Ma tiera esta enferma http://www.youtube.com/watch?v=zlugcpczjhQ

Ma Vie au Soleil http://www.youtube.com/watch?v=NqyOJ7oUnbI

Global Challenges: Education Why can’t all children go to school? http://www.guardian.co.uk/world/2012/nov/09/nobel-peace-prize-malala-yousafzai

Launching the Unit Day 1 2012 Unesco Education for All Global Monitoring Report

Unit Theme and Question Global Challenges: Education Grade Level 9 - 12 Language Level NH - IL Date 4/22/13 Day in Unit 2 Unit Theme and Question Global Challenges: Education Why can’t all young people go to school? STANDARDS LESSON OBJECTIVES What is the communicative and cultural goal for the lesson today? Students can: List reasons why education is important for all people; Identify countries where all children cannot go to school; How will the modes of communication be addressed in this lesson? √ Interpretive Identify reasons why education is important based on video and text; Interpret the colors on a world map related to education Interpersonal Share additional reasons why education is important Presentational Express opinions on importance of education If applicable, indicate how the Connections/Comparisons/ Communities goals of the unit will be part of your lesson today. Connections Global Studies; Geography Comparisons Communities

Elicit Performance / Provide Feedback Lesson Sequence Activity/ Activities What will you do as the teacher? What will students do? Time How much time will this segment take? Materials Resources Technology Be specific. What materials will you develop? What materials will you bring in from other sources? Gain Attention Get students’ attention, pique interest (engage students when they arrive, introduce posted goals, establish context, make certain students know how they will use the new information) 10 Provide Input Teacher presents and models new information or concepts in small chunks to avoid information overload. Elicit Performance / Provide Feedback Students practice new information/concepts individually and in pairs/groups.

Elicit Performance / Provide Feedback (2) Lesson Sequence Activity/ Activities Time Materials Resources Technology Provide Input (2) 10 Elicit Performance / Provide Feedback (2) 5 Assess Performance / Closure Teacher checks to see that each student met the lesson goals. Enhance Retention & Transfer meaningful practice outside of class

Provide Input: Text http://www.populationdata.net

Elicit Performance/Provide Feedback: Pair and Group Work

Elicit Performance/Provide Feedback Assess Performance Discuss this image and the reading with your group. Then, pick up a pen and write your thoughts giving reasons from the texts.

Student Can-Do

Teacher Can-Do

Vocab List

Grammar in Context P A C E resentation Shrum & Glisan

Déjeuner du matin, Jacques Prévert Il a mis le café Dans la tasse Il a mis le lait Dans la tasse de café Il a mis le sucre Dans le café au lait Avec la petite cuiller Il a tourné Il a bu le café au lait Et il a reposé la tasse Sans me parler Il a allumé Une cigarette Il a fait des ronds Avec la fumée Il a mis les cendres Dans le cendrier Sans me parler Sans me regarder Il s'est levé Il a mis Son chapeau sur la tête Il a mis son manteau de pluie Parce qu'il pleuvait Et il est parti Sous la pluie Sans une parole Et moi j'ai pris Ma tête dans ma main Et j'ai pleuré. All French teachers know this poem and many use it, Textbooks also. But where do we find the poem in Older textbooks and when do we use it?

P A C E Grammar in Context resentation ttention o-construct This is the critical difference….and relates back to Teaching vs learning, it’s outside the head if we are Explaining it, inside the head is students are explaining It. o-construct

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’__________ de la musique. French teachers have to opt out for a minute…..

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’ ai écouté de la musique.

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’ ai écouté de la musique. jouer Puis, j’ _____________ au volleyball.

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’ ai écouté de la musique. jouer Puis, j’ ai joué au volleyball.

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’ ai écouté de la musique. jouer Puis, j’ ai joué au volleyball. gagner J’______________ le match.

Passé composé nager Hier, j’ ai nagé à la plage. écouter D’abord, j’ ai écouté de la musique. jouer Puis, j’ ai joué au volleyball. gagner J’ ai gagné le match. If you were a textbook author, how would you explain how to speak and write in the past?

P A C E Grammar in Context resentation ttention o-construct xtend Make sure that students can apply the new learning, Ask them to write simple sentences, a poem in the Style of Prevert, the poem from the point of view of the Husband, whatever allows them to create with Language using the new structure xtend

Great Art of France: Virtual Visits Elle s’appelle Mona Lisa. Elle a 32 ans. Elle n’est pas jolie, mais elle n’est pas laide, non plus. Elle a les cheveux longs, pas noirs, pas blonds......

Yesterday – Today - Tomorrow What did you do? What are you going to do? What are you doing?

What is your grading system? Pretend that I am the parent of a student. I want to know how grades are determined so that I can better understand the grade my child has. Jot down how you determine the final quarter/semester grade. Be sure to include any elements that are required by your school or school district.

Other Samples Posted on Wiki Rubrics for interpersonal, presentational Sample assessments for French 1, Spanish 1 Interpretive Assessment – ACTFL IPA Homework/Project Choice Board