Student Holiday Project
Differentiated by content, product, and learner trait
This is a holiday project that I used in my (French) classroom for a couple
of years. I edited this project from one
that I found in a book by Deborah Blaz about differentiation in the world
language classroom. (Click here to access the book) Students worked alone or in groups to prepare then present the projects to the class. While presenting, students completed the listening sheets.
I found this project was a great way to build class culture, meet a number of standards, and also to have fun right before the December break. It also solved the problem of a "food day." Instead of requiring all students to bring in food, it was an option, so students who could afford to feed others would.
What I liked about the project:
- Interesting because they were varied
- High completion rate thanks to the choices
- Many students made food (a crowd pleaser) but it was not required
- A number of students completed multiple projects because of the extra credit
- The project was based on the target culture
- Students were able to choose a variety of holidays from different religions
- The listening sheet made students be active listeners (I graded it for a class participation grade)
- There needs to be more target language; I would modify the rubric
- In order to encourage the use of the TL, I would include sample vocabulary for presentations and a more in-depth model in the target language
- I would consider having students present in small groups instead of in front of the entire class (in order to increase student engagement)
I hope you can edit this project to fit the needs of your
own learners. And...Happy Thanksgiving!
__________________________________________________________________________________
Holidays in Francophone Countries
The
holidays are approaching. Francophone countries have a variety of religions and
celebrations. The project is due ___________________________, whichever day you have
class.
The task: Pick one of the following. You will present your information to the
class. You may work in groups of 2;
however- there must be evidence of SHARED responsibility. Each
additional assignment you do is worth 4 extra credit points, for a maximum of 8.
- Holiday expressions. Find out how to say words associated
with holidays in the target language (including verbs and phrases for a
variety of religions, like “Happy Hanukkah” or “Happy Holidays” or “to
celebrate Three Kings Day”). Include at least 15 expressions.
- Holiday celebrations. How do families celebrate the
various holidays in Francophone countries?
What would a typical Christmas/Hanukah/Kwanzaa etc. feast look
like in a French speaking country?
- Books, songs, fairy tales,
fables? What sorts
of songs, books, fairy tales, and fables have been written about these
holidays in French speaking countries?
Find lyrics, fairy tales, etc., to share with the class. You may find a French holiday song to
play for the class; bring it in along with the lyrics.
- Videos. You may make or find a video about
holidays in France or French speaking countries. Share with the
class.
- Holiday food. Prepare a
traditional food for the holiday you have chosen to share with the
class. Be sure to bring in a list
of ingredients.
- Perform a song. Perform a song (using a guitar, CD,
video tape, MP3 file) for the class, in French, from one of these
celebrations
- French Exchange contact. Contact a student from the French
Exchange. Find out how his/her family celebrates the holidays and share
the information with the class.
- French experience. Contact a relative/friend who has
spent the holidays in a French-speaking country. Ask him/her what the
holiday is like in that country.
Share the information with the class.
- French holiday cards. Find 20, print them out, and share with
the class.
- Your own idea. Have a better idea? I would love to know what it is. I am open to other topics/formats.
Be sure to
include:
- Culturally accurate information, the name of
the country/region and the holiday
- A visual component, such as a
PowerPoint slide, handout, poster, brochure or student-created website
- For the presentation – Speak so the
entire class can hear you, include some French, and have all members
present equal amounts
- Timeliness – Turn in your
project/present by ____________________, whichever day you have class
- Citations – Include at
least 2 – books, websites, or people
Sample
visual:
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Christmas in
Sources:
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Topic
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Exemplary
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Proficient
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Partially Proficient
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Incomplete
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Points/Comments
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1.
Information
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4 points
Culturally
accurate. You include the name of the
country/region and the holiday.
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3 points
Mostly culturally accurate, with a few small
errors. You include the name of the
country/region and the holiday.
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2 points
You include either the name of the country/region
or the holiday.
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0 points
You do not include the name of the holiday nor the
country/region.
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2.
Presentation: Format
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4 points
You include a visual piece – a PowerPoint, poster,
website, brochure, or handout to share your information with the class. The
visual is easy to read with a variety of information and is well presented.
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3 points
You include a visual piece to share your
information, but it is not always easy to read/understand. You have a variety of information.
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2 point
You include a visual with “bare bones” information.
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0 points
You include no visuals.
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3.
Presentation:
Presence
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4 points
You speak so the entire class can hear you. You include some French in your
presentation. Both group members
present equally.
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3 points
You speak so the entire class can hear you and both
group members present equally.
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2 points
The entire class cannot hear you and one person
dominates the presentation.
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0 points
You do not present your information.
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4.
Timeliness
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4 points
Your presentation is turned in by________________
(whichever day you have class.)
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0 points
Presented after _______________. Must be presented!
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5.
Citations
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3 points
You include the name of the sources you used –
whether it be a website, a book, or a person. You use at least 3 sources. You include specific site names.
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2 points
You include the name of the sources you used –
whether it be a website, a book, or a person. You use at least 2 sources –
specific names.
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1 point
You include the name of the sources you used –
whether it be a website, a book, or a person. You use at least 1 source.
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0 points
No sources.
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Your
score/19
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What
went well: What
to improve:
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Name
of Presenter
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Country/Region
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2
facts in English or French
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1
source
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