create a short story that uses their newly acquired vocabulary.
Student will be able to use technology to create this short story.
ASSESSMENT:
Students will turn in a short story about a fruit or vegetable in French.
PROCEDURES:
TPR Fruits, Vegetables and Meat through props and visuals.
Check for comprehension.
Play 20 questions with the students and have them use the new vocabulary in order to guess what item you have chosen as an assessment.
Now tell the students that they must write a story about a fruit or vegetable.
Model the story writing process with a short story you have written yourself. This story includes the target expressions posted in the objectives.
Explain how to they are going to illustrate their story using technology. Walk through how to set up a flickr site/power point presentation.
Give students time to collect and create pictures to illustrate their stories.
Have them add text to their pictures.
If there is time, have them present their stories.
MATERIALS: Props and visuals for TPR. Computer and story technology model. Pen and paper.
RATIONALES: SOL F1 : oral and written communication standard
Students will know the following expressions:
Qu'est-ce qu'il te faut?
Il me faut...
De quoi est-ce que tu as besoin?
J'ai besoin de...
Qu'est-ce que c'est?
C'est ...
Students will understand the relationship of singular and plural articles as well as feminine and masculine articles with regards to vocabulary. Students will be able to correctly identify an item from the market that the teacher or another student has selected through interrogation methods. Students will be able to create a short story that uses their newly acquired vocabulary.
Student will be able to use technology to create this short story.
ASSESSMENT:
Students will turn in a short story about a fruit or vegetable in French.
PROCEDURES:
TPR Fruits, Vegetables and Meat through props and visuals.
Check for comprehension.
Play 20 questions with the students and have them use the new vocabulary in order to guess what item you have chosen as an assessment.
Now tell the students that they must write a story about a fruit or vegetable.
Model the story writing process with a short story you have written yourself. This story includes the target expressions posted in the objectives.
Explain how to they are going to illustrate their story using technology. Walk through how to set up a flickr site/power point presentation.
Give students time to collect and create pictures to illustrate their stories.
Have them add text to their pictures.
If there is time, have them present their stories.
MATERIALS: Props and visuals for TPR. Computer and story technology model. Pen and paper.
RATIONALES: SOL F1 : oral and written communication standard
Tuesday, March 20, 2007
Pre Assignment 8 blog
I will probably just do the lesson plans I am working on now. Those lesson plans are on Chapiter 8 of the French 1 textbook and the theme is 'Au Marché' (at the market). Think, then, of lots of vocab on fruit and vegetables and 'would you get me this from the store?' type of questions.
All the SOLS of F1 will be addressed throughout the unit. Please take a look at a previous blog ( the six axis points of my Midterm) for a refresher on what those are.
I like backwards design. I am a scatterbrain at heart and, therefore, jump at the chance to structure myself in ways that will make sure students learn and I teach well. Want(what you want students to learn) , Check (how will you check that they've learned), Travel (how will you get them from nothing to where you want them) are my three words to associate with the three parts of backwards design.
As for a tech project, I want them to create a story book. This can be done with flickr technology or moviemaker or pens and paper, therefore I got my technology and non-technological bases covered.
All the SOLS of F1 will be addressed throughout the unit. Please take a look at a previous blog ( the six axis points of my Midterm) for a refresher on what those are.
I like backwards design. I am a scatterbrain at heart and, therefore, jump at the chance to structure myself in ways that will make sure students learn and I teach well. Want(what you want students to learn) , Check (how will you check that they've learned), Travel (how will you get them from nothing to where you want them) are my three words to associate with the three parts of backwards design.
As for a tech project, I want them to create a story book. This can be done with flickr technology or moviemaker or pens and paper, therefore I got my technology and non-technological bases covered.
After Class Reflections for the Class held March 15
The assessment experience was a good way to me to face my fears on feedback. I had basically finished my podcast, but it was a really rough copy. It had a lot of mistakes so it was hard to let others hear it when I knew it needed more work. They gave me great feedback so it was a positive experience. Whereas I think most of the time, I associate feedback with negative feelings. You only get called in if there might be something to criticize, right?
I need to work on giving feedback, because if it seemed satisfactory, there wasn't much I wanted to point out specifically that I thought was weak . I think I got the strong points out. I have to say then, that getting feedback was the more interesting experience.
I will definitely require my students to specifically use each assessment at least once and they will peer evaluate (if they have shown themselves to be mature enough).
Thursday, March 15, 2007
Thursday, March 1, 2007
Podcast
FreePlayMusic
is where i got the music for my podcast...it's free and no copyrights?
Anyway, my podcast is done...and it's long, five minutes! I read a poem about colonisation written by a french poet from Cameroun.
is where i got the music for my podcast...it's free and no copyrights?
Anyway, my podcast is done...and it's long, five minutes! I read a poem about colonisation written by a french poet from Cameroun.
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