Rorschach Writing
This is an old lesson that I used to do in my creative writing class. No matter how old you are, it’s still always fun to make something with construction paper and paint.
If you are unfamiliar with the Rorschach test, it simply is the use of a series of ink blots in which the reactions or perceptions of the patient are recorded to examine his or her personality.
In class, we create our own ink-blots and then use our masterpieces to create original pieces of writing. Although, I have used this lesson numerous in my Creative Writing classes, I have yet to use it in my French classes. I think I am going to challenge my students to create their own writings in French !
Supplies needed:
*Construction paper
*Acrylic paints – 2 – 4 different colors
I prefer to use black construction paper and neon paints, just because I love the look.
Directions:
As for the writing component, this is completely up to you and your teaching style. I always let the students turn their pieces any which way until they find some sort of inspiration. Make sure you tell them that there is no right or wrong way to see the ink blot. This is very important as the students do not want to be wrong. Once they have had ample time in looking and find inspiration in their design, I then will give them a list of requirements.
I always did this in a creative writing class, during a poetry unit, so the requirements are geared towards his or her knowledge of the poetic devices that we have learned in class. Your requirements may look completely different than mine.
Here is a sample requirements list:
*10 lines
* 2 sound devices
* 2 sense devices
* Title
Each requirement is then given a point value. This is usually copied down on their paper and then used as their rubric for the next class. We always do a peer assessment of the writing; this allows me to assess the knowledge of the assessor as well as the author.
This is a great lesson to get kids to open their minds to discussing what they created and how it applies to the larger topic being discussed in class. This is activity to show how others see things differently. You could use this to introduce a lesson of different viewpoints.
This is an old lesson that I used to do in my creative writing class. No matter how old you are, it’s still always fun to make something with construction paper and paint.
If you are unfamiliar with the Rorschach test, it simply is the use of a series of ink blots in which the reactions or perceptions of the patient are recorded to examine his or her personality.
In class, we create our own ink-blots and then use our masterpieces to create original pieces of writing. Although, I have used this lesson numerous in my Creative Writing classes, I have yet to use it in my French classes. I think I am going to challenge my students to create their own writings in French !
Supplies needed:
*Construction paper
*Acrylic paints – 2 – 4 different colors
I prefer to use black construction paper and neon paints, just because I love the look.
Directions:
- Tell the students to fold the construction paper in half. (I never tell them which way; I always let them decide what is right!)
- Circulate the classroom and drizzle (lightly) 2-3 colors of paint, making sure to put a bit on each side of his or her fold.
- Refold the construction paper, smoothing out the paper so the paint spreads to create a work of art.
- Open the construction paper and voila ! you have your very own Rorschach test/ink blot !
As for the writing component, this is completely up to you and your teaching style. I always let the students turn their pieces any which way until they find some sort of inspiration. Make sure you tell them that there is no right or wrong way to see the ink blot. This is very important as the students do not want to be wrong. Once they have had ample time in looking and find inspiration in their design, I then will give them a list of requirements.
I always did this in a creative writing class, during a poetry unit, so the requirements are geared towards his or her knowledge of the poetic devices that we have learned in class. Your requirements may look completely different than mine.
Here is a sample requirements list:
*10 lines
* 2 sound devices
* 2 sense devices
* Title
Each requirement is then given a point value. This is usually copied down on their paper and then used as their rubric for the next class. We always do a peer assessment of the writing; this allows me to assess the knowledge of the assessor as well as the author.
This is a great lesson to get kids to open their minds to discussing what they created and how it applies to the larger topic being discussed in class. This is activity to show how others see things differently. You could use this to introduce a lesson of different viewpoints.
Globalized Unit Plan
TGC Fellow Unit Template
Prepared by: Christy Shinnick School/Location: Patapsco High School & Center for the Arts/Baltimore, Maryland
Subject: French 3 / 4 Honors Grade: Mixed (9-12) Interdisciplinary Unit Title: La diversité francophone: le système éducatif
Time Needed: 6-8 weeks (we are on an A/B schedule, so I only see the students every-other day)
Unit Summary: Students will learn about the educational system of France in order to compare the secondary educational system to the United States. They will address requirements, testing and curricula (strengths and weaknesses) in order to create an ideal global curriculum/system for all students
STAGE 1: Desired Results
ESTABLISHED GOALS:
G1: Learn the vocabulary to describe educational systems.
G2: Read, listen, and watch authentic materials in order to learn about the educational system in France and the United States.
G3: Explain the basic structure of the educational systems.
G4: Describe the strengths and weaknesses of each system.
G5: Develop a perspective on requirements, testing and curricula.
G6: Communicate as a group each system works and develop a class position on each system.
GLOBAL COMPETENCY:
Investigate the World: Students will learn about the organization and requirements of different educational systems and determine the success of those systems.
Recognize Perspectives: Students will understand different values that are put on education from different countries and the results of those values through education.
Communicate Ideas: Students will collaboratively dissect each educational system for their successes and weaknesses in the target language.
Take Action: Students will create a presentation on their ideal global educational system.
Maryland World-Readiness Standards for Learning Languages
CULTURES : Interact with cultural competence and understanding
2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
TECHNOLOGY USED:
T1: Twitter – used for reading resources
T2: Internet news sources
T3: YouTube
T4:
T5:
RESOURCES:
https://www.youtube.com/watch?v=kS7g3UZ-lWo
http://1jour1actu.com/insolite/classe-sans-note-94291/
www.education.gouv.fr
https://www.liad-alger.fr/joomla/images/LIAD/PDFs/reglement_interieur.pdf
https://www.liad-alger.fr/joomla/index.php?option=com_content&view=article&id=84&Itemid=160
Transfer
Students will be able to independently use their learning to:
T1 : Investigate educational systems in France and the United States
T2: Identify their own perspective.
T3: Recognize other’s perspectives.
T4: Communicate ideas effectively with classmates.
Meaning
UNDERSTANDINGS
Students will understand that:
U1 : State, local, and federal governments impact the educational system.
U2: Requirements vary greatly between school systems.
U3: Differences exist between educational systems, but we can understand what is needed to create a successful educational system.
ESSENTIAL QUESTIONS:
E1 : What are the basic requirements of a high school?
E2: What makes an education system successful (what works)?
E3: What makes an educational system unsuccessful (what doesn’t work)?
E4: What differences exist between the educational systems of France and the United States?
E5: What parts would you use from each system to create the ideal global educational system?
Acquisition
Students will know:
K1 : How to communicate in French on the different educational systems.
K2 : Differences between educational systems.
K3 : What factors influence successful/unsuccessful educational systems.
Students will be able to:
S1 : Read authentic resources about education.
S2 : Listen to authentic resources about education.
S3 : Analyze the differences between educational systems.
S4 : Identify their perspective and provide information/evidence that support this perspective.
S5 : Identify key parts of a successful educational system in order to create an ideal global system.
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning target or Student Will Be Able To)
Assessments FOR Learning:
KWL
exit tickets
observation
Direct Instruction: Students will gain essential vocabulary necessary to comprehend information regarding an educational system. Students are required to keep up with their vocabulary lists.
Interpretative Listening: Students will listen to videos and/or newscasts that provide them with information about the educational systems of France and the United States.
Interpretative Reading: Students will read articles that provide them with information about the educational systems of France and the United States.
Presentational Speaking: Students will engage in class discussions and presentations on the information gained from the readings and the audio on the two educational systems.
Presentational Writing: Students (in pairs) will create an infographic on the differences between the two systems of education.
Assessments OF Learning:
Final Project
Presentational Speaking: Students will present their ideal educational system in partners to the class based upon their learning of the French and American educational systems.
Presentational Writing: Students will create a digital presentation of their ideal educational system that will accompany their speaking assessment to the class.
Interpretative Listening: Students will complete an exit ticket in which they choose the best system and explain why that system is the best.
Stage 3 - Learning Plan
This unit will take place the last quarter of the school year. We are on an A/B schedule, so I only see the students every other day (barring any weather days) for 90 minutes. State testing takes place during the last quarter of the year, too, so time is really limited with the students as I may be missing students multiple days for testing. Students will begin learning new vocabulary to help them with their understanding of the listening and reading activities, as well as any discussions that take place. Whenever time allows, students and teacher will follow-up all readings and listening activities with a discussion of materials presented. Students will be creating a Venn diagram and other visuals in order to help with the understanding of the material. (*technology will be limited because of the mandated state testing, but we will do our best to use what we can).
Week 1 (2 days): Review vocabulary (prior knowledge) and introduce new vocabulary; class discussions
Week 2 / 3 (5 days) : La francophonie: l’éducation des enfants reading, complete Venn diagram, discuss personal experiences of school and compare to those in France; introduce grammar lesson (TBD)
Week 4 (2 days) : L’éducation seondaire et post secondaire en France ; reading and comprehension questions ; add to our Venn diagram/discussion/notes; reading on the American educational system; compare/contrast
Week 5 (3 days) : Discussion, videos, notes; begin research on specific topics of education (as a class we will decided what topics are the most important to research)
Week 6 / 7 (5 days) : Students will research the school system and prepare their presentations
Week 8 (3) : Class presentations / Final Exam
Week 9 (2) : Complete final exams
Prepared by: Christy Shinnick School/Location: Patapsco High School & Center for the Arts/Baltimore, Maryland
Subject: French 3 / 4 Honors Grade: Mixed (9-12) Interdisciplinary Unit Title: La diversité francophone: le système éducatif
Time Needed: 6-8 weeks (we are on an A/B schedule, so I only see the students every-other day)
Unit Summary: Students will learn about the educational system of France in order to compare the secondary educational system to the United States. They will address requirements, testing and curricula (strengths and weaknesses) in order to create an ideal global curriculum/system for all students
STAGE 1: Desired Results
ESTABLISHED GOALS:
G1: Learn the vocabulary to describe educational systems.
G2: Read, listen, and watch authentic materials in order to learn about the educational system in France and the United States.
G3: Explain the basic structure of the educational systems.
G4: Describe the strengths and weaknesses of each system.
G5: Develop a perspective on requirements, testing and curricula.
G6: Communicate as a group each system works and develop a class position on each system.
GLOBAL COMPETENCY:
Investigate the World: Students will learn about the organization and requirements of different educational systems and determine the success of those systems.
Recognize Perspectives: Students will understand different values that are put on education from different countries and the results of those values through education.
Communicate Ideas: Students will collaboratively dissect each educational system for their successes and weaknesses in the target language.
Take Action: Students will create a presentation on their ideal global educational system.
Maryland World-Readiness Standards for Learning Languages
CULTURES : Interact with cultural competence and understanding
2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
TECHNOLOGY USED:
T1: Twitter – used for reading resources
T2: Internet news sources
T3: YouTube
T4:
T5:
RESOURCES:
https://www.youtube.com/watch?v=kS7g3UZ-lWo
http://1jour1actu.com/insolite/classe-sans-note-94291/
www.education.gouv.fr
https://www.liad-alger.fr/joomla/images/LIAD/PDFs/reglement_interieur.pdf
https://www.liad-alger.fr/joomla/index.php?option=com_content&view=article&id=84&Itemid=160
Transfer
Students will be able to independently use their learning to:
T1 : Investigate educational systems in France and the United States
T2: Identify their own perspective.
T3: Recognize other’s perspectives.
T4: Communicate ideas effectively with classmates.
Meaning
UNDERSTANDINGS
Students will understand that:
U1 : State, local, and federal governments impact the educational system.
U2: Requirements vary greatly between school systems.
U3: Differences exist between educational systems, but we can understand what is needed to create a successful educational system.
ESSENTIAL QUESTIONS:
E1 : What are the basic requirements of a high school?
E2: What makes an education system successful (what works)?
E3: What makes an educational system unsuccessful (what doesn’t work)?
E4: What differences exist between the educational systems of France and the United States?
E5: What parts would you use from each system to create the ideal global educational system?
Acquisition
Students will know:
K1 : How to communicate in French on the different educational systems.
K2 : Differences between educational systems.
K3 : What factors influence successful/unsuccessful educational systems.
Students will be able to:
S1 : Read authentic resources about education.
S2 : Listen to authentic resources about education.
S3 : Analyze the differences between educational systems.
S4 : Identify their perspective and provide information/evidence that support this perspective.
S5 : Identify key parts of a successful educational system in order to create an ideal global system.
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning target or Student Will Be Able To)
Assessments FOR Learning:
KWL
exit tickets
observation
Direct Instruction: Students will gain essential vocabulary necessary to comprehend information regarding an educational system. Students are required to keep up with their vocabulary lists.
Interpretative Listening: Students will listen to videos and/or newscasts that provide them with information about the educational systems of France and the United States.
Interpretative Reading: Students will read articles that provide them with information about the educational systems of France and the United States.
Presentational Speaking: Students will engage in class discussions and presentations on the information gained from the readings and the audio on the two educational systems.
Presentational Writing: Students (in pairs) will create an infographic on the differences between the two systems of education.
Assessments OF Learning:
Final Project
Presentational Speaking: Students will present their ideal educational system in partners to the class based upon their learning of the French and American educational systems.
Presentational Writing: Students will create a digital presentation of their ideal educational system that will accompany their speaking assessment to the class.
Interpretative Listening: Students will complete an exit ticket in which they choose the best system and explain why that system is the best.
Stage 3 - Learning Plan
This unit will take place the last quarter of the school year. We are on an A/B schedule, so I only see the students every other day (barring any weather days) for 90 minutes. State testing takes place during the last quarter of the year, too, so time is really limited with the students as I may be missing students multiple days for testing. Students will begin learning new vocabulary to help them with their understanding of the listening and reading activities, as well as any discussions that take place. Whenever time allows, students and teacher will follow-up all readings and listening activities with a discussion of materials presented. Students will be creating a Venn diagram and other visuals in order to help with the understanding of the material. (*technology will be limited because of the mandated state testing, but we will do our best to use what we can).
Week 1 (2 days): Review vocabulary (prior knowledge) and introduce new vocabulary; class discussions
Week 2 / 3 (5 days) : La francophonie: l’éducation des enfants reading, complete Venn diagram, discuss personal experiences of school and compare to those in France; introduce grammar lesson (TBD)
Week 4 (2 days) : L’éducation seondaire et post secondaire en France ; reading and comprehension questions ; add to our Venn diagram/discussion/notes; reading on the American educational system; compare/contrast
Week 5 (3 days) : Discussion, videos, notes; begin research on specific topics of education (as a class we will decided what topics are the most important to research)
Week 6 / 7 (5 days) : Students will research the school system and prepare their presentations
Week 8 (3) : Class presentations / Final Exam
Week 9 (2) : Complete final exams
Maryland World Language Standards : http://mdk12.msde.maryland.gov/share/vsc/MDWorldReadinessStandardsLearningLanguages2016.pdf
Shifts in World Language Teaching and Learning The principles of 21st century learning have shifted the focus of world language curriculum and pedagogy from learning about the language to authentically engaging in the language. Communication (oral/written/signed) and culture are the organizing principles of today’s language learning. The emphasis is on the student being an active participant in real-life situations, by means of authentic materials, tasks, audiences, and evidence. Teachers and students are encouraged to achieve 90% or more target language use. Students measure their progress using Can-Do statements for their proficiency level. Maryland’s World-Readiness Standards for Learning Languages, as well as the accompanying documents provide a broad framework that assists world language educators transform their instruction to guide their learners to demonstrate how they are able to function in their new languages across the levels of proficiency.
Shifts in World Language Teaching and Learning The principles of 21st century learning have shifted the focus of world language curriculum and pedagogy from learning about the language to authentically engaging in the language. Communication (oral/written/signed) and culture are the organizing principles of today’s language learning. The emphasis is on the student being an active participant in real-life situations, by means of authentic materials, tasks, audiences, and evidence. Teachers and students are encouraged to achieve 90% or more target language use. Students measure their progress using Can-Do statements for their proficiency level. Maryland’s World-Readiness Standards for Learning Languages, as well as the accompanying documents provide a broad framework that assists world language educators transform their instruction to guide their learners to demonstrate how they are able to function in their new languages across the levels of proficiency.