GREETINGS FROM…

Mallory Forget, Stephanie Lapierre, Philippe Scherer, Alan Suen

Introduction

 

Essential Question:

 

How can travel expand your knowledge of different cultures and peoples of the world?

 

 

Have you ever seen a giraffe in the wild?  What is “the Tango” and where is it practiced?  Do you know where the famous hockey player Mats Sundin comes from?

 

These are some of the questions that you will be able to explore on this SPEAQ-quest that is based on the theme of travel.  You will be able to go to the farthest reaches of the world all from the comfort of your classroom!

 

By the end of this quest, you will be able to tell your classmates about an exotic location in the world and create a postcard that you can keep to remember all the new things you’ve learned about your country!

First you will need to divide you group into the following roles: Pilot=keeping everyone on task, Co-Pilot=writer, Air Marshall= English cop, Air traffic controller=time keeper. Now you are ready to strap on your travel boots and get ready to embark on your SPEAQ Quest travel adventure!

 

Task

 

In order to learn about different people and cultures of the world, you will first need to do research about those people and cultures.  Your first task will be to learn basic facts about your assigned country by using the internet as a resource.  Next, you will continue your internet research and answer some more detailed questions about your country; you will share your answers with the rest of your group.  Finally, as your last task, each of you will use your newfound knowledge and create a post card that describes (in writing and images) the things about your country that you find the most interesting…Bon voyage!

 

Process:  leading to a Product that responds to the Task

 

Lesson 1: Facts about Countries of the World!

Have you ever wondered what other countries are like? Are they hot or cold, wet or dry?  How they compare to Canada? Are there more people living there? Well, this is your chance to find out!

 

For task one part one, in your assigned groups, you will need to search for the facts that could be asked of you when you visit the country. Using the websites that are provided, you will search for the answers and then write them down beside the question. These answers will become part of the word bank that you will need to use to complete part two.

 

After part one is finished, you will be able to draw the flag of your country in the box that is on the handout. Then, using the word bank that you created you will fill in the blanks in the paragraph that is about your country. In order to finish this part, you will need to use effective communication strategies to express yourself and explain why you think a word should be used. Working well with others will lead to successful completion.

 

An example can be found here

And the handout can be found here

The checklist that will be used to assess your speaking can be found here

Lesson 2: Learning more about your country!

In Task 2, you will use the internet to find answers to the questions on your country’s Question Handout.  Each member of your group will be responsible for answering five different questions on the handout.  In Task 3, you will share your answers with the rest of the group.

Task 2: Answering Questions About Your Country

        i.            In the same groups as last class (lesson 1), each of you will choose one of the  following categories listed on your country’s Questions Handout: (A) geography, (B) nature, (C) history, (D) people and culture. 

      ii.            Working individually at your computer, go to the National Geographic for Kids website: http://kids.nationalgeographic.com/kids/places/find/

    iii.            On your handout, write your name beside your category (Geography, Nature, History, or People and culture).  You are responsible for writing answers to all five questions under your category. 

    iv.            You will receive a grade out of five points for answering the questions under your category.  For each correct answer, you will receive one point. You will not be graded on the answers of your group members under the other categories. 

Task 3: Sharing Your Answers

      v.            Once all group members have answered their five questions, share your answers with the rest of the group.  By the end of the class, each of you must have written the answers for all twenty questions on your own handout.

    vi.            While your group is sharing answers, your teacher will walk around the classroom and evaluate you on your oral communication (speaking) skills.  Make sure you are doing everything on your teacher’s checklist!

Lesson 3

Task 4: Language for your postcard

Together with the teacher and this link: http://www.michellehenry.fr/postcard.jpg, you will fill out the following handout with vocabulary that will help you when filling out your postcard.  

Task 5: Designing your postcard

For this task you will print out a template of a postcard that can be found here:

            Your postcard design must make a connection with your assigned country. Have

            Fun and be creative!!!

            Assessment: Here is the rating scale that the teacher will use to evaluate your assignment. This

            Assignment is summative and you will receive a letter grade for it, i.e. A, B, C, D.

Lessons 4 & 5

Task 6: Writing home

This task will bring all of your new knowledge together. You will, individually, write a 50 word or more postcard to anyone of your choice. You must print out the format guidelines and you will write your assignment on the postcard that you designed in the previous class. Here is the format handout: *Do not forget to address your postcard.

Assessment: Here is the rating scale that the teacher will use to evaluate your assignment. This assignment is summative and you will receive a letter grade for it, i.e. A, B, C, D.

 

Conclusion

 

Congratulations!  You have officially finished your SPEAQ-quest and you have:

 

1.      Used the internet to conduct research in your second language;

2.      Learned geographic, environmental, historical, and cultural information about a new country;

3.      Created a post-card in that describes aspects of that country in writing and images ;

4.      Communicated in English with your group members and worked together as a team!

Travelling the world from your classroom can be fun, but actually visiting new countries is even more exciting!  If, one day, you are lucky enough to find yourself on a plane that flies anywhere in the world, where would you visit first?  Check out this book to start researching about more countries and fun things to do in those countries (more information about this book can also be found on the Lonely Planet website: http://shop.lonelyplanet.com/world/not-for-parents-travel-book).  Happy Travels!

 

 

 

 

Evaluation

 

Assessment Tasks 1 & 3

 

Checklist for Oral Communication and Group Work

 

When the students are working together finding out the answers to create a word bank and then using those words to fill-in-the-blanks, you should be walking around the class and checking off the following to assess the students:

 

 

 

 

 

 

 

Assessment Task 5

 

Evaluation Grid for Competency 2

 

Competency

C2

Reinvests Understanding

Of texts

Evidence of Understanding of texts

 

Students show that they have  acquired knowledge about their assigned country through creative design

 

 

 

 

 

 

 

 

 

 

Assessment Task 6

 

Competency

Evaluation Criteria

Observable Evidence

 

 

 

 

 

 

 

Competency #3

Writes and Produces

Text

 

 

 

 

 

 

 

 

 

 

o   Student applies target language conventions

 

 

 

o   Student uses characteristics of written text

 

o   Student is able to write a hand written postcard using the assigned format.

 

o   Student is able to use the new vocabulary that he/she has acquired pertaining to travel.

 

o   Student shows creativity in his/her postcard; he/she has not simply copied information from the assigned format.

 

o   Student has effectively used the functional language acquired in pertaining to travel in previous tasks.

 

Competency

Evaluation Criteria

Observable Evidence

 

 

Competency #2

Reinvests Understanding of

Texts

 

 

 

o   Evidence of Understanding of texts.

 

 

o   Uses strategies

o   Student provides evidence that he/she has understood the texts.

 

o   Student show evidence that he/she chose an appropriate grouping of information to include in their written assignment.

 

 

Evaluation Grid for Competency 3

 

 

GRADE

A

Goes Beyond Expectations

B

Meets expectations

C

Meets Minimal Expectations

D

Does Not Meet Expectations

Vocabulary

Uses an extensive amount of recently acquired vocabulary pertaining to the topic.

Uses recently acquired vocabulary.

Uses little recently acquired vocabulary.

Student makes no attempt to use the new vocabulary acquired.

Functional Language

Student makes effective and elaborate use of travel specific functional language.

Student makes effective use of travel specific functional language

Student makes little effective use of travel specific functional language

Student makes no use of travel specific functional language.

Format

Student makes no more than one mistake regarding the format

Student makes no more than three mistakes regarding the format

Student makes more than three mistakes with format.

 

Student makes little or no attempt to follow the assigned format.

Creativity

Student shows extensive creativity and even uses information that was not in their resources.

Student uses the information they have acquired but words the information in creative ways.

Student uses a mix of directly copied information from texts they have used as resources as well as some original thought.

Student simply copies their text from the resources they have acquired.

 

 

 

 

 

 

 

 

 

Evaluation Grid for Competency 2

 

 

Grade

A

Goes Beyond Expectations

B

Meets Expectations

C

Meets Minimal Expectations

D

Does Not

Meet Expectations

Evidence of Understanding

texts

 

Students provides more than one salient sentence for each of the body components (Geography, Nature and History)

Student provides one salient sentence about each  of the body components (Geography, Nature and History)

Student provides less than one salient sentence  for each of the body components (Geography, Nature and History)

Student addresses each component but with inaccurate information.

Uses strategies

 

Student shows evidence that he/she used their resources and done further research or used prior knowledge to their advantage.

Student shows evidence that he/she used their resources for the written assignment.

Student shows little evidence of having used web links as resources.

Student shows no evidence of having used their web links from the web quest as a resource