Technology in the World Language Class

Stephanie Appel

Fair Lawn Public Schools

Language:            French

Grade:                  Elementary 3^rd grade

Topic:                  Art Lessons in the Caves of Lascaux, France

Technology:          Internet/Power Point/CD-rom Lessons

Internet Sites:            www.culture.fr/culture/arcnat/lascaux/fr/

                             www.quia.com/jp/366649.html

                             www.puzzlemaker.com

Programs:           Adibou “Je découvre la nature et les sciences!”

                             (CD-rom)

Objectives:

Ø      Students will be able to answer preference questions about art.

Ø      Students will be able to cite colors, shapes, and tools used in art.

Ø      Students will be able to specify four techniques of art.

Ø      Students will be able to assess the basic components of art used by prehistoric man in rock art.

Ø      Students will be able to locate the site of the caves of Lascaux in France.

Ø      Students will be able to role-play an archeologist making an assessment of prehistoric rock art.

Ø      Students will be able to differentiate between ancient art and recent art.

National Standards:                                     

1.1-Interpersonal Communication-Students will engage in paired activities to practice new expressions.

1.2-Interpretive Communication-Students will interpret the teacher’s explanations of art in the French language as well as the written language from the PowerPoint presentation and subsequent aural/written materials for practice (e.g. CD-rom activity/internet puzzles).

1.3-Presentational Communication-Students will explain to their classmates the basic concepts of art through a brief explanation of their own reproduction of rock art.

3.1-Connections-Students will be learning about art and the history of art through French.

4.1-Comparisons-Students will learn language differences through inductive grammar when provided with a lot of comprehensible input.  (e.g. adjective placement/word order/questions/cognates)

5.1-Communities-Students will be given the opportunity to use the language in class and on an interpretive level outside the classroom through the use of the Internet.

5.2-Communities-Students will be encouraged to bring into the classroom materials associated with the study of art from their independent research and sharing with family.

Technology Standards:

Standard 1-Basic Operations & Concepts-Students will be given an opportunity to use the computer during Power Point Presentations/Internet Activities/& CD-rom activities.

Standard 2-Social, Ethical and Human Issues-Students will develop positive attitudes towards the use of technology from fun interactive games they will be exposed to on the Internet and CD-rom.

Standard 3-Technology Productivity Tools-Student will enhance the learning of the French language through interactive computer programs.

Lesson Plan ONE

Time:  2 days (30-minute lessons)

Procedures:

Pre-Activities:

§         The teacher will open class with basic questions about art. The teacher will provide visual aides to increase comprehensible input.

1. Aimez-vous l’art? (beaucoup/un peu/pas du tout)
2. Qu’est-ce que vous faites en classe d’art? (colorer,peindre,couper,dessiner)
3. Quels outils employez-vous en classe?(crayon, crayons de cire, papier)
4. Qu’est-ce que vous aimez dessiner ou peindre?(maison,animaux,famille)

§         The teacher will create chart of responses to the questions for future review.

Follow-up Activities:

§         The teacher will present part of the PowerPoint presentation about art to the students.

§         The teacher will ask for student volunteers to take part in clicking activation buttons during the slide show to increase motivation to participate.

§         Slide Presentation:

1. Où est l’art? Students find out where art can be found in the world to increase global awareness.
2. L’art, quand a-t-il commencé?/C’est de l’art récent ou ancien?

1.    The teacher will provide visual aides in addition to the slide show to strengthen the concept of very old vs. new art.

2.    The teacher will explain that students will learn more about art through the study of prehistoric rock art.

3.    The teacher will explain students’ goal for the unit in which they will be expected to create an example of art and discuss basic points about it.

c.      Quelles couleurs a-t-il employées?

1.       The teacher will field student responses to colors prehistoric man had  

       vs. colors they use now and why.

d.     Quelles formes a-t-il employées?

1.      The teacher reviews shapes from the slide and then asks them to reflect on the shapes they would use to create a house or parts of their body such as the head.

§         The teacher will begin modeling the steps of a Gouin series using shapes and colors to create an unidentified object.

§         Students will create their own drawing following the teacher’s instructions.

§         The teacher will ask for random students to give parts of the instructions to check for listening comprehension.

§         Students will label the shapes with the written word.

Assessment:

·        Students will be assessed on their oral/and physical participation in the lesson.

·        Students will also be assessed on their success in completing the Gouin Series drawing along with their use of the language to explain the same directions.

Score Accordingly:            +2                             +1                              0

Lesson Plan TWO

Time:  3 days (30-minute lessons)

Procedures:

Pre-Activities:

§         The teacher will review the importance of shapes and colors in art by having students create objects using shapes manipulatives.  The teacher will demonstrate at the board how a block of shapes can be repositioned to create other objects.  Volunteers are called on to perform the same task during the demonstration.

§         The teacher will pass out bags with cut-outs of the same shapes and students will be given an opportunity to create an image.  The teacher will circulate and ask students questions about their creations. (e.g. Qu’est-ce que le triangle represente?)

§         The teacher will collect materials and return to the chart created from the introduction class.  The teacher will ask students to identify the tools they use in art class and the things they typically draw or paint.

Follow-up Activities:

§         The teacher will continue the PowerPoint by quickly reviewing the previous day’s slides.

§         Slide Presentation-

a.       De quoi avait-il besoin pour créer de l’art?

1.      The teacher will introduce the tools used by prehistoric man and those we use today.  Students will be asked which ones he would have used/needed in his time.

2.      The teacher will have students gesture and then repeat the names of the tools (present and past).

3.      The teacher will have students pick up mystery objects in their hands while blind folded.  Students must touch and identify what tool they have.  The teacher will help with yes/no and either/or questions.

4.      The students will play the game back to back.  One student will do a gesture that the class can see except for the student whose back is to him/her.  The class will say what the student is doing and the other child must reproduce the same gesture with the verbal clues from the entire class.

b.     Quelle technique a-t-il employée?/Quel genre d’art a-t-il créé?

1.      The teacher will continue the slide show by introducing four art techniques.  The students will engage in responding to questions on the PowerPoint.

2.      The teacher will have students gesture and finally repeat the names of the four techniques.

3.      The teacher will show other examples of art and students must say which of the four techniques each example represents.

4.      The students will play a few rounds of 7-up by holding images of the tools and techniques as representational of him/herself.  Students who want to guess who touched his/her thumb must identify the person by the image he/she is holding.

§         Stations-The teacher will model each of the activities that students will perform at each of the stations.  Students will have 10 minutes at each station.  Stations will be spread out over a course of 2 days for all students to complete each activity.  Directions for each station will be left for students’ guidance.

a.      Station 1-Students will cut out shapes from a ditto to create two different images.  Students will glue the shapes to construction paper, color them, label the shapes, and name their image. (e.g. la maison)  A picture dictionary will be provided for their reference of the written word.

b.     Station 2-Students will complete a quick questionnaire about their “shapes” artwork.  They will then ask each other questions about their creation. Students will then complete a “mammoth” maze to find their way through.

c.      Station 3-Students will play concentration with picture and vocabulary cards in French.  Students will start out by taking turns asking each other what the names of the pictures are. (Qu’est-ce que c’est?)  Students can then turn the cards over and play concentration.

d.     Station 4-Students will work on a matching and sentence completion activity sheet.

e.      Station 5-Students will be instructed to use the Adibou CD-rom to develop listening comprehension from a select activity dealing with prehistoric artifacts.  Students will be given a slip of paper to write down the words of the objects they hear by sounding them out.  Students may indicate what they would call it in English next to the French word. Students must click on the help icon to have Adibou repeat the object’s description until they think they can identify information about  the artifact.

§         The teacher will ask students which stations they liked the best, which station was the most challenging, and which station they learned the most.

Assessment:

·        Students will be assessed on their oral and physical participation (TPR) during the slide show.

·        Students will be assessed on their responses to the teacher’s questions as they use the “shapes manipulatives”.

·        Students will be assessed on the success of their role during “stations”.

Score Accordingly:            +2                             +1                              0

Lesson Plan THREE

Time:  3 days (30-minute lessons)

Procedures:

Pre-Activities:

§         The teacher will run through a very quick review of colors, shapes, tools and techniques using visual aides by asking questions about the artwork.  Students’ “shapes” artwork can also be displayed and discussed.

§         The teacher will quickly run through the beginning of the slide show for additional reinforcement.

Follow-up Activities:

§         Slide Presentation:

a.      Qu’est-ce qu’il a peint?/sculpté?/gravé?/dessiné?

1.      The teacher will discuss the subjects of prehistoric man’s art and will ask students whether he used animals, people, or signs while referring to visual aides.

2.      The teacher will reinforce the themes of art with gestures and will have students TPR and repeat the names as she models them.

3.      The teacher will review all the TPR from the beginning of the unit by  

performing the gesture and asking students what the actions 

represent.

4.      The teacher will also include gestures for the prehistoric animals to

familiarize students with animals of that time that have evolved.

5.      The teacher will play “Around the World” with the class.  Students must

identify either the name or the action associated with the words they

have been learning as the teacher calls or acts them out. The first to

get the correct answer challenges the next student.

b.     Décrivez cet image.

1.      The teacher will engage students in analyzing a piece of prehistoric art.

2.      Students will answer questions as a class from the PowerPoint.

c.      Website Hyperlink: www.culture.fr/culture/arcnat/lascaux/fr/

1.      The teacher will instruct volunteers to click on certain links on the web

page to discover more about the caves of Lascaux and see more

images from the actual caves. 

2.      The teacher will ask students the same questions they’ve been

responding to about the PowerPoint slides.

§         Project:

a.      The teacher will explain to students that they will recreate a prehistoric

rock art painting/drawing.  The teacher will show an example of one and

give instructions how students will complete their work.

b.     The teacher will provide a worksheet in which students must identify the

colors, shapes, tools (modern), technique, and subject they used for their

artwork.

c.      The teacher will explain the students’ role in presenting their artwork to

the classmates. The student will share the basic facts about the artwork.

d.     The teacher will quickly ask questions to the class about what the student

shared.

§         Continuation of Activities:

a.      While students are working independently on their projects the teacher will rotate small groups of students on the computer for 5 –8 minutes to engage in teacher-made web activities to reinforce students’ vocabulary base.

Website:  http://www.quia.com/jp/366649.html

§         The teacher will establish a class period in which students will present their work to the class.  The teacher will display their final projects in or outside the class.

Assessment:

·        Students will be assessed on their oral and physical participation (TPR) during the slide show.

·        Students will be assessed on their completion of the prehistoric art project.

·        Students will be assessed on their participation during the presentations of student artwork.

Score Accordingly:            +2                             +1                              0