Dissect+a+One+to+One+Lesson+-+World+Languages

toc

** Session Objectives **
> Participants will... >> 1. be able to apply TPACK to a World Language lesson. >> 2. be able to determine if the technology most effectively allows students to learn the given content and skill objectives. >> 3. be able to determine if the technology is a "best fit" for the pedagogy.

** Mini-Lesson - Giving directions **

 * //In this mini-lesson, you will work with a partner that speaks the same language of instruction as you. You will be talking to each other in the target language. If you cannot find a partner who speaks the same language as you, do this activity in English. //**

1. You and your partner are at a famous landmark in a country that speaks your language.

>> **Spanish**: Madrid - Plaza de la Puerta del Sol >> **French**: Paris - Arc de Triomphe >> **English**: New York City - Times Square

What would you like to do next? Maybe you would like to eat pizza, go to church, see a soccer game, or visit the theater. You will be asking your partner for directions from the landmark to this next location.

2. Tell your partner where you would like to go.

3. Complete this prep work for the activity your partner has chosen.

4. Once you have completed the prep work, you and your partner should have a dialogue in the target language in which one of you asks for directions to the location of his/her choice, and the other gives directions to that location. Both partners should be looking at their own computers. Open a new browser tab if you are asking directions and go to your landmark in Google Maps. You should both be in Satellite View and zoomed in enough to be able to see the names of side streets.

>> **Partner A: ** Excuse me! I am looking for a pizzeria. Would you be able to tell me where I can find one?

>> **Partner B: ** Certainly. The best pizza can be found at...

>> **Partner A: ** Would you be able to give me directions?

>> **Partner B: ** Sure.............

> Partner B will give directions based upon his/her prep work, and Partner A will follow the oral directions, using his/her own streetview and map as a reference. Be sure to ask clarifying questions in the target language if you miss a turn or did not understand. Don|t forget to look around and take in the sites.

5. When Partner B is finished giving directions, Partner A and Partner B should put the computers next to each other and compare. Did Partner A wind up at the location Partner B intended?

6. Switch roles.

7. If you have time, go into Streetview and take in the sites. Focus your perusing on these questions: What did you find interesting? What surprised you? What did you see that confirmed something you already knew about the country/city? What did you see that you did not know yet? What questions do you have?

Use the following mini-rubric for self-assessment and peer feedback:


 * **Content & Skills** || **Exceeds expectations** || **Meets expectations** || **Fails to meet expectations** ||
 * **Give directions in the target language.** || * Correct use of language to give directions.
 * Pronunciation facilitated comprehensibility.
 * Follow-up questions not necessary or only due to issues unrelated to language.
 * Natural pace without hesitation. || * Mostly correct use of language to give directions.
 * Pronunciation did not hinder comprehensibility.
 * Some follow-up necessary due to language related errors.
 * Slower pace with minor hesitations. || * Many errors making communication difficult and/or impossible.
 * Pronunciation does not resemble the target language.
 * Follow-up necessary, but without expected results.
 * No natural flow. Hesitations and complete halts. ||
 * **Follow oral directions.** || * Directions easily and correctly followed. || * Some comprehension problems not due to partner's shortcomings. || * Frequent clarifying questions necessary.
 * General inability to understand. ||
 * **Stay in the target language.** || * Target language spoken throughout even if the partner started talking in English. || * Needed some English to clarify. || * Unable to get to the destination without the use of English. ||

** Small Group Activity **


1. Use this diagram to dissect and discuss the mini-lesson you just participated in at your tables.

2. Create a similar diagram with your ideas on butcher paper to share with the group during Reflection.

** Group Discussion/Reflection **
- Does the technology most effectively allow students to learn the given content and skill objectives? - Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not? - Are their other tools that could be used to achieve the same student outcomes? What are they?

include component="comments" page="Dissect a One to One Lesson - World Languages" limit="10"