Webquest

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ProcessEvaluationConclusion

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[Teacher Page]

A WebQuest for 11th Grade (French 3)

Designed by

Amanda [email protected]

Based on a template from The WebQuest Page

It’s My Party

http://webquest.org/index.php



Student PageTitle

IntroductionTask


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There is a new exchange student that just came to your school from a francophone country. To make the student feel welcome and to learn more about his/her heritage, you and two other students are planning a celebration for a holiday from the student’s native country.

Introduction

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IntroductionTask


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In order to help guests understand more about the customs and values related to the holiday, you will need to search for more information. Make sure information is accurate, and that your event is culturally enlightening, interesting, and FUN!

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The Task

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[Teacher Page]

For this activity, you, with a group of peers, will plan a celebration for a francophone holiday.

Together, you will assemble a summary of your event plans to present orally to the class.

In order to make your event fun, the origins about a holiday will design and/or plan a party/event.

Step 1As a group, decide which holiday you will host a party

for. Step 2Each member chooses role.Step 3Use the internet independently and search the

provided sites to learn more about your chosen holiday.

Step 4Group members combine information into one plan

proposal, using Word.Step 5Each member will present his/her portion of the

proposal to the class.**Group members should maintain good

communication while researching so that information is not repeated in the presentation or proposal**

The Process

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Step 1Decide which holiday you will host a party for:

-Têt Nguyên Dán Vietnam– “New Year”

-Le quatorze juillet (Bastille Day) La Republique Francaise– “Independence Day”

-Poisson d’Avril France et Quebec– “April Fool’s Day”

-Carnaval Quebec– “Mardi Gras”

The Process

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Step 2Choose each member’s role:

-ResumeFocus on history of holiday, country, culture and

connection between the celebration and society. You should prepare something physically demonstrative about your holiday

-SpecifiquesLearn about customs generally included in the

celebration to teach guests important details about typical celebration. Make a craft/ decoration for the event and explain its cultural relevance to the class.

-ComparaisonsExplain similarities and differences between the

previously presented customs, ideals, and histories in the United States and the francophone country.

EACH GROUP MEMBER MUST ALSO DEFINE AND EXPLAIN THE SIGNIFICANCE ONE SET OF GIVEN TERMS.

The Process

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Têt Nguyên Dán Viêt Nam– “New Year”

Termes:Nouvel AnViêt Nam / vietnamien(ne) Les pétardsLes quartiersLa pleine lune--------Le solstice d'hiver L'équinoxe de printempsLe dragon d'or ChasserNouvel An chinois --------La pagode La chance/la malchanceSalutation rituelle Enveloppes rougesMauvais esprits

The Process

Sources For Research

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Têt Nguyên Dán Viêt Nam– “New Year”

Party Guide Online.comVietnam-Culture.comAdopt Vietnam.orgFamily Culture.com

Sources

http://www.adoptvietnam.org/vietnamese/crafts-vietnamese.htm

http://www.adoptvietnam.org/vietnamese/crafts-vietnamese.htm

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Le quatorze juillet (La fête nationale française )La Republique Francaise– “Independence Day”

Termes:Fête de la FédérationDéfilé militaireAvenue des Champs-Elysées la garde républicainemanifestation --------Président de la République françaiseTour de FranceStorming of the BastilleDéclaration des droits de l'Homme et du citoyenune escorte à cheval de--------La revolution francaisemonarchie constitutionnellefeux d'artifices InstaurationUnités

The Process


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Le quatorze juillet (La fête nationale française )La Republique Francaise– “Independence Day”

French.about.comLa Presidence Francaise Crayola.com/craftsForeign Language Fun.com

Sources

http://french.about.com/library/weekly/aa071400f.htm

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Poisson d’AvrilFrance et Quebec– “April Fool’s Day”

Termes:canularaccrocher se gausser l’exclamation le roi de France Charles IX--------l’Édit de Roussillon rallongement des journées l’ichtus chrétienla légende se rebiffèrent--------chamboulât congénères la pêche Cartes postalesLe musée-château de Dieppe

The Process


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Poisson d’AvrilFrance et Quebec– “April Fool’s Day”

Fr.Wikipedia.orgBricokid.comPetites Tetes.comptitclic.net

Sources

http://fr.wikipedia.org/wiki/Poisson_d%27avril

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CarnavalQuebec– “Mardi Gras”

Termes:Cérémonies d'ouverture et de fermeturePalais de glacefestivaliersBonhomme Carnaval les "clés de la ville“-------- Masques Les Défilés de nuit le CarêmefouleCoutumes-------- Encan PopulaireCollecte de sang ThèmesLes "Duchesses“la Nouvelle-France

The Process


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CarnavalQuebec– “Mardi Gras”

Carnaval.qc.ca.frPetites Tetes.comTete a modeler.comFr.wikipedia.org

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[Teacher Page] Evaluation

CATEGORY 4 3 2 1

Comprehension Student is able to accurately answer almost all questions posed by classmates.

Student is able to accurately answer most questions posed by classmates.

Student is able to accurately answer a few questions posed by classmates.

Student is unable to accurately answer questions.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group.

Usually listens to, shares with, and supports the efforts of others in the group.

Often listens to, shares with, and supports the efforts of others in the group.

Rarely listens to, shares with, and supports the efforts of others.

Speaks Clearly Speaks clearly and distinctly most of the time.

Speaks clearly and distinctly about half of the time.

Speaks clearly and distinctly some of the time.

Speaks clearly and distinctly almost none of the time.

Content - Accuracy

All information is accurate.

Only one or two pieces of information were inaccurate.

Several pieces of information were inaccurate.

Numerous pieces or most of the information was inaccurate

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When all of the event proposals have been presented, the class will vote on which we will celebrate on the last day of the unit.

Conclusion

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Introduction

Task

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Evaluation

Conclusion

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[Teacher Page]

www.fotosearch.com/clip-art/jester.htmlhttp://www.psscentral.com/index.php?p=1_197_Preschool-Sunday-School-Party-Pagehttp://www.dailyclipart.net/clipart/party-hat-clip-art/http://www.wisegorilla.com/images/holiday/holiday.htmlhttp://www.ptotoday.com/pto-today-clip-art-galleryhttp://www.artclips.com/clipart/free/ClipArtCollection8.asphttp://holidays.mrdonn.org/chinesefestivals.htmlhttp://school.discoveryeducation.com/clipart/clip/ballons.htmlhttp://school.discoveryeducation.com/clipart/clip/funfish.htmlhttp://www.aperfectworld.org/places.html

The WebQuest Page The WebQuest Slideshare Group

Credits & References




http://www.slideshare.net/group/webquest





[Student Page]

TitleIntroduction

LearnersStandardsProcess

Resources

Credits

Teacher Page

EvaluationTeacher Script

Conclusion

A WebQuest for 11th Grade (French 3)

Designed by

Amanda [email protected]

Based on a template from The WebQuest Page

It’s My Party

[Student Page]

TitleIntroduction


Resources

Credits

Teacher Page

This has been created as a “practice run” WebQuest design for the EDUC331 course at Colorado State University.

In this lesson, students will need to develop their understandings of differing cultures and present them to the class. The are to compose an event proposal to be given to me after their presentation.


Conclusion

Introduction (Teacher)

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TitleIntroductionLearnersStandardsProcess

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I formed the lesson assuming that a more advanced level (11th grade- 3rd year) of students would employ it. Some of the websites are written all in French and some are not. The goal is for them to develop an understanding of the holiday and celebration, and then present it in his/her own words.


Conclusion

Learners (Teacher)

[Student Page]

TitleIntroduction

LearnersStandards

ProcessResources

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-As students at the advanced level extend their knowledge, what they know and are able to do includes · applying pronunciation and intonation patterns at a normal rate of speech; · making predictions, analyzing, drawing conclusions, and expressing facts and opinions; · defining points of view; and · summarizing and paraphrasing.

-Analyzing aspects of the cultures being studied, such as social and political institutions and laws;


Conclusion

Curriculum Standards (Teacher)

[Student Page]

TitleIntroduction


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“For this activity, you, with a group of peers, will plan a celebration for a francophone holiday. Together, you will assemble a summary of your event plans to present orally to the class. In order to make your event fun, the origins about a holiday will design and/or plan a party/event.

Step 1As a group, decide which holiday you will host a party for. Step 2Each member chooses role.Step 3Use the internet independently and search the provided sites to learn more about your chosen holiday.Step 4Group members combine information into one plan proposal, using Word.Step 5Each member will present his/her portion of the proposal to the class.**Group members should maintain good communication while researching so that information is not repeated in the presentation or proposal**”


Conclusion

The Process (Teacher)

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TitleIntroduction


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Students should have contact with the instructor to help with guiding thought, answering questions, and evaluating team performance.

I think a class set of dictionaries would be helpful.


Conclusion

Resources (Teacher)

[Student Page]

TitleIntroduction


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Conclusion

Evaluation (Teacher)CATEGORY 4 3 2 1

Comprehension Student is able to accurately answer almost all questions posed by classmates.

Student is able to accurately answer most questions posed by classmates.

Student is able to accurately answer a few questions posed by classmates.

Student is unable to accurately answer questions.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group.

Usually listens to, shares with, and supports the efforts of others in the group.

Often listens to, shares with, and supports the efforts of others in the group.

Rarely listens to, shares with, and supports the efforts of others.

Speaks Clearly Speaks clearly and distinctly most of the time.

Speaks clearly and distinctly about half of the time.

Speaks clearly and distinctly some of the time.

Speaks clearly and distinctly almost none of the time.

Content - Accuracy

All information is accurate.

Only one or two pieces of information were inaccurate.

Several pieces of information were inaccurate.

Numerous pieces or most of the information was inaccurate

[Student Page]

TitleIntroduction


Resources

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Teacher Page


Conclusion

Credits & References (Teacher)www.fotosearch.com/clip-art/jester.htmlhttp://www.psscentral.com/index.php?p=1_197_Preschool-Sunday-School-Party-Pagehttp://www.dailyclipart.net/clipart/party-hat-clip-art/http://www.wisegorilla.com/images/holiday/holiday.htmlhttp://www.ptotoday.com/pto-today-clip-art-galleryhttp://www.artclips.com/clipart/free/ClipArtCollection8.asphttp://holidays.mrdonn.org/chinesefestivals.htmlhttp://school.discoveryeducation.com/clipart/clip/ballons.htmlhttp://school.discoveryeducation.com/clipart/clip/funfish.htmlhttp://www.aperfectworld.org/places.html

The WebQuest Page The WebQuest Slideshare Group

Webquest

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Transcript of Webquest