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In teg rat in g th e 21s t Cen tu ry

Ski l ls Effec t ively in to anIm m ers ion Prog ram

Helene ChanStanford University

San Jose State UniversityCLEF

October 18, 2013

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Using 21st Century Tools to Teach 21stCentury Skills

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Objectives Describe the role of the World Languages 21st

Century Skills Map. ACTFL World Languages 21st Century Skills Map

includes skills description and the interdisciplinarythemes.http://www.youtube.com/watch?v=HW5grjZf3zc

Explore sample student activities aligned to the21st Century Skills Map elements in the immersionsetting.

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Framework for 21st Century LearningCore Subjects and21st CenturyThemes

Life and Career

SkillsLearning andInnovation Skills

Information, Mediaand TechnologySkills

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Core Subjects English Reading/Lang Arts World Languages Arts Mathematics

Economics Science Geography History Government Civics

21st Century Themes (21st Century Content)

Global Awareness Financial, Economic,

Business andEntrepreneurial Literacy

Civic Literacy Health Literacy

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Learning andInnovation Skills

Creativity andInnovation Skills

Critical Thinking and

Problem Solving Skills Communication and

Collaboration Skills

Information, Media &Technology Skills

Information Literacy Media Literacy ICT Literacy (Information,

Communications, andTechnology)

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Life and Career Skills

Flexibility and Adaptability Initiative and Self Direction Social and Cross-Cultural

Skills Productivity and Accountability

Leadership and

Responsibility

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The language classroom in theU.S. has been transformed in the

last 20 years to reflect anincreasing emphasis ondeveloping studentscommunicative competency.

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1. Students learned aboutthe language (grammar)

2. Focused on isolatedskills (listening,speaking, reading, andwriting)

3. Coverage of a textbook

4. Using the textbook asthe curriculum

5. Only teaching language

1. Students learn to use thelanguage

2. Focus on the threemodes: interpersonal,interpretive, andpresentational

3. Backward designfocusing on the end goal

4. Use of thematic unitsand authentic resources

5. Using language as thevehicle to teachacademic content

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6. Use technology as a cooltool

7. Same instruction for allstudents8. Artificial situations from

textbook

9. Confining languagelearning in the classroom

6. Integrating technologyinto instruction to enhancelearning

7. Differentiating instruction tomeet individual needs 8. Personalized real world

tasks

9. Seeking opportunities forlearners to use languagebeyond the classroom

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10. Testing to find out whatstudents dont know

11. Teacher-centered class

12. Students turn in workonly for the teacher

10. Assessing to find outwhat students can do

11. Learner-centered withteacher as facilitator orcollaborator

12. Learners create toshare and publish toaudiences more than justthe teacher

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5 Step Communicative Lesson Plan (adapted from SWLP)

1.Setting the Stage : Short exploratory activity, prompt,video, etc. that focuses students attention before theactual lesson begins.

2.Comprehensible Input Introduction : Teacherpresentation of contextualized language functions(vocabulary, language structures), skills, and conceptsthe teacher will impart to the students in context whatthe students need to know in order to be successful.Student comprehension is periodically assessed bycomprehension checks , which help the teacher adjustthe presentation to ensure acquisition of language.

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5 Step Communicative Lesson Plan (adapted from SWLP)

3. Guided Practice : Guiding, scaffolded activities that help studentsanalyze and discover vocabulary and grammar and internalize thecomp. inputs material.

4. Independent Practice (Application/Extension): Activities in

which students integrate what they have learned to generate theirown language, i.e. communicate. Students spread their wingswith much less, if any, formal scaffolding.

5. Assessment Plan/Evaluation: Determines and providesconvincing evidence as to whether the objectives of a lesson havebeen adequately achieved by students.

Is both ongoing and formative (steps 2, 3, 4), helping to adjust instruction

Step 5: Is cumulative/summative : combines all components and learning in acontextualized format so as to demonstrate learning. (final test, project, etc.)

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Food and Hunger

French I: (Targeted Proficiency Level Novice Mid)

AP theme: Global ChallengesTopic: Food and Hunger

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Learning Scenario Students will consider personal connections with food.They will consider the type of food that they and otherseat and will indicate their likes and dislikes. They will beable to say why they eat/dont eat certain foods,

describing their tastes and commenting on how healthyor unhealthy certain foods are. They will be able toexplain the number of calories needed to sustain life andwill analyze the number of calories they consume withregard to the US and other food pyramids. Finally, they

will consider why hunger exists, where it is prevalent andhow various organizations are helping. As a classstudents will work individually and in groups to drawattention to hunger issues.

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Standards Goal 1 : Communica t ion 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 betweenthe products and perspectives of the culture studied.

Goal 3: Connectio ns 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 : Compar isons 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 : Comm uni ty 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.

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Hungry Planet: What the World Eats in a Weekhttp://www.visualnews.com/2013/04/27/hungry-planet-what-the-world-

eats-in-a-week/ Peter Menzel describe the weekly food purchases and costs,showing photographs of the family at home, and these portraits ofthe entire family surrounded by a weeks worth of groceries.

Youtube: Hungry Planethttp://www.youtube.com/watch?v=osSpWbmEYF4

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Understanding

Food is necessary for life. Hunger is everywhere.

Essential Questions

How do we eat well? Why does hunger exist?

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Students will beable to:

ask and answerquestions aboutfood and hunger

Vocabulary: Are you hungry?I am/am not

Grammar:to haveidioms (avoir faim)(to be hungry)

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Are you hungry? Yes, I am hungry. Do you want ?

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Flyswatter Game

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Students will beable to:

talk about likesand dislikesconcerning commonand internationalfoods

Vocabulary:

Do you like.? I like / dont like? I like a little, I like a lotI love, I hatetypical level 1 foods 20 wordsselected cultural foods fromvarious French speakingcountries 20 words

Grammar:definite articlesnegation-er verbs

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Do you like.? I like / dont like? I like a little I like a lot I love I hate

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Race GameClass against teacher

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Students will beable to:

identify wherecertain foods arefrom and identifykey ingredient(s)

Vocabulary:La Ratatouille is a traditional Frenchprovenal stewed vegetable dish,originating in Nice.There are eggplant, zucchini, bell pepper,tomatoes, onions and garlic.

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Tu aimes la ratatouille?La ratatouille est un plat typiquement du Sud, composde lgumes, mijot, et qui sent bon le soleil.

Accompagn de viande ou de crales comme le riz, lequinoa, le bl, la ratatouille est un plat plein devitamines. Simple prparer et conomique, laratatouille chatouille les papilles grce au mlange subtildes parfums.

Pour 4 personnes:3 courgettes1 petite aubergine1 petit poivron vert1 petit poivron rouge

1 petit poivron jaune4 tomates bien mres2 oignons2 gousses d'ailSel, poivreHuile d'oliveBouquet garni

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Tu aimes la ratatouille?

laubergine la courgette le poivron rouge,

vert, jaune

la tomate loignon lail

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La ratatouille

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Students will be

able to:

ask and answerif they would likecertain dishes andgive reasons

Vocabulary:Would you like to (name)?I would/would not likebecause

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Would you like to(name)?

I would/would not like

because

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Quest -ce que tu prfres?Pourquoi?

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Students will beable to:

find out where andexplain why hungerexists in the world

Vocabulary: Food is

necessary for life.Where are peoplehungry?How many people arehungry?

Vocab:(percentage)

of people are hungryHunger exists becauseof war, poverty, climatedrought (not enoughwater)

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Hunger Map 2012

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Find out where andexplain why hunger existsin the world.Hunger is a complexissue, but some of themain reasons for hungerinclude poverty, naturaldisasters (drought,earthquakes, typhoons),poor agricultural

managements andinfrastructures, over-exploitation of resourcesand human conflicts.

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Students will beable to:

say why they makegood / poor foodchoices

Vocabulary:I eat well because to be healthy,to avoid cancer, obesity,energy, healthy, unhealthy

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Why peoplemake good /

poor foodchoices Youtube: Planning for

good eating Cartoon:http://www.youtube.com/watch?v

=58eFNxlLr5s

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Healthy eating

I eat well because to be healthy,

to avoid cancer obesity

energy healthy unhealthy

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Health: Eating Well is a Luxury 1. Rich people do not eat as well as poor people.2. 10% of the population of France is considered to be poor.3. Poor people eat too many French fries.

A recent study (*) shows that the poorest people eat poorly and putting theirhealth at risk. A major problem in our country where one in ten areconsidered poor. Today, buying a chocolate bar, chips or a can of raviolicost less money than a kilo of oranges, a piece of cheese or fish or meat.Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they havenot much money. Of these, only one out of 100 eat enough fruits andvegetables to get enough vitamins and fiber. And fewer than one in 10 eatenough cheese to get enough calcium. For these people, health risks are of

concern: obesity, heart problems, cancer, behavioral problems. Given thegravity of the situation, food aid should perhaps provide more fresh produce,like fruits, vegetables, cheese. This is what the authors suggest that thesurvey noted that the less well-fed do not buy themselves fresh. How couldthey? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005

ACTFL Webinar - Laura Terrill

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Summative Interpersonal Assessment

You are attending a student United Nations event. The topic is

food and hunger. You will represent one country and interactwith others from other countries. Have a conversation whereyou ask and answer questions to discuss:

Where you liveFood likes and dislikesFoods that you eat in your countryHealthy and unhealthy behaviorsHunger issues where you live

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InterpretiveStudents will read short authentic texts thatprovide information on food and hunger. Theytexts will be excerpted from Copain du Monde.http://www.copaindumonde.org/5122.0.html Students will begiven key English words and asked to find theFrench equivalent. They will be given statements

and will indicate which statements provideinformation that is shared in the reading. Theywill also watch a brief youtube clip and state themain idea of the clip in English.

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InterpersonalStudents will have completed variousactivities based on visuals throughout the

unit. For the interpersonal assessment,students will be given random images andwill be expected to ask and answerquestions about food choice, likes anddislikes and diet. They will discuss hungerbased on the setting of the images.

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PresentationalStudents will create a public serviceannouncement to address nutritional and /or hunger issues in their community.

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Aligning Food & Hunger Lesson Activities with 21 st Century Skills

Creativity andInnovation

Students will create a public serviceannouncement to address nutritional and/ or hunger issues in their community.

CriticalThinking andProblemSolving

Students will work in groups to find outwhere and why hunger exists in theworld.

CommunicationandCollaboration

Students will collaborate and will workcooperatively with team members on theissue of food and hunger in the world.

Learning and Innovation Skills

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Aligning Food & Hunger Lesson Activities with 21 st Century Skills

InformationLiteracy

Hunger Planet:http://www.youtube.com/watch?v=osSpWbmEYF4

MediaLiteracy

Students will evaluate information from themedia (magazines, newspapers or TVreports) about the eating habits, foodpreferences, healthy and unhealthy foodchoices of the people in their communityand examine why hunger exists in their

community.TechnologyLiteracy

Students will use technology to researchWhat the World eats in a week? and Whydo people go hungry?

Information, Media and Technology Skills

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Aligning Food & Hunger Lesson Activities with 21 st Century Skills

Life and Career Skills

FlexibilityandAdaptability

Students will consider personalconnections with food, they will indicatetheir likes and dislikes, comment on howhealthy or unhealthy certain foods are.

They will analyze the number of caloriesthey consume with regards to the US andother food pyramids.

Initiative and

Self-Direction

Students will set their own goal for healthy

eating habits and reflect on why hungerexists, where it is prevalent and howvarious organizations are helping.

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Aligning Food & Hunger Lesson Activities with 21 st Century Skills

Social andCross-Cultural Skills

Students will discuss which countries arehealthier than others.

ProductivityandAccountability

As a class students will work individuallyand in groups to draw attention to hungerissues.

LeadershipandResponsibility

As responsible leaders, students will focuson this essential question How doeshealthy eating for everyone make theplanet a better place to live?

Life and Career Skills

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This lesson plan on Food and Hunger isan adaptation of the presentations by

Toni TheisenLaura Terrill

and

Paul Sandrockat ACTFL conferences