Denise+S.

Here is the Little Prince Preassessment page as some couldn't open it from my powerpoint...sorry..

Bonjour tout le monde...Hello everyone. I am meeting a lot of new people in our new course.

Wednesday, le 8 avril: Module 2: This module has helped me to think about using standards,cfq's and formative assessments in the following manner: I will look at these first (standards) and decide which is the most important for my course of study. Now that I am delving deeper into my Little Prince project, I am beginning to look at all activities chosen more carefully. I am learning that I must look at the Big Picture first and then proceed to more concrete questioning.. it is a little like starting with Bloom's highest level..more of a challenge for both students and teacher...



Response to brainstorming question p.3.04 As part of a unit on weather, students could be asked to research the weather in France, or other French-speaking countries. Units on food would also be conducive to reasearch on the internet.. Once a month students now go to Francenews.com and find current events to share with classmates. In the Unit on the Little Prince, students will research the historical time of the writing as well, they could use the internet to create posters (website given to me by Bob...thanks) .. there also are sites to create postcards students could email to one another.. there are so many options...students will choose which mini projects to do..they have to do 2 each week. Response to Discuss on 4.04 I looked at the sample of the Misterio de los Mayas The power point answered most of the CFQ's... both in the Spanish and English slides. For the 21st century skills, it was evident that self-direction was needed to do the investigation and then collaboration would have to have been used in order for the "research groups" to make the power point...couldn't find out how many students would be in each group, but it was obvious that a lot of information was gathered. From viewing the collaboration and rubrics it would be necessary for all activities in the classroom to support the creation of the product. However, one would have to observe a class during the project to get a better idea of the answer to question 5-section 3. Students would have to know how to make the powerpoint and use the internet to research the Mayan Civilization information. As there is a Spanish sample, the students did cover the standards noted in the teacher's unit plan, but once again, one would want to see the class to know that all students were participating here. It appears that in the Unit Summary all areas noted were covered.

Denise's support material 1---a graphic organizer for the compare and contrast activitiy : Baobab dangers vs Environmental Dangers Today will be uploaded later... Module 3 Act 6... This module has helped me think about the impact of the Internet... It can be a great tool..so many sites to visit that sometimes you can become overwhelmed.. I do think the teacher must preview sites and perhaps give a list for the students to use, and then allow them a little freedom to find other sites that they "may" use as long as they cite their sources...the Internet has helped me to open the world for my students..i.e.. we now visit the Louvre, and Rodin museums in Paris and the Prado in Madrid when we study art..... A student group is travelling to Besançon in June and we have accessed a news site their...even saw a Christmas parade...instantaneous..it was wonderful for them and for me..