Final Project Remarks and Score ± Mission digestive In many ways, a test of the effectiveness of your plan was

how much I learned about these science/health concepts from reviewing your lessons! I guess I knew some of this once, but not necessarily in French. You have learned, I think through this course, the pedagogical and theoretical underpinnings of foreign language teaching and learning. But you also bring with you to the teaching profession, an innate ability to organize, to communicate to other educators and students, and to create highly engaging lessons. In other words, you have that combination of the art and the science of teaching. Your work is excellent in every aspect. I see why you were obviously a great home-schooler and I hope that you have every opportunity to apply your talents and dedication to the public or private schools. Rubric for evaluating your unit plan Score: 100 / 100

Performance Assessment (related to Mission digestive unit) Both assessments are very well thought out and constructed; you·ll be able to decide which one to use when actually teaching. The second would benefit from your being in a school where students have learned and are familiar with video production so that you don·t need to take time to teach that.. Your directions to students and the support materials/organizers, etc. are geared toward students· aiming for best work. Too often, teachers want the test to be where all support is withdrawn and that is not instructive One the best features is that both of these assessments are performance- and content- based and parallel teaching processes. It is that seamlessness that is prized today. Rubric for evaluating your assessment Score: 50 / 50 Project: Content-Based Instruction Truly exemplary lesson with solid reinforcement of the science curriculum. I like to see how in these last few lesson projects, you integrate the standards by selecting effective approaches to the communicative modes but build them upon a solid content base of culture, connections, and/or comparisons into language lessons. The language benefits as does acquisition of new knowledge through the study of another language and its culture. In sum, the aim is to the extent possible always merge culture, connections, and/or comparisons into language lessons. The language benefits as does acquisition of new knowledge through the study of another language and its culture.
[1]Engaging title. [2]You certainly met these goals with carefully designed steps and highly visual materials. [3]REally good job here of working the song as one would a piece of « kiddie lit » by talking

about the new

vocabulary items in context. Good example of comprehensible input.

[4]I¶ve

learned from this !

Project Rubric and score (50 / 50 points).
Advanced Level Culture-Based Unit Plan Superb lesson in all aspects. You clearly developed this nationally cherished text/cartoon now graphic novel I guess for how it goes beyond a cultural product into a national perspective. You show how the Asterix stories can be understood in any culture, indeed they are widely translated, but hold a special place in French values and attitudes. You also did an excellent job of adhering to the recommended instructional strategies associated with the communicative modes. The assessment follows the IPA model ± and as you work with this model, esp. with advanced students you (and they) will find that seamlessness between teaching/testing that we seek in today¶s classrooms. All your attachments provide additional evidence of your ability to design and assess using your own created materials for instructional support.

Project Rubric and score ( 50/ 50 points)
Your chart is one of the best frameworks I have seen by a student in the many years of teaching this course. I realize that it takes a lot of time, but I hope that you see the value in how this guides your work in developing solid units with assurance that all the pieces are present (standards both communictive and content, languages,teaching/learning strategies.

Performance-Based Assessment (Provins website-based unit) Prompt: Virtual Museum Assessment. Imagine that you have been given the task
of teaching high school students about a famous artist or historical site in the target culture. Find an interesting web site in your target language that could be used to teach them about an interesting artist or historical site. Create an assessment to evaluate students' comprehension of the information from the web site. The assessment should be overall performance-based with primarily a divergent/global style. Identify what you believe the learning objectives would be for language learners using this web site. If at all possible, select a web site and an activity that you can include in your unit plan for the culminating project.

Comment/Score: Very well planned around the regional history document/ theme. Your
introduction takes the students right through the steps of the assessment and builds a logic for what they are doing so that the assessment is both transparent and performance based. You've built an interpretive activity with the research part of the lesson; you lead them to use the knowledge gained in the discussion. Interpretive is a good place for MC and you can stretch that to get at not just comprehension of facts but at inferences based on the text. The inter-personal decision-making and the presentational tasks with the cultural/historical content show an excellent Integrated Performance Assessment. That kind of seamlessness between teaching and testing is important. In fact, this could be a lesson; it could be an assessment. You would, of course, want to design a rubric or scoring guide for students prior to giving them the assessment task.

You could use this in your final course project with the addition of a rubric -- the rest is all there now. 8/8 Interpretive Communication Module - Project Excellent project ± you have built in choices for students, a very nice feature, esp. For presentational tasks. The sets of authentic genre lead to identified audiences that are real. You provided a purpose for the activity ± all the elements for an effective Presentational task. In terms of process, you have the drafting/ feedback/revision/ publication phases very carefully spelled out.

Project Rubric and score (50 / 50 points).
PACE Project (Presentation ± Attention - Co-Construction - Extension) ± Les loups AmerIndian Folk Tale
This lesson based on the PACE model has been very well done. You developed each stage very effectively ² during any given year, one might do 6 ² 10 of these for the major structures. The intensive and systematic work students do with them contributes greatly to acquisition of the structures.

Project Rubric and score (50 / 50 points)

Interpretive Project - Le Brevet You have created an excellent lesson here and your color coding makes it easier for me to follow and probably for you to teach. I do have on overarching question but you would need to be the judge as you get into the schools to teach. Basically, it think this is probably pitched too high for both the proficiency level in FR II and for the age group. These students are still pretty far away from having work experience even applications and from the testing system. My experience is it would be most accurately targeted at FR III, grade 10 or above. It is not my intent to deduct points on that basis; I know you have just done homeschooling and the pace is quite different there. As you move forward, you might want to adjust your target grade/course level to work with the topic. It does take a real classroom to judge and then calibrate the content/pace of lessons.
3You did an excellent job with the ATTENTION and CO-CONSTRUCTION phases. They have to be planned out so carefully. If you try to enter those with a general idea of procedure without working out specific questions, you often find you give away answers or have an ineffective sequence.

Great materials ² I know even with college students, I used to have them do questions on the Bac as they appeared on websites and they were amazed at the cognitive challenges

therein. (Personal note: my grand-daughter in France finished up her Bac this spring ² so lots of pressure off at last.) Project Rubric and score ( 50 / 50 points). Final Project
Author: June Phillips Date: December 12, 2009 9:59 AM Given the number of files, I have incorporated all my comments on the unit/lesson plans and formal assessment in the rubric attached. I've also attached you AR project with comments. I don't often have students reaching all 200 points. Great job.

Kristen, You have done a superb job with the first sections of the ACTION RESEARCH project. Your paper demonstrates how critical the literature review, the posing of a succinct question, the plan of action and in particular the data-gathering instruments are. They have to be devised in advance as you have done; shifting course mid-stream tarnishes the process and results in missing information. Given all the work you have done with this, I really hope that you have a chance to conduct this research. And if you do, you will also have important information to share at professional meetings and conferences such as the Northeast Conference. Eventually you would also have publishable work if that is of interest to you. One additional avenue worth pursuing is to see if your district has some teacher research funds; while not common, more schools are supporting this often with federal or state funding tied to school improvement efforts. It could help with materials acquisition or even summer work to do the data analysis. In any case, good luck ± let me know if you have the opportunity. I will also say that your work by far is the best AR plan I have seen in many semesters. SCORE: 50 / 50

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