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					VA FL Instructional Activity Template/2002

INSTRUCTIONAL ACTIVITY TOPIC: City Travel Brochure (Eine Stadttour) Target Language: Target Level: French Beginning Intermediate Advanced SOL CORRELATION: English: 9.2, 9.6, 9.8, 10.1, 10.10 History and Social Science: WHII.15, WG.1 Foreign Language: Oral and Written Presentation - GI.5, GI.6 Cultural Perspectives, Practices, and Products - GI.7, GI.8 Communication across Communities - GI.12 Computer/Technology: C/T8.4 German Latin Spanish

OBJECTIVE: Students will research an assigned city in Germany, Austria, Switzerland or Liechtenstein and create a travel brochure that highlights the students' knowledge of command forms as well as local tourist attractions.

RESOURCES/MATERIALS: Resources include Internet access, Microsoft Publisher, colored and/or white paper. Web sites Students should use a search engine (Yahoo.com, Goodle.com, Dogpile.com, Askjeeves.com, etc.) to search for information about their cities.

PROCEDURE/IMPLEMENTATION: 1. The teacher will introduce formal and informal command forms. 2. The teacher will assign students to work in pairs or groups of three. Each group should choose a city to feature in a travel brochure. 3. Students should use the Internet to research their city and Publisher to create the brochure.

VA FL Instructional Activity Template/2002

Requirements for Brochure: Students should: 1) use a least six commands to entice readers to visit various points of interest. Vary verb forms! 2) write one to two descriptive sentences for each tourist attraction mentioned in the brochure. (How old is it? What sort of art can one see there?, etc.) Each brochure should contain a total of ten descriptive sentences in German. 3) include at least three pictures of points of interest mentioned in the brochure with a caption in German. 4) design a cover that includes the name of the group's travel agency and the city featured in the brochure. Art should be included on the cover. 5) include a bibliography on the back of the brochure. Possible Time Frame for Project (based on a 90+ minute block) Day 1 - (In class with assigned partner, 1/2 class period)  Brainstorm possibilities and select the name of the group's travel agency in German.  Select a city from a list provided by the teacher.  Do preliminary research on the city and its tourist attractions on the Internet. Students take notes on what they find. Day 2 - (Using the computer with assigned partner)  Research the city on the Internet for tourist attractions. Take notes.  Find pictures for the brochure on the Internet. Save them to disk.  Create the text for the travel brochure. Use all information gathered during previous class period.  Consider different designs for the brochure. Day 3 - (Using the computer with assigned partner, 1/2 class period)  Create the layout for the travel brochure. Use saved pictures to illustrate the text. Type the text into the appropriate sections of the brochure.  Proofread carefully and make the final corrections to the project. Day 4 - (Oral presentations of project)  Present the trip to the class.  Turn in a final copy to the teacher.

VA FL Instructional Activity Template/2002

ASSESSMENT: The project should be assessed in two parts - written work and oral presentation. TOTAL POINTS: 100 The following rubric may be used for this project. Grading rubric: Eine Stadttour 1) Grammar and Content: Has the student incorporated the required elements? (45 points)    Six correct command forms, varying the verbs? (12 points) A total of ten grammatically correct, descriptive sentences? (20 points) Three pictures of tourist attractions mentioned in the brochure and a correct caption in German for each? (6 points) Brochure includes six tourist attractions? (6 points) Cover includes name of city, artwork, and the grammatically correct name of the travel agency? (1 point) Yes No

Yes

No

Yes

No

 

Yes Yes

No No

2) Brochure: Has the brochure been carefully and correctly prepared? (15 points)    Is there evidence of research? (5 points) Is the brochure neatly and creatively done? (5 points) Is German used exclusively? (5 points) Yes Yes Yes No No No

VA FL Instructional Activity Template/2002

3) Oral Presentation: How well is the student able to present the brochure? (30 points) 25-30 19-24 13-18 7-12 Correct pronunciation and intonation contributes effectively to communication; very few mistakes. The production of language is fluent. Some mispronunciation; meaning still clear; tries to "sound German." Intonation does not interfere with communication. The production of language is mostly fluent. Pronounced foreign accent requiring extra-sympathetic listening; comprehensible, despite some lapses in fluency. Intonation does not interfere with communication. Meaning frequently obscured by poor pronunciation. Intonation interferes with communication. The production of language is generally hesitant and not always comprehensible. Inaccurate intonation and pronunciation consistently interfere with communication. The production of language is very hesitant and/or incomprehensible. Yes No

6-0 

Does the student read regularly from the brochure? If yes, subtract 10 points.

4) Group Evaluation: To what degree does the student contribute to the completion of the project? (10 points) 9-10 Took an active role in the creation of the brochure. Suggested appropriate sentences in German. Assisted in correction of grammar/vocabulary errors. Had many ideas about how the brochure should be organized. Assumed leadership role. Stayed on task. Suggested appropriate sentences in German and English. Assisted in correction of grammar/vocabulary errors. Had ideas about how the brochure should be organized. Had some ideas and suggestions for the assignment. Stayed on task. Took a minimal role in the creation of the brochure. Most if not all suggestions were in English. Offered minimal assistance with the German. Made few useful suggestions. Offered no help with corrections. Stayed on task minimal amount of time. Provided very little assistance in the creation of the brochure. Provided no assistance with corrections. Offered very few useful suggestions. Was often off task. Remained off task. Provided very little to no assistance in the creation of the brochure. Provided no assistance with corrections or planning.

7-8

5-6

3-4 1-2

VA FL Instructional Activity Template/2002

Project evaluation:

Name Partner:

1. Please list your contributions to the project: (Be specific)

2. Please list the contributions of your partner: (Be specific)

3. What letter grade would you give each group member for his/her work? Justify your answer.

4. What would you change about the project?

VA FL Instructional Activity Template/2002

ADDITIONAL COMMENTS: This project will work best in a computer lab so that all students can search the Internet for information at the same time.

Written by: E-mail address: School: Virginia School Division:

Tracy Hughes thughes@hanover.k12.va.us Atlee High School Hanover County Public Schools