Additional evidence, samples and commentary regarding the four Student Work Samples are contained on this page. Scroll down to see all four samples.
The original submission of student work and reflective commentary can be viewed by downloading the PDF below.
studentworkcommentary.pdf | |
File Size: | 666 kb |
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French 1 Integrated Performance Assessment (IPA): additional evidence from the interpersonal speaking, presentational writing and presentational speaking components of the IPA
Scroll down for interpersonal and presentational speaking samples from this work sample and its related activities.
To see how this lesson series is aligned to the College and Career Readiness Anchor Standards (CCRA) of the Common Core State Standards and also the 21st Century Skills, please click here.
As is standard for an IPA, my students' IPA included all four skills: listening, speaking, reading and writing. The entire IPA is unified around the theme daily activities. Also in keeping with the established structures of an IPA, my students' IPAs listening and reading portions used authentic documents, something that is important from the very beginning of students' language careers.
The sample in the portfolio was only one of the two documents used in the reading portion of their IPA.. It was created with an authentic document (surveys of preferred activities conducted in Belgium). Below you will find samples from their interpersonal speaking, presentational speaking and presentational writing.
Interpersonal speaking
Inspired by the authentic surveys they analyzed and discussed (both leading up to and including the IPA), students conducted interviews of their peers. These interviews allowed them to ask and answer numerous questions providing extensive detail about their activities. Because they are novice learners, the interviews were quite structured, and the format provided built-in mechanisms to help students be successful during the interview process. However, during the interviews, students did not know who would be asking them questions, nor exactly what the topic would be (each student focused on different daily activities), thereby also requiring spontaneous language use, another skill that is important to develop from the earliest stages of proficiency.
The video below opens with a few scenes providing evidence of how directions and modeling of the interview component are provided entirely in French, even in French 1. Then, the video cuts to sample student interviews recorded during two different class periods of French 1. Although students each had time to prepare their series of questions and the sheets on which they would collect their data from the interviews they conducted, the interviews were spontaneous in the sense that they did not know who would be interviewing them or whom they would interview, nor did students know ahead of time what topics they would be asked about when a new student began to interview them. You can hear French being spoken consistently in both the foreground and the background by all students. After the modeling and directions, I am the one holding the camera, so you no longer see me, but you hear my voice as I circulate and interact with the students during their interviews.
At the time of this recording, these students had just finished their first semester of French 1 in a traditional high school (six 55-minute periods a day, five days a week). The video provides compelling evidence of their ability as novice learners to remain in French during a stage-appropriate task and to successfully manipulate the chunks of language with which they are familiar. Of particular interest are a few very brief exchanges between the students and myself (the teacher): you can hear the students conversing with me in French as well, at their level. For example, a student corrects my spelling of a local restaurant, using French to tell me what I needed to change.
To see how this lesson series is aligned to the College and Career Readiness Anchor Standards (CCRA) of the Common Core State Standards and also the 21st Century Skills, please click here.
As is standard for an IPA, my students' IPA included all four skills: listening, speaking, reading and writing. The entire IPA is unified around the theme daily activities. Also in keeping with the established structures of an IPA, my students' IPAs listening and reading portions used authentic documents, something that is important from the very beginning of students' language careers.
The sample in the portfolio was only one of the two documents used in the reading portion of their IPA.. It was created with an authentic document (surveys of preferred activities conducted in Belgium). Below you will find samples from their interpersonal speaking, presentational speaking and presentational writing.
Interpersonal speaking
Inspired by the authentic surveys they analyzed and discussed (both leading up to and including the IPA), students conducted interviews of their peers. These interviews allowed them to ask and answer numerous questions providing extensive detail about their activities. Because they are novice learners, the interviews were quite structured, and the format provided built-in mechanisms to help students be successful during the interview process. However, during the interviews, students did not know who would be asking them questions, nor exactly what the topic would be (each student focused on different daily activities), thereby also requiring spontaneous language use, another skill that is important to develop from the earliest stages of proficiency.
The video below opens with a few scenes providing evidence of how directions and modeling of the interview component are provided entirely in French, even in French 1. Then, the video cuts to sample student interviews recorded during two different class periods of French 1. Although students each had time to prepare their series of questions and the sheets on which they would collect their data from the interviews they conducted, the interviews were spontaneous in the sense that they did not know who would be interviewing them or whom they would interview, nor did students know ahead of time what topics they would be asked about when a new student began to interview them. You can hear French being spoken consistently in both the foreground and the background by all students. After the modeling and directions, I am the one holding the camera, so you no longer see me, but you hear my voice as I circulate and interact with the students during their interviews.
At the time of this recording, these students had just finished their first semester of French 1 in a traditional high school (six 55-minute periods a day, five days a week). The video provides compelling evidence of their ability as novice learners to remain in French during a stage-appropriate task and to successfully manipulate the chunks of language with which they are familiar. Of particular interest are a few very brief exchanges between the students and myself (the teacher): you can hear the students conversing with me in French as well, at their level. For example, a student corrects my spelling of a local restaurant, using French to tell me what I needed to change.
Presentational speaking and writing
For the presentational writing and speaking, students prepared a multi-media presentation about themselves, a family member and a friend. They provided basic biographical information about each person and also described activities that each person does, likes to do and doesn't like to do. These presentations will continue to be refined and will ultimately serve as our introductions to our new penpals, thereby providing an authentic context for crafting such a presentation while building anticipation for their upcoming opportuntiy to participate in communication and cultural exchange with native speakers of French.
When putting together their presentations, students chose which items would be presented in writing and which would be presented orally Students also had their choice of tools to use in crafting their final product. In the sample below, the student used Prezi. Other students made Web sites, used Glogster, or created Google Presentations. For the embedded audio, students recorded themselves with Vocaroo, AudioBoo and other tools. As a result, this project also helps students build and demonstrate the 21st century skills of technology and information literacy, in addition to communication and productivity and accountability.
Note: please be sure your speakers are on before playing the presentation below. The student embedded the audio into her presentation so that it would automatically play.
For the presentational writing and speaking, students prepared a multi-media presentation about themselves, a family member and a friend. They provided basic biographical information about each person and also described activities that each person does, likes to do and doesn't like to do. These presentations will continue to be refined and will ultimately serve as our introductions to our new penpals, thereby providing an authentic context for crafting such a presentation while building anticipation for their upcoming opportuntiy to participate in communication and cultural exchange with native speakers of French.
When putting together their presentations, students chose which items would be presented in writing and which would be presented orally Students also had their choice of tools to use in crafting their final product. In the sample below, the student used Prezi. Other students made Web sites, used Glogster, or created Google Presentations. For the embedded audio, students recorded themselves with Vocaroo, AudioBoo and other tools. As a result, this project also helps students build and demonstrate the 21st century skills of technology and information literacy, in addition to communication and productivity and accountability.
Note: please be sure your speakers are on before playing the presentation below. The student embedded the audio into her presentation so that it would automatically play.
Work Sample 2: Presentational writing in response to authentic print and audio documents on a theme
To see how this activity is aligned to the College and Career Readiness Anchor Standards (CCRA) of the Common Core State Standards and also the 21st Century Skills, please click here.
Authentic Documents students to which students responded in their essays
In order to provide practice in the specific types of activities students will need to do on the AP French Language and Culture test, we have adopted AP French: Preparing for the Language and Culture Examination by Richard Ladd (2012).
The subject of this particular essay prompt was as follows (originally written in French; translated by Nicole Naditz): What constitutes the identity of a person? Where does identity come from? Does a national identity card confirm one's identity? In what way? Justify your point of view with examples from the three sources.
Authentic sources were provided as part of the adoption of this book. Some are available online, but most are copyright restricted. All essays require students to read and analyze two different authentic print documents, and listen to one authentic audio text. All three documents are related to the theme and students must reference them when making their own points in the essay.
The documents for this essay were as follows:
Authentic Documents students to which students responded in their essays
In order to provide practice in the specific types of activities students will need to do on the AP French Language and Culture test, we have adopted AP French: Preparing for the Language and Culture Examination by Richard Ladd (2012).
The subject of this particular essay prompt was as follows (originally written in French; translated by Nicole Naditz): What constitutes the identity of a person? Where does identity come from? Does a national identity card confirm one's identity? In what way? Justify your point of view with examples from the three sources.
Authentic sources were provided as part of the adoption of this book. Some are available online, but most are copyright restricted. All essays require students to read and analyze two different authentic print documents, and listen to one authentic audio text. All three documents are related to the theme and students must reference them when making their own points in the essay.
The documents for this essay were as follows:
- Copy of text from Web site of the Consul Général de France, Buenos Aires on the national French identity card: http://www.embafrancia-argentina.org/Carte-Nationale-d-identite
- Copy of a French National Identification Card (copy of a real card was printed in the essay prompt for students; cannot put here due to copyright laws).
- Excerpt of a Web broadcast of an interview with a sociologist on the question "What is identity?" The excerpt is available online to subscribers of Canal Académie at this address: http://www.canalacademie.com/ida1416-Qu-est-ce-que-l-identite.html
Work Sample 3: EdCanvas to facilitate asynchronous conversations with our Peace Corps World Wise School's volunteer
To see how this activity and the related in-class discussions are aligned to the College and Career Readiness Anchor Standards (CCRA) of the Common Core State Standards and also the 21st Century Skills, please click here.
Our participation in the Peace Corps World Wise Schools program is a critical component of my work in geo-literacy and francophone cultural education for my students. Through our correspondence (using both traditional mail, and online tools, when the PCVs have access), my students gain immeasurable, ongoing exposure to authentic language, numerous meaningful opportunities to use their language to communicate with other French speakers; and most importantly, access to the products, practices and perspectives of the different francophone regions in which the PCVs serve.
You can view the entire EdCanvas (now Blendspace) here:
http://edcvs.co/13SFFRY
It includes all authentic documents used, Megan's entire letter (as chunked throughout the BlendSpace) and the threads of comments between Megan (the PC volunteer), my students and myself.
Our participation in the Peace Corps World Wise Schools program is a critical component of my work in geo-literacy and francophone cultural education for my students. Through our correspondence (using both traditional mail, and online tools, when the PCVs have access), my students gain immeasurable, ongoing exposure to authentic language, numerous meaningful opportunities to use their language to communicate with other French speakers; and most importantly, access to the products, practices and perspectives of the different francophone regions in which the PCVs serve.
You can view the entire EdCanvas (now Blendspace) here:
http://edcvs.co/13SFFRY
It includes all authentic documents used, Megan's entire letter (as chunked throughout the BlendSpace) and the threads of comments between Megan (the PC volunteer), my students and myself.
Authentic documents used for Student Sample 4 (student-created infographic about hunger in the world)
To see how this lesson series is aligned to the College and Career Readiness Anchor Standards (CCRA) of the Common Core State Standards and also the 21st Century Skills, please click here.
As teachers, when we are asked to submit student work samples for others to reveiw, it is tempting to only submit "projects". Typically, these projects are formal assessment events for which students have had extensive preparation time, as well as opportunities for review, feedback from peers and teachers (and others) and multiple revisions.
I have purposefully chosen to submit samples that also include day-to-day activities in which students engage spontaneously with authentic documents and responding to those documents in a variety of ways, but not as a "prepared" assessment or long-term project. In essence, you're seeing the kind of work in which I engage my students on a daily basis.
For the student-created infographic, students in French 2 explored numerous authentic documents, as explained in the narrative in the portfolio. These documents were organized into a sequence of exploration using a free, online tool called "MentorMob". It is now called "LessonPaths."
If you would like to see the documents they analyzed and discussed and the pop-up questions asked after they viewed each document, follow the link below to the LessonPaths (formerly MentorMob) series containing all of the documents the French 2 students studied. This will bring you to the first page in the series. Click the large "next" button at the top center of each page to see the next step. When a question pops up, just click on the small "x" in the top right if you don't want to answer it and you will be automatically directed to the next document.
http://bit.ly/YRL8qa
As teachers, when we are asked to submit student work samples for others to reveiw, it is tempting to only submit "projects". Typically, these projects are formal assessment events for which students have had extensive preparation time, as well as opportunities for review, feedback from peers and teachers (and others) and multiple revisions.
I have purposefully chosen to submit samples that also include day-to-day activities in which students engage spontaneously with authentic documents and responding to those documents in a variety of ways, but not as a "prepared" assessment or long-term project. In essence, you're seeing the kind of work in which I engage my students on a daily basis.
For the student-created infographic, students in French 2 explored numerous authentic documents, as explained in the narrative in the portfolio. These documents were organized into a sequence of exploration using a free, online tool called "MentorMob". It is now called "LessonPaths."
If you would like to see the documents they analyzed and discussed and the pop-up questions asked after they viewed each document, follow the link below to the LessonPaths (formerly MentorMob) series containing all of the documents the French 2 students studied. This will bring you to the first page in the series. Click the large "next" button at the top center of each page to see the next step. When a question pops up, just click on the small "x" in the top right if you don't want to answer it and you will be automatically directed to the next document.
http://bit.ly/YRL8qa