IPA+examples-Andrea+Henderson

=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? ==

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. ==

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  || ===Interpretive Mode ===
 * < [[image:swcolt2011/Activités_du_Weekend.JPG width="526" height="328"]]
 * 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===

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...=

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===

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.===

[[image:swcolt2011/Slide3.JPG width="604" height="375"]]
@https://unefilleordinaire.wordpress.com/2008/02/28/quand-jetais-petite/ ||

3. Students create a master list to be used to create the play lists and decorations for the 90s party.
|| =Mode=
 * < =Presentational=

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 || media type="custom" key="8967020" width="99" height="99" align="left" media type="custom" key="8979952" media type="custom" key="8966980" align="left" width="99" height="84" ||
 * media type="custom" key="8966952" align="left" width="97" height="97"

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. === [] [] [] <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;">2. Students analyze their food choices by playing the food pyramid game <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;">3. Students will read the testimony of Jennifer Hudson's weight loss from the Weight Watcher Canada web site. [] <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;">4. Students will view the French version of Jennifer Hudsons' promotional video. <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;">5. Students will analyze Jennifer Hudson's food plan. [] <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt;"> ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt; font-style: normal;">1. After viewing the French school videos, students compare and contrast French and American school cafeterials. <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt; font-style: normal;">2. Students discuss food pyramid game with each other and tell what they eat too much of and what they eat too little of. <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt; font-style: normal;">3. Students dicuss Jennifer Hudson's meal plan and observe the difference between a diet and a meal plan. ||
 * < ===Interpretive Mode=== ||<  ||< ===Interpersonal mode=== ||
 * < <span style="font-family: 'Verdana','sans-serif'; font-size: 11pt; font-style: normal;">1. Students view a series of videos from French school cafeterias and take notes on their observations.

<span style="font-family: 'Verdana','sans-serif';">1. Students save the image of their food pyramid as a screen shot and write a written analysis of their findings <span style="font-family: 'Verdana','sans-serif';">2. Students create a personalized food pyramid at the Santé Canada site [] <span style="font-family: 'Verdana','sans-serif';">3. Students create a healthy menu for a week <span style="font-family: 'Verdana','sans-serif';"> <span style="font-family: 'Verdana','sans-serif';">
 * ||  ||<   ||   ||< ===Presentational mode=== ||