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Introduction
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[Teacher Page]
A WebQuest for FRENCH 4/5In conjunction with a unit based on Joan of Arc and the Hundred Year’s
War
Designed by
ASHLEY ELIZABETH [email protected]
Based on a template from The WebQuest Page
Who was Joan of Arc?
Image courtesy of Ashley Kidder
Student Page
Title
Introduction
Task
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[Teacher Page]
BONJOUR!!
In the Middle Ages during the Hundred Year’s War, a young girl by the name of Joan of Arc (Jeanne d’Arc) helped fight the English out of certain cities in France. She claimed to be sent from God, but no one knows the real truth behind Joan’s motivation to help save her mother country.
This is where you come in!!
For this WebQuest, you will be researching Joan of Arc. But don’t worry—this will not require a long, boring, citation-filled history paper at the end of this project. Instead, I’m asking that you create an oral presentation with a few other group members on who you really think Joan of Arc was. This can be a music video, a television infomercial, a skit, or another kind of oral presentation that you have come up with (subject to my approval, of course, and to be performed entirely in French).
Before you begin, consider what you have learned from the unit that we are finishing up now: Joan of Arc and the Hundred Year’s War. What information do you have already? Go ahead and take a few notes right now to get your mind started on answering the BIG QUESTION:
Who do you think Joan of Arc was?
A saint?...A delusional young girl?...A true warrior?...A servant of God?...Or something else?
It is up to you, through research, to collaborate with your group members and pick a single character trait that you would like to portray through your oral presentation. Bonne chance (good luck)!!
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
As stated in the previous slide, you are to use your assigned Internet reading to come up with a general statement about who you think Joan of Arc really was. You will support your claim by
Learning more about her life;Understanding why she went to fight for the French;Researching how she is viewed in France;Viewing her how the Catholic Church sees her;Reading poems written about her from various authors.
You will be performing all of the above tasks on the Internet. Once you have completed all of your preliminary research, you are free to begin putting together your creative oral presentation. You will be asked to record your presentation using a digital video camera provided to you by the school.
After you’ve nailed your performance of your oral presentation, you will give me the video camera and I will create a DVD to be showcased in class at the end of the unit. Everyone’s oral presentations will be shown to and evaluated by your fellow classmates.
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
To complete this WebQuest, follow the following steps:
1. You will be grouped at random with 3 other classmates..2. Talk with your group (in French) about what you know already. Assign someone to take notes (in French).3. Head to the computer lab and do some research. Due to the fact that good Internet links are hard to come by, you are only allowed to use the research links that I have provided for you below. Each group will be assigned a certain article or poem to analyze and draw your conclusions from. The group numbers will be placed next to the article or poem below. (Special note: I have provided links for research in English for readability, but in my classroom in the future, they will all be in French.)
1 Joan of Arc’s Brief Biography2 Letter from Joan to the King of England, 14293 Joan as a Military Leader4 Voltaire’s View of Joan of Arc 5 Essay on Many Views of Joan6 The Voices
4. Now use the Internet to read your assigned article or poem. 5. Next, meet back up with your group and discuss which character traits stood out the most from your reading.6. Once you have decided on what character trait stands out most, you may begin to brainstorm ideas about what kind of oral presentation you want to do. After you have spoken with me about it and I have granted approval, you may begin writing your script (in French). Everyone is to contribute to the script, and one person may be selected as secretary. After that is finished, I will give you the digital video camera to record your presentation (in French). Each group member should have an equal amount of speaking parts. The student assistant for French 4/5 will be your cameraman, so you do not need to assign group member to be the recorder. 7. I will then put all your presentations together once you have recorded your best showing. We will watch them in class on the last day of the unit.
The Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Excellent4
Good3
Fair/Average2
Poor1
TotPts
CONTENT Shows a full understanding of the topic.
Shows a good understanding of the topic. .
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
VOCAB Uses vocabulary appropriate for the audience as well as vocabulary that is appropriate for Joan of Arc and the Hundred Years War.
Uses vocabulary appropriate for the audience. It could have included just a few more terms from the unit.
Uses vocabulary appropriate for the audience. Does not include any vocabulary that has to do with Joan of Arc.
Uses several words or phrases that are not understood by the audience, and that are not linked to the unit.
CLEARNESS Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces just a few words.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces quite a few words.
Often mumbles or can not be understood OR mispronounces more than one word.
PREPAREDNESS Presentation is completely prepared and has obviously rehearsed.
Students seems pretty prepared but might have needed a couple more rehearsals.
Students are somewhat prepared, but it is clear that rehearsal was lacking.
Students do not seem at all prepared to present.
PRONUNCIATION You all sound like native French speakers.
Your pronunciation is almost perfect! A few phonetic mistakes.
You can tell that you are an American speaking French.
No attempt to mimic a French accent was made.
EvaluationBasic Oral Presentation Rubric
Please note that I will also be grading you on how well you worked with your peers and how you behave during others’ presentations.
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After you’re done, we will have a French food day and watch all of your presentations. Keep in mind that after having completed this project, you will have
*gained more insight about Joan of Arc through multiple different point of views
*reflected on your pronunciation; seeing and hearing yourself can help you assess what you need to work on
*been able to put new vocabulary to use (i.e. vocab that you learned from this unit
*improved your group-work skills*hopefully had a blast!
Conclusion
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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Credits & References
[Student Page]
Title
Introduction
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Teacher Page
A WebQuest for FRENCH 4/5
Designed by
Ashley Elizabeth Kidder
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Who Was Joan of Arc? (Teacher)
Image courtesy of Ashley Kidder
[Student Page]
Title
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Teacher Page
This lesson was created for a course in the Teacher Licensure Program at CSU, EDUC331: Technology and Assessment for Education.
It is an Internet-based research lesson that results in the creation of a recorded oral presentation to be presented in front of the class once finished. Here is the introduction that students will be seeing:
For this WebQuest, you will be researching Joan of Arc. But don’t worry—this will not require a long, boring, citation-filled history paper at the end of this project. Instead, I’m asking that you create an oral presentation with a few other group members on who you really think Joan of Arc was. This can be a music video, a television infomercial, a skit, or another kind of oral presentation that you have come up with (subject to my approval, of course, and to be performed entirely in French).
Before you begin, consider what you have learned from the unit that we are finishing up now: Joan of Arc and the Hundred Year’s War. What information do you have already? Go ahead and take a few notes right now to get your mind started on answering the BIG QUESTION:
Who do you think Joan of Arc was?
A saint?...A delusional young girl?...A true warrior?...A servant of God?...Or something else?
It is up to you, through research, to collaborate with your group members and pick a single character trait that you would like to portray through your oral presentation. Bonne chance (good luck)!!
In general, this lesson is about more than using the Internet to find resources and information. It’s about learning how to better work with other students in groups. It’s about expanding students’ interest beyond the basic oral presentation where the students simply get up in front of the class and read from their report. It’s about giving them options about what they want to do. A democratic classroom is a happy classroom. It’s also about using oral presentations in foreign language classes to help improve pronunciation and accent. It’s about letting the students showcase their oral skills in a second language with ease and less fear—it’s much easier for some to get in front of a cameraman and speak in a second language than it is to do so in front of an entire class of students. It’s about making learning fun again for students, and I think that by letting them choose the manner in which they create an oral presentation, they’ll get excited about doing schoolwork.
Evaluation
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Introduction (Teacher)
[Student Page]
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This lesson is anchored in advanced foreign language courses, preferably Honors courses or courses such as French 4 or Spanish 5. This lesson can be extended to other content area, specifically history, where this lesson can be applied to other historical figures.
This lesson involves students in Internet-based research, group-work skills, and oral presentation skills. Creative writing is important here, as well as showmanship in front of the camera.
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Learners (Teacher)
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Foreign Languages Standards Addressed (Colorado Model Content Standards)
1.2 SPEAKING Students speak in the foreign language for a variety of purposes and for diverse audiences.
1.3 READING Students read and derive meaning from a variety of materials written in a foreign language.
1.4 WRITING Students write in a foreign language for a variety of purposes and for diverse audiences.
STANDARD 2: Students acquire and use knowledge of cultures while developing foreign language skills.
Other areas addressed in this lesson: creative production; observation and categorization; teamwork and compromise.
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Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
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Standards
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Teacher Page
To complete this WebQuest, students will follow these steps:
1. Talk with your group (in French) about what you know already. Assign someone to take notes (in French).2. Head to the computer lab and do some research. Due to the fact that good Internet links are hard to come by, you are only allowed to use the research links that I have provided for you below. Each group will be assigned a certain article or poem to analyze and draw your conclusions from. The group numbers will be placed next to the article or poem below. Read your assigned poem or article.
1 Joan of Arc’s Brief Biography ; 2 Letter from Joan to the King of England, 1429
3 Joan as a Military Leader ; 4 Voltaire’s View of Joan of Arc 5 Essay on Many Views of Joan ; 6 The Voices
3. Next, meet back up with your group and discuss which character traits stood out the most from your reading. Once you have decided on what character trait stands out most, you may begin to brainstorm ideas about what kind of oral presentation you want to do. After you have spoken with me about it and I have granted approval, you may begin writing your script (in French). Everyone is to contribute to the script, and one person may be selected as secretary. After that is finished, I will give you the digital video camera to record your presentation (in French). Each group member should have an equal amount of speaking parts. The student assistant for French 4/5 will be your cameraman, so you do not need to assign group member to be the recorder. I will then put all your presentations together once you have recorded your best showing. We will watch them in class on the last day of the unit.
This lesson will be implemented for just French 4/5. Students will be randomly placed into groups. It will be introduced in one period, and students will work on it for the remainder of the first period and the period after. If they need more time, one more period or half of one ore period will be used. It will only take a couple of days.
Some problems that I can foresee happening is that a group might not always be able to uniformly decide on which character trait they would like to portray through their oral presentation. This is where students will have to learn to compromise. Who knows, by crossing over and presenting a viewpoint that they hadn’t considered, they might learn more about Joan of Arc than presenting their chosen character trait.
I don’t think that this would be difficult for any teacher to pull off. It requires some experience with role playing however, as the students will be doing just that in their oral presentations. It also requires the teacher to know how to create a DVD with digital video media.
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The Process (Teacher)
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What’s needed for this lesson:
•Digital video camera •Cameraman •Multiple computers (preferably a computer lab) •DVD-creating hardware (for the professor) •Internet resources (selected by the professor for validity) •DVD player•Television •Cables to connect DVD player and television
I used About.com as one of my main search engines to find information about Joan of Arc, as well as Google.com.
For this lesson, only one teacher is needed to implement the lesson, and I believe that will suffice. There is a role for aides in the room, and that role is cameraman for the students. No coordination with other teachers at other schools is needed. A collaboration with a museum could be nice; a fieldtrip to view art or certain artifacts from the unit time period (the Middle Ages) would be appropriate, if available. However, a field trip is not designed as part of the lesson.
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Resources (Teacher)
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I will know if this lesson is successful if I see students getting really into creating their oral presentation. If they are enthusiastic about being recorded while they are presenting, then I will know this is a hit. Basically, if they’re having fun, then I know I created a good lesson.
As for technical student evaluation (see below), I will evaluate their content, preparedness, clearness, vocabulary, pronunciation and accent, as well as how well they worked with others and whether they paid attention to others’ presentations. Overall however, for my own evaluation of whether this was a success or not, I will mainly look for whether or not students had a good time while creating their presentations.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
Excellent4
Good3
Fair/Average2
Poor1
TotPts
CONTENT Shows a full understanding of the topic.
Shows a good understanding of the topic. .
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
VOCAB Uses vocabulary appropriate for the audience as well as vocabulary that is appropriate for Joan of Arc and the Hundred Years War.
Uses vocabulary appropriate for the audience. It could have included just a few more terms from the unit.
Uses vocabulary appropriate for the audience. Does not include any vocabulary that has to do with Joan of Arc.
Uses several words or phrases that are not understood by the audience, and that are not linked to the unit.
CLEARNESS Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces just a few words.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces quite a few words.
Often mumbles or can not be understood OR mispronounces more than one word.
PREPAREDNESS Presentation is completely prepared and has obviously rehearsed.
Students seems pretty prepared but might have needed a couple more rehearsals.
Students are somewhat prepared, but it is clear that rehearsal was lacking.
Students do not seem at all prepared to present.
PRONUNCIATION You all sound like native French speakers.
Your pronunciation is almost perfect! A few phonetic mistakes.
You can tell that you are an American speaking French.
No attempt to mimic a French accent was made.
[Student Page]
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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
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Teacher Script (Teacher)
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In summation, this lesson will provide students with skills that are useful beyond the classroom: public speaking, foreign language mastery, knowledge of world history, collaboration skills, and a glance at what it might be like in college or at a job of what it will be like to work with others towards the same common goal. Also, this lesson will give students a choice of what kind of oral presentation that they would like to complete. Instead of giving them only one option as to what they can create for their oral presentation, they are given a choice as to what they can do. As I stated before, a democratic classroom is a happy classroom. I feel that if students feel that their opinion and voice is important in creating this oral presentation that they will have more fun completing it. Students’ happiness is just as important as other classroom aspects, and hopefully through this lesson, they can be happy, have fun, and learn all at the same time.
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All images used in this presentation are from my own personal collection.
Click here to view the presentation on SlideShare.
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