WHERE TO with Three Modes of Communication LOTE Conference NYCDOE Monday, January 31, 2011 Presenter: Sushma Malhotra
National Standards in Foreign Languages - 5C s COMMUNICATION Communicate in Languages Other Than English CULTURES Gain Knowledge and Understanding of Other Cultures CONNECTIONS Connect with Other Disciplines and Acquire Information COMPARISONS Develop Insight into the Nature of Language and Culture COMMUNITIES Participate in Multilingual Communities at Home & Around the World
New York State Foreign Language Standards Standard 1: Communication Communicate in Languages Other Than English Standard 2: Cultures Gain Knowledge and Understanding of Other Cultures
Backward Design Model The Backward design model centers on the idea that the design process should begin with identifying the desired results and then work backwards to develop instruction rather than the traditional approach which is to define what topics need to be covered. This framework identifies three main stages: 1. Identify desired outcomes and results. 2. Determine what constitutes evidence of competency in the outcomes and results 3. Plan instructional strategies and these competency levels Ref: Understanding By Design Wiggins and McTighe
The Performance Assessment Trio Our Communication Standard Integrated Performance Assessment Interpretive Mode Tasks React to info, infer Presentational mode Interpretive mode Interpersonal Mode Tasks Acquire new info, negotiate Presentational Mode Tasks Create a product, recreate text Interpersonal mode
Interpretive Mode of Communication Listening, reading or viewing Two skills: 1. Literal Comprehension 2. Interpretive Comprehension
Interpretive examples Main Idea Meaning from the context Concept Inferences Comparing Cultural perspective Personal Reaction to the text Watch and listen Text, poem, film, work of art, song, poem, advertisement, music video, book
Personal Reaction to the text After listening Write any three new words What is this about? Write two sentences to explain the main idea What does the author want to inform?
Interpersonal Interpersonal: Two or more interactive participants: speaking or writing Spontaneous conversation not scripted
Negotiating meaning Use material from the interpretive task. Students form questions to clarify meaning. Guiding vocabulary and structure can be given. This is spontaneous, non scripted.
Interpersonal Examples Small talk Getting to know someone or something Talking at a social event Ordering in a restaurant Obtaining directions Making an appointment Making a purchase Interviewing someone Applying for a job Working on a project
Presentational Presentational: One way communication to an audience of listeners or readers
Presentational Tasks The best tasks or activities are those that transfer or transpose knowledge to a new and different context from that in which it was initially learned. These tasks require learners to solve problems, create a new product, use the content in a new way. Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.
Presentational Tasks Examples Summary of text Brochure Design oral/video presentation Letter Advertisement New beginning or ending of story, song Visuals based on topic or text Skits, Storyboard Essays Plays or videos Poem, Song, Rap Collaborative Poster
Considerations for the Learning Plan Where are we going? Why? How will we hook and hold interest? How will we equip students for performances? How will be help students rethink and revise? How will students self evaluate and reflect on their learning? How will we tailor learning to varied needs, interests, and styles? How will we organize and sequence the learning? WHERE TO?
Connecting Three Modes of Communication for Content based Foreign Language Instruction
Theme: An Experience of Golden Period of Indian History
UNITS 1. Kings and Kingdoms 2. Society and Culture 3. Art and Architecture 4. Education and Inventions
Unit One Understanding Students will learn about: The Golden period in Indian History King Ashoka and Chandragupta: Life and achievements Buddha and his teachings Emperors and common man s Dress Food and eating habits
King Ashoka and His Kingdom
Instructional Objectives: Students will be able to observe, listen, draw and or take notes about king Ashoka Studentswill be ableto communicate with a partner and share their understanding of Ashoka Students will be able to complete a Venn diagram comparing Ashoka s life before and after the Kalinga War Students will be able to make a collaborative poster and share with the class
Interpretive Mode King Ashoka Listen and watch what I read about King Ashoka You can draw, write 2/3 words or sentence/s about what you heard d( (please do not worry about spellings)
King Ashoka King Ashoka was born in 265 B.C.. His father s name was Bindusaar. He was the grandson of the famous ruler Chandragupta Maurya. He is known as Ashoka the Great since he was one of the most able rulers who ruled India. Under his rule, the whole of India was united as one single entity with smooth administration. The name Ashoka means "without any sorrow" in Sanskrit. As a young lad, Ashoka excelled in whatever he was taught or whatever he did. After his father died, he was crowned as the king of Magadha around 268 B.C. After being crowned as the king, he proved himself as an able and courageous king.
After a period of eight years of being a king, Ashoka led a huge army and fought a gruesome battle with the army of Kalinga. Though Ashoka emerged victorious at the end, the sight of the battlefield made his heart break with shame, guilt and disgust. It is said that the battle was so furious that the waters of River Daya turned red with the blood of the slain soldiers and civilians. The sight of numerous corpses lying strewn across the battlefield ld made his heart wrench. The battle ground looked like a graveyard with bodies of not just soldiers but men, women and children. This made him heartbroken and he made a pledge to never ever fight a battle again.
To seek peace, he converted to Buddhism. He was so inspired by the teachings of the Buddhist monks and Buddhist philosophies that he used his status to impart this knowledge all over the world. He is credited to be the first Emperor to make a serious attempt at developing Buddhist policies and principles. In the nineteenth th century there came to light a large number of edicts, in India, Nepal, Pakistan and Afghanistan.
स ट अश क स ट अश क क जन म 265 ईस प वर र ह आ थ l इनक पत क न म बन द स र और द द क न म चन ग प तम यर थ l अश क भ रत क बहत बह त य ग य श सक थ l उनक श सन क ल म भ रत एक स य क त र ष टर थ l अपन श सन क ल क आठ वषर पश च त स ट अश क न क ल ग र ज य पर य द ध कय l उस य द ध म अश क क वजय प त ह ई l कहत ह क क ल ग क य द ध बह त भय नक य द ध थ l परन त हर ओर रक त और म त य क द ख कर उनक बह त द ख और श कह आ l उन ह न ज वन म कभ य द ध न करन क ण कर लय और तज ञ कर ल क कभ कस क द ख नह द ग / स ट अश क श त क ख ज म नकल गए l अश क न ब द ध धमर क अपन लय l उन ह न ब ध धमर क नयम क च र कय और कई त प पर उन ह ह ख दव य l
Vocabulary स ट श सक य यद ध य द ध भय नक म त य श क तज ञ / ण श न त ख ज ब द ध धमर
Negotiating meaning Students use material from the interpretive task. Students get questions to clarify meaning. Students use guiding vocabulary and structure
Interpersonal Ina group of four discuss the following Focused Questions Spend not more than one minute in sharing your response 1. What impressed you most about King Ashoka? 2. What changes did you notice in him after the Kalinga g y g war?
Three Step Interview Step 1: A shares with B C shares with D Step 2: B shares with A D shares with C Step 3: A shares with B, C, D B Shares with A, C, D C shares with A, B, D D shares with A, B, C
Presentational Mode Compareand and Contrast Draw or write what you learned about king Ashoka before the Kalinga war in one circle of the Venn Diagram Draw or write what you learned about king Ashoka after the Kalinga war in the second circle of the Venn Diagram Draw or write what remained same in the middle circle (Differentiate: Words/sentences)
Venn Diagram Before the war Same After the war
Collaborative Poster Inyour group makea Collaborative a Poster representing King Ashoka s life before and after the Kalinga War. Two students will work on each section. You may refer to the reading and Venn Diagram You can copy or restate words or sentences from the reading. Sign your name in the color you choose to work with. Be creative!
Presentation Present your learning about Ashoka You can use any form of presentation: Share and display the chart
Assessment Gallery Walk Use the stick on note pad to write and stick. Write your name to justify your comment. 3 2 1 Answered allthe Need more Didnotunderstand questions information the assignment
Lesson Plan Instructional Objective: By the end of this lesson SWBAT create a collaborativeposter on King Ashok s s life. Procedure: 1. Interpretive Mode: Watch, listen and take notes Activity: Teacher models reading 2. Interpersonal Mode: Discuss focused questions Activity: Three Step Interview 3 Presentational Mode: Share with the whole class Atiit Activity: Collaborative poster Assessment: Speaking, reading, writing, presenting Follow up/home work: Different homework based on language proficiency.