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Integrates classroom curricular themes with the foreign language curriculum (early childhood/elementary)
Integrates classroom curricular themes with the foreign language curriculum (early childhood/elementary)
EVIDENCE #1: Elementary level class on food and geography incorporating literacy curriculum
DESCRIPTION: This took place at the Sustainability Academy Elementary School, grade 4. It was a lesson involving a read aloud for pleasure and then an interactive instructional table for learners to visually show their learning and explore knowledge. The classroom teacher, Ms. Deidre, had left me several books the class was using as resources.
ANALYSIS/REFLECTION: These types of learning activities are always engaging for younger learners and most of the time for older ones as well. I selected a beautiful book that highlighted countries around the globe and their cuisine. There were a number of students in the class who were English Language learners as well, so the read aloud helped address literacy content. Of course, exploring a book organized around countries and their themes invoked geography learning.
Following that, I explained the objectives and options. In preparation for the lesson, I had previously covered the table with kraft paper and gathered the necessary materials. Students could self-select from a variety of options from designing a menu to a map to a free create.
Singing goodbye song
Project based learning
Importance of play poem
DESCRIPTION: French Class at Champlain Elementary School in Burlington, Vermont. Winter/Spring 2018. Anchor book was Le Petit Prince linked to social studies. We met for 10 weeks, carried out learning activities that honed global citizen skills, social studies, art, geography, literacy all while learning French.
ANALYSIS/REFLECTION: This French class naturally and intentionally involved classroom curricular themes. As an after school class, we met in a classroom of several of these elementary aged students and I had a chance to discuss with Ms. V what they were focused on in social studies. I as well, ask my students, what would YOU like to learn about in keeping with student-centered learning.
In terms of social studies they were learning about the three branches of the United States government and the balance of power. This dovetailed well with the travels of "Le Petit Prince," as he journeyed to different planets that each had their own type of self-governance.
Jane Anne Robertson, Arizona's 2004 Teacher of the Year says, in an article entitled, Your Third Grader and Social Studies, GreatSchools Staff , April 21, 2015
"since social studies in elementary school are closely aligned with civics, third-grade teachers strive to turn their students into outstanding citizens by introducing a wide range of topics. Within a school program, social studies includes anthropology, archeology, economics, geography, history, and sociology."
Thus to connect our French language learning to this theme, we explored several of the main characters in the book and explored where in the three branches of U.S. government they would fit in, if at all. We also compared characters strengths and weaknesses to encourage self-acceptance and growth. To illustrate their knowledge, learners self-selected one of three project based instructional tasks: create a chart showing the balance of power in "le monde," of the little prince with illustrations, create a skit with a classmate between the little prince and one of the characters, or create in 2-d or 3-d your own version of a world and its power structure.
This evidence reveals my mastery of this standard because of the social studies content tied to the French language learning. In the future, I would like to grow in this area and would love to attend some trainings in this domain given by the French educational branch of the Boston Consulate. As Burlington explores starting an immersion French program, I would very much like to play a role in this.
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