Suggestions for Teacher
Each day, you should guide the class in what to do and how to do it. The following is a suggested itinerary for the teacher. Feel free to use this information or toss it. But please leave a comment if you complete this WebQuest. Feedback is always appreciated. Merci beaucoup!
Day 1 :
Day 2:
Day 3, 4, 5, & 6 : Research, Plan, Create, Organize, Investigate
Reserve the computer lab or laptop cart for your students (or ask them to BYOD) for the next four (or five) class periods. I say that five class periods is an option because sometimes classes have more questions on day 1 and cannot start into their project until day 3. Remind the students that they will need to create the following : Works Cited (annotated, MLA format), visual aid for the presentation, a detailed itinerary, a formal budget, and presentation notes; tell them to use some sort of Google Drive document, Evernote, or shared drive so they can always have access, even when one person is absent. Also, give the students your email/contact information so they can share with you (and you can keep an eye on them). You can either inform the students of the daily goals or you can write them on the board; for each day, the goals are as follows:
3 & 4: A. Establish some way of sharing information. B. Find the “office de tourisme” (start Works Cited page) and determine what activities you want to do, then price out your options. C. Use the first teacher-made PowerPoint on the Process page to help get organized. D. Share the notes, visual, Works Cited with Madame. E. Use the second PowerPoint on the Process page to determine how to set up your budget; then set it up and share it with Madame.
5: A. Continue research and start to organize itinerary and budget (including transportation to and from Paris, hotel reservations, dining, etc.). B. Continue adding to Works Cited page.
6: A. Finalize Works Cited page and itinerary. B. Print itinerary. C. Create visual for your presentation and organize presentation order, speaking points, etc. *Each student can use ONE note card. Remind them how they will be graded individually on the language portion of the project and how they should NOT repeat or translate, and that they are expected to each speak 50% en français.
Day 6 & 7 :
Collect all itineraries and visuals at the start of class. Itineraries will be easy to hand in, since they will be printed. Visuals should be collected using jumpdrives or through Google sharing or maybe through a screenshot. To determine which groups go first, I always start with the Prezis, since there is no way to ensure that they had NOT updated the presentation between day 6 and day 7. During the presentations, the “audience” will fill in a reflection/assessment of the presentation using the same criterion with which the teacher will grade. Ensure that you have enough copies of the rubric printed off for each group. There are two columns for language,
Day 8 :
You will fill in a reflection worksheet, which asks questions about your partner and that person’s work ethic, how you worked together (what went well/didn’t), and about your own work ethic and what you would’ve changed.
Day 1 :
- Start with a basic introduction to all of the regions in France: read about different regions in France and answer basic questions (I use the workbook French Two Years workbook p. 499-509).
- Introduce the project using the Weebly page. Have someone read the story out loud and discuss what it means to have three paid vacation days (offered Monday-Friday) and what that might look like for the schedule (before or after). Go through the Task and the Process pages together. You should be able to explain and answer any questions the students have (or decide as a class).
- Students should then either pick their partners or you can assign them.
Day 2:
- Go through the Rubric with the class on the Evaluation page. Discuss what the HIGHEST grade is verse the LOWEST grade.
- In their pairs, allow the students to choose the Region they will be “visiting”. Do NOT allow them to choose Ile de France if you plan on doing anything with the Paris monuments (which we do, so I do not allow it).
- Prepare slips of paper before hand that have numbers ranging from 1000 to 3000 written on them. Drop the slips in a hat and have the students pick out their number, which then becomes their budget for the project. Remind the students that these budgets are in EUROS and not the American dollar.
Day 3, 4, 5, & 6 : Research, Plan, Create, Organize, Investigate
Reserve the computer lab or laptop cart for your students (or ask them to BYOD) for the next four (or five) class periods. I say that five class periods is an option because sometimes classes have more questions on day 1 and cannot start into their project until day 3. Remind the students that they will need to create the following : Works Cited (annotated, MLA format), visual aid for the presentation, a detailed itinerary, a formal budget, and presentation notes; tell them to use some sort of Google Drive document, Evernote, or shared drive so they can always have access, even when one person is absent. Also, give the students your email/contact information so they can share with you (and you can keep an eye on them). You can either inform the students of the daily goals or you can write them on the board; for each day, the goals are as follows:
3 & 4: A. Establish some way of sharing information. B. Find the “office de tourisme” (start Works Cited page) and determine what activities you want to do, then price out your options. C. Use the first teacher-made PowerPoint on the Process page to help get organized. D. Share the notes, visual, Works Cited with Madame. E. Use the second PowerPoint on the Process page to determine how to set up your budget; then set it up and share it with Madame.
5: A. Continue research and start to organize itinerary and budget (including transportation to and from Paris, hotel reservations, dining, etc.). B. Continue adding to Works Cited page.
6: A. Finalize Works Cited page and itinerary. B. Print itinerary. C. Create visual for your presentation and organize presentation order, speaking points, etc. *Each student can use ONE note card. Remind them how they will be graded individually on the language portion of the project and how they should NOT repeat or translate, and that they are expected to each speak 50% en français.
Day 6 & 7 :
Collect all itineraries and visuals at the start of class. Itineraries will be easy to hand in, since they will be printed. Visuals should be collected using jumpdrives or through Google sharing or maybe through a screenshot. To determine which groups go first, I always start with the Prezis, since there is no way to ensure that they had NOT updated the presentation between day 6 and day 7. During the presentations, the “audience” will fill in a reflection/assessment of the presentation using the same criterion with which the teacher will grade. Ensure that you have enough copies of the rubric printed off for each group. There are two columns for language,
Day 8 :
You will fill in a reflection worksheet, which asks questions about your partner and that person’s work ethic, how you worked together (what went well/didn’t), and about your own work ethic and what you would’ve changed.
Standards & Benchmarks
Curriculum Standards / MDE Standards & Benchmarks:
- World Languages Intermediate Low & Mid (M) Cultures
- 2.2.M.G.a Identify and describe regions and their distinctive characteristics within the countries where the language is spoken
- MYP Language B Phase 3 Objectives
- A. Oral Communication : use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences
- MYP Language B Phase 3 Continum
- A. Oral Communication: makes a presentation and can answer some follow-up questions posed by the audience