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Cultural Superstars Ursula Mayr Battle Creek High School Battle Creek, MI |
SCENARIO PROFILE
Language |
French/German |
| Grade Level |
High School, Levels II and III |
| General Proficiency Level |
Intermediate |
| Duration of Scenario |
Five 90-minute class sessions and 15-minute lesson segments scheduled throughout the year |
I: SCENARIO COMPONENTS
DESCRIPTION
As students attempt to progress through the Intermediate range of proficiency, they learn to report events and describe people and situations that took place in the past. In this scenario, Level II and III students of French or German learn about and report on famous people from francophone or German-speaking cultures. Using Hyperstudio, PowerPoint or another electronic format, students create a presentation that names their cultural superstar and tells why the person is important in that culture and in the broader, world-wide context. Students must provide at least two pictures of the person from different times in the person’s life and information about 1) the person’s place and date of birth, 2) the person’s family, family members and parents’ occupations, 3) at least 10 important events in the person’s life and 4) at least five additional facts or items of interest. In addition, the presentation must provide information about the period during which the individual lived, including: 1) information and pictures of at least two important events or discoveries that took place during the person’s lifetime, 2) at least two examples of music from the time period, and 3) at least two works of art by different artists from the time period. Students will take the role of their famous person at a class social event, where they mingle with classmates and share information about “themselves.” Students also present their projects to the class, to other classes within the school (humanities, art, music, psychology, as appropriate), the language club, middle or elementary school students, and other speakers of French or German in the community.
LESSON PLAN OBJECTIVES
- Students learn about important individuals from the target culture as they review the formation and use of the passé composé and imparfait in French or the Perfekt and Imperfekt in German. (Lessons 1 and 2)
- Students conduct research on their assigned individual and prepare their presentation. (Lessons 3 and 4)
- Students share their projects with the class. (Lessons 5 and beyond)
- In this culminating activity, students take on the role of their famous person at a class social event, where they mingle with their classmates and share information about "themselves." (Lesson 6)
ASSESSMENT PLAN
ü Project Preparation Rubric
ü Fact sheet and Follow-up Game
ü Multimedia Presentation
STANDARDS
1.1 Interpersonal Communication
— Students ask and answer questions about famous francophone or German-speaking individuals.
1.2 Interpretive Communication
— Students listen as the teacher introduces a famous individual from francophone or German-speaking culture and reviews important historical events or social movements from the period.
— Students read information on Quia website(s) and play teacher-prepared games about the famous person.
1.3 Presentational Communication
— Students list famous individuals from American, francophone or German-speaking cultures.
— Students write questions using information from the teacher’s presentations.
— Students present their projects to the class.
2.1 Practices and Perspectives
— Students learn that streets, schools, and buildings are often named for historical figures, artists and philosophers.
2.2 Products and Perspectives
— Students learn about the works and ideas of Sarah Bernhardt and Claude Debussy or about Sigmund Freud and Käthe Kollwitz, as well as other important individuals from francophone or German-speaking cultures.
— Students listen to music and view works of art created by francophone or German-speaking artists.
3.1 Reinforcing Knowledge
— Students further their knowledge of history and the humanities through their own research and research conducted and presented by their classmates.
3.2 Acquiring New Knowledge
— Students learn about a variety of famous individuals from francophone or German-speaking cultures.
— Students learn about the history, artists, musicians, and artististic movements of a variety of francophone or German-speaking countries and cultures.
4.1 Comparing Languages
— Students compare verbs that report actions (passé composé, Perfekt) with verbs that describe people or situations in the past (imparfait, Imperfekt) in English and in French or German.
4.2 Comparing Cultures
— Students compare artistic styles and movements over time within a single francophone or German-speaking culture and among francophone or German-speaking cultures.
5.1 School and Community
— Students share their projects with the language club, with other classes within the school (humanities, art, music, psychology, as appropriate), with middle or elementary school students, and/or with other speakers of French or German in the community.
Beginning on 2/25/2002, Quia implemented a user fee for subscribers who wish to use Quia's activity manager to create and edit online activities and games. Teachers and students may continue to use existing activities at no charge. A list of similar Internet –based activity creation tools free of charge to teachers is available at
http://www.kn.pacbell.com/wired/fil/pages/listteacherli2.html.
Advanced technology users may prefer to use one of the following free game-creation softwares and incorporate learning games directly into a teacher-authored web page:
q Game-o-Matic http://clear.msu.edu/dennie/matic/
q Hot Potatoes http://web.uvic.ca/hrd/halfbaked/
Eminent French-speaking People
| Aznavour, Charles Belloc, Hilaire Beauvoir, Simone de Bernhardt, Sarah Breton, André Cezanne, Paul Chevalier, Maurice Chagall, Marc Debussy, Claude |
DeGaulle, Charles France, Anatole Gaugin, Paul Matisse, Henri Maugham, W. Somerset Maurois, André Mendes-France, Pierre Monet, Claude |
Proust, Marcel Ravel, Maurice Rodin, Auguste Rolland, Romain Schweitzer, Albert Toulouse-Lautrec, Henri Verne, Jules Zola, Émile |
Eminent German-speaking People
Adenauer, KonradAdler, AlfredAdler, FriedrichBonhoeffer, DietrichBrandt, Willy Brecht, Bertolt Dvorak, Antonin Ehrlich, Paul Frank, Anne Freud, Sigmund Hess, Rudolph |
Kafka, Franz Klee, Paul Kleiber, Erich Kreisler, Fritz Lehmann, Lotte Mahler, Gustav Mann, Erika Mann, Klaus Mann, Thomas Masaryk, Thomas |
Niemoller, Martin Nietzsche, Friedrich Regler, Gustav Ribbentrop, Joachim von Rilke, Rainer Maria Schnabel, Artur Schumann-Heink, Ernestine Steinmetz, Charles Zweig, Stefan |
Part II: LESSON PLANS
Lessons 1 and 2
(90-minute class sessions scheduled at least one week apart)
Functions
Asking for and stating information
Reporting events in the past
Describing events in the past
Vocabulary
Students review basic vocabulary including professions and family members.
Grammar
Passé composé and imparfait (est né(e), a fait, …; avait, était, habitait , …)
Perfekt and Imperfekt (hat gehabt, ist geboren, hat gemacht..; war, hatte, starb, glaubte,.. )
Culture
Practices and Perspectives
Students learn that streets, schools, and buildings are often named for historical figures, artists and philosophers.
Products and Perspectives
Students learn about the works and ideas of Sarah Bernhardt and Claude Debussy, Sigmund Freud and Käthe Kollwitz, or other important individuals of the teacher’s choice.
Materials Needed
Pictures of famous Americans
Teacher-prepared Cultural Superstar Fact Sheet
Transparency of Cultural Superstar Fact Sheet
CDs or tapes of music composed during the period
Photos or color transparencies of works of art from the period
A brief historical timeline of events from the period
Printed copies of the description of each important individual
Teacher-prepared review games and activities focusing on the passé composé and imparfait or on the Perfekt and Imperfekt tenses
4x6 cards
Concentration-type game board
List of famous people
Relevant print and electronic resources
Teacher-prepared quizzes on the passé composé and imparfait or on the Perfekt and Imperfekt tenses
Technology and Equipment
Overhead projector
CD or tape player
LCD projector
Computers with Internet access
Websites
http://www.quia.com
http://www.quia.com/jg/233924.html (Sigmund Freud)
http://www.quia.com/jg/249105.html (Käthe Kollwitz)
http://www.quia.com/jg/249071.html (Simone de Beauvoir)
http://www.quia.com/jg/249097.html (Sarah Bernhardt)
http://www.quia.com/jg/250581.html (Claude Debussy)
Sequence of Activities
1. Students name the famous Americans whose pictures are presented by the teacher, then work in pairs or small groups to make as long a list of famous Americans as possible.
2. Students work alone, then in pairs and groups, to list famous individuals from the francophone or German-speaking world.
3. Students listen and take notes using the Cultural Superstar Fact Sheet as the teacher introduces a famous individual from French or German culture, stating the famous person’s name and describing the person’s picture, telling the person’s profession, describing the person’s family, stating the city and country the person is from, noting the person’s year of birth, and stating several important additional facts about the individual and about historical events that took place during the person’s lifetime. Famous people to be described in Lessons One and Two might include, but are not limited to: French - Sarah Bernhardt and Claude Debussy and German – Sigmund Freud and Käthe Kollwitz.
4. Using a written copy of the presentation, students underline all verb forms and identify the tense in which the verb is written.
5. Students compare verbs that report actions (passé composé, Perfekt) with verbs that describe people or situations in the past (imparfait, Imperfekt).
6. Students complete teacher-prepared review games and activities focusing on the formation and uses of each past tense.
7. Students listen to music and view works of art from the period.
8. Students listen as the teacher reviews important historical events or social movements from the period.
9. Students write a review question using information from the teacher’s presentations on a 4x6 card. They write the answer to that question on another card, then place the cards face down on a Concentration board. Students take turns matching questions with the correct answers.
10. Using one question card and the answer card to a different question, students mingle in order to match their question with the proper answer and their answer with the corresponding question. Question and answer pairs are presented to the class.
11. In the computer lab, students visit the Quia website(s) and play teacher-prepared games created with the data for the famous person.
12. Students take teacher-prepared quizzes on the passé composé and imparfait or on the Perfekt and Imperfekt tenses.
13. After working with materials for two important figures selected by the teacher, students draw or are assigned the name of their own important francophone or German-speaking individual.
Lessons 3 and 4
(90-minute class sessions scheduled at least one week apart)
Functions
Asking for and stating information
Reporting events in the past
Describing events in the past
Grammar
Passé composé and imparfait
Perfekt and Imperfekt
Culture
Students learn about the practices, products, and perspectives associated with their cultural superstar.
Materials
Teacher-prepared Cultural Superstar Fact Sheet
Relevant print and electronic resources
4” X 6” notecards
Technology and Equipment
Computers with Internet access
Computers with Hyperstudio and/or PowerPoint
Websites
http://www.quia.com
http://www.geography.about.com
http://www.atlapedia.com
http://www.fwsd.wednet.edu/fw/schools/sac/french/listof.htm
http://www.earlystart.co.uk/esfrench1/04people.htm#encyc
http://www.german-way.com/german/famous.html
Sequence of Activities
1. Using the teacher-prepared Cultural Superstar Fact Sheet, students conduct research on their assigned individual.
2. Students create review games using http://www.quia.com or using 4” X 6” notecards and the Concentration game board.
3. Using Hyperstudio or PowerPoint, students create a presentation that provides information on the background, family, activities, and great works of their assigned individual as well as on the historical events, musical and artistic movements of that period.
Lessons 5 +
(15-minute lesson segments scheduled throughout the remainder of the semester)
Functions
Asking for and stating information
Reporting events in the past
Describing events in the past
Grammar
Passé composé and imparfait
Perfekt and Imperfekt
Culture
Students learn about the practices, products, and perspectives associated with their classmates’ cultural superstars.
Materials
Student-created presentations
CDs or cassettes
Technology and Equipment
Computers with Hyperstudio and/or PowerPoint
LCD projector
CD or cassette player
Website
http://www.quia.com sites created by students
Sequence of Activities
1. Students present their projects to the class, one project per day, during a 15-minute segment of the class period.
2. Classmates prepare and ask a minimum of two follow-up questions.
3. Students play review games about their classmates’ presentations using either their classmates’ 4” X 6” question cards arranged on the Concentration game board or using their classmates’ http://www.quia.com sites.
Final Lesson
(One 30 – 90-minute segment of a class session)
Functions
Asking for and stating information
Reporting events in the past
Describing events in the past
Vocabulary and Grammar
New vocabulary and grammar are not introduced in this lesson.
Culture
Students learn about the practices, products, and perspectives associated with their classmates’ cultural superstars.
Materials
Information sheet for recording each classmate’s name, name of their famous person, and three important facts about their famous person
Student-prepared costumes and props associated with their famous person
Sequence of Activities
1. Wearing costumes and using props appropriate to their famous person and his or her historical period, students mingle with their classmates, sharing information about “themselves.”
2. Students record classmates’ names, the name of their famous person, and three important facts about that famous person or the time period during which the person lived.
3. During this class period and throughout the remainder of the school year, students share their projects with the language club, with other classes within the school (humanities, art, music, psychology, as appropriate), with middle or elementary school students, and/or with other speakers of French or German in the community.
Part II: ASSESSMENT
Narrative
Students are assessed at several points during the unit. Students take teacher-prepared quizzes on the formation and uses of the past tenses at various times during the unit. In addition, students are assessed on 1) their use of in-school work time, 2) the completeness and accuracy of their Cultural Superstar Fact Sheet and http://www.quia.com game or 4” X 6” Concentration cards, and 3) their Hyperstudio or PowerPoint presentation.
Project Preparation Rubric: Use of class time
Students’ use of class time during Lessons 3 and 4 is assessed using the following rubric.
| Cultural
Superstars: |
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| Criteria |
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| Work habits |
Student is rarely on task 0 |
Student is on-task part of the time 3 |
Student is on-task the entire time 5 |
| Completion of work |
Student completes only a small portion of the research during class time, including the person’s place and date of birth and a description of the person’s family 1 |
Student completes more than half of the research during class time, including the person’s place and date of birth, a description of the person’s family and at least ten facts or events 3 |
Student completes all of the research during class time, including the person’s place and date of birth, a description of the person’s family, at least ten events and five interesting facts 5 |
| Self-directed research |
Student needs consistent support and redirection from the teacher 2 |
Student works independently, but needs help and redirection from the teacher 4 |
Student works independently and needs little or no help and redirection from the teacher 5 |
| Total = __________ /15 points |
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Cultural Superstars: Fact sheet and Follow-up Game
Students are evaluated on the completeness and accuracy of their Cultural Superstar Fact Sheet and http://www.quia.com game or 4” X 6” Concentration cards using the following rubric.
Cultural Superstars: |
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Criteria |
1
Point |
3 Points |
5
Points |
Completeness of Fact Sheet |
Student includes 15 or fewer correct facts about the superstar |
Student includes 16 to 20 correct facts about the superstar |
Student includes 21 to 25 correct facts about the superstar |
| Number of questions in Quia or Concentration game |
Student creates ten or fewer questions |
Student creates 11 to 14 questions |
Student creates 15 questions or more |
| Appropriateness of questions |
Few questions address important facts, issues or events |
Many questions address important facts, issues or events |
All questions address important facts, issues or events |
| Accuracy |
Student rarely uses the past tenses correctly; there are many patterns of errors with other known constructions |
Student often uses the past tenses correctly; there are some patterns of errors in other known constructions |
Student usually uses the past tenses correctly; there are few patterns of errors in other known constructions |
| Total = __________ /20 points |
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Final Hyperstudio or PowerPoint presentation
Students’ Hyperstudio or PowerPoint presentation is assessed using the following rubric.
Cultural Superstars: |
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| Criteria |
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Importance |
Does not explain why person is important 1 |
Explains why person is important within his or her own culture 3 |
Explains why person is important within his or her own culture and within a worldwide context 5 |
InformationPlace, date of birth, family, and 15 facts |
Includes more than five but fewer than 10 facts 0 5 |
Includes 10 to 24 facts 8 12 16 |
Includes 25 or more facts 20 |
Music and art |
Includes 1 piece of music OR art from time period 2 |
Includes 2 pieces of art OR music from time period 6 |
Includes 2 pieces of music AND art from time period 10 |
| Uses of tenses |
Frequent patterns of errors when reporting or describing in the past 3 |
Infrequent patterns of errors when reporting or describing in the past 8 |
Random errors when reporting or describing in the past 10 |
| Creativity, pictures and special effects |
Consistently uses one of the following techniques: sound effects OR transitions OR WordArt; includes no pictures of the person or of important events or discoveries 1 |
Consistently uses two of the following techniques: sound effects OR transitions OR WordArt; includes two or three pictures of the person OR of important events or discoveries 3 |
Consistently uses sound effects, transitions, AND WordArt; includes four or more pictures of the person AND of important events or discoveries 5 |
Total = __________ /50 points |
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