IPA examples-Andrea Henderson


Example # 1 What did you do this weekend? Qu'est ce que tu as fait ce weekend?

1. What kinds of activities do you like to do on the weekend?

2. Which of these activities would you consider typically American?

3. What kinds of weekend activities are universally common?

4. How does where you are from affect what you do on the weekend? Learners will read about what Francophone teens do on the weekend.


Learners will talk about weekend activities in the past.

Learners will use time expressions to express when these activities take place.


Context for the Integrated Performance Assessment

You are a member of the Facebook group Jeunes Francophones du Monde. The topic of this week’s post is about weekend plans. You will write a post telling about your weekend post. You might possibly have a Skype meet up with some of the members of the forum so you will also make a list of what you want to talk about.

Complete IPA unit plan

Activités_du_Weekend.JPG

Interpretive Mode

  1. Students read the article about weekend activities of young Francophones from Guadeloupe, Belgium, Morocco, and Québec.
  2. Students identify the past tense in the article

Interpersonal

Mode

1. Students interview each other using a Venn diagram of activities in the past tense.

2. Students discuss the activities they have in common.


Presentational Mode

  1. Create a post for the Jeune Francophones post about the weekend.
  2. Student read the posts aloud to the class.




Example #2 - Quand j'étais petit(e)... When I was little...


1. What are some common themes of childhood?

2. What how does pop culture vary from culture to culture?

3. What are your favorite childhood memories?


Learners will research American and French pop culture of the 1990s

Learners will read about French pop culture from the 1990s.

Learners will read about the childhood memories from a French perspective.

Learners will narrate their childhood memories in the imperfect tense using a digial poster for visual support.

Learners will create a comic book using the the imperfect tense to illustrate their chilhood memories.


Context for the Integrated Performance Assessment- It's a retro party! What was life like when you were younger? You and your friends are throwing a big retro party for the French exchange students who will be leaving at the end of the school year. You will do a little research to find out what it was like back in the 90s. You'll create a digital poster to introduce the themes of of the 90s, interview your friends to find out what kind of music they listened to, TV programs they liked, and what they liked to do. Finally, you'll create an interactive cartoon book to share what your life was like when you were little.



Link to complete imperfect instructions


Link to childhood project and examples

Interpretive

Mode


1. Read a flyer from a French Generation 90s party and identify the music, foods, and celebrities that were popular at the time.

2. Make a Venn diagram and title the circles France and the US. List the items that are unique to France and the items in common in the interlocking centers. Finally, add items that would be unique to the US.

3. Read a blog entry of what life was like for a young French person.

Slide2.JPG

http://www.planeteparis.fr/Players/127281,Generation-90-100-annees-90.html

Soirée Années 90


Blog entry

Slide3.JPG

https://unefilleordinaire.wordpress.com/2008/02/28/quand-jetais-petite/

Interpersonal

Mode


1. Create a Venn diagram and write down the answers to the following questions.

· What you used to listen to

· Where you used to go

· What you used to wear

· What you used to watch

· What singers you liked to listen to

· What you used to play with

· What you used to eat

· Anything else related to your childhood

2. Students share their lists with a partner and discuss the commonalities and differences

3. Students create a master list to be used to create the play lists and decorations for the 90s party.

Presentational

Mode


1. Students create a digital poster (Glog) with images only to provide visual support for their oral presentation of what life was like in the 90s.
2. Students create an interactive comic book (Toondo) to describe what life was like when they were younger






Example # 3- Une assiette saine- A Healthy plate: French II


1. How are healthy eating habits influenced by culture?

2. How is the importance of the quality of food demonstrated by a culture?

3. How can you analyze your eating habits to determine the degree of healthiness?

4. How can you take steps to improve your eating habits?


Learners will watch videos of school cafeterias and discuss the similarities and differences of French and American school cafeterias.

Learners will analyze their food choices and determine what they consume too much of and too little of.

Learners will compare food pyramids from different areas of the world.

Learners will read and analyze the Weight Watchers food plan of a celebrity who has made healthy life style changes



After observing the unhealthy food habits of you and your fellow students you decide to make some changes in your eating habits. You decide to research Francophone schools and analyze the differences in American and Francophone school cafeterias. You evaluate your current eating habits and then examine food pyramids from various Francophone countries. You decide to create a personalized food and exercise guide using the Canadian food pyramid. Finally, you decide to create a healthy menu for a week based on your personalized food and exercise choices.

Interpretive Mode


Interpersonal mode

1. Students view a series of videos from French school cafeterias and take notes on their observations.
http://www.curiosphere.tv/video-documentaire/5-vie-scolaire/106340-reportage-les-coulisses-dune-cantine-scolaire
http://www.curiosphere.tv/video-documentaire/5-vie-scolaire/106669-reportage-cantines-scolaires-et-equilibre-alimentaire
http://www.curiosphere.tv/video-documentaire/5-vie-scolaire/104752-reportage-apprendre-a-bien-manger
2. Students analyze their food choices by playing the food pyramid game
http://www.erasme.org/libre/sante/animations/alimentation/pyramide4.swf
3. Students will read the testimony of Jennifer Hudson's weight loss from the Weight Watcher Canada web site. http://www.fr.weightwatchers.ca/util/art/index_art.aspx?tabnum=1&art_id=125548
4. Students will view the French version of Jennifer Hudsons' promotional video.
5. Students will analyze Jennifer Hudson's food plan. http://www.fr.weightwatchers.ca/util/art/index_art.aspx?tabnum=1&art_id=125528&sc=3022
Slide4.JPG

1. After viewing the French school videos, students compare and contrast French and American school cafeterials.
2. Students discuss food pyramid game with each other and tell what they eat too much of and what they eat too little of.
3. Students dicuss Jennifer Hudson's meal plan and observe the difference between a diet and a meal plan.













Presentational mode

1. Students save the image of their food pyramid as a screen shot and write a written analysis of their findings
2. Students create a personalized food pyramid at the Santé Canada site http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguide-monguide/index-fra.php
3. Students create a healthy menu for a week
angelo.jpg
pyramid.jpgmenu.jpg