Integrating the 21st Century

Skills Effectively into an

Immersion Program
Helene Chan
Stanford University
San Jose State University
CLEF
October 18, 2013
Using 21st Century Tools to Teach 21st
Century Skills

Objectives
Describe the role of the World Languages 21st
Century Skills Map.
ACTFL World Languages 21st Century Skills Map
includes skills description and the interdisciplinary
themes.
http://www.youtube.com/watch?v=HW5grjZf3zc
Explore sample student activities aligned to the
21st Century Skills Map elements in the immersion
setting.

Framework for 21st Century Learning


Core Subjects and
21st Century
Themes
Life and Career
Skills
Learning and
Innovation Skills
Information, Media
and Technology
Skills
Core Subjects
English
Reading/Lang Arts
World Languages
Arts
Mathematics
Economics
Science
Geography
History
Government
Civics
21st Century Themes
(21st Century Content)
Global Awareness
Financial, Economic,
Business and
Entrepreneurial Literacy
Civic Literacy
Health Literacy


Learning and
Innovation Skills
Creativity and
Innovation Skills
Critical Thinking and
Problem Solving Skills
Communication and
Collaboration Skills


Information, Media &
Technology Skills
Information Literacy
Media Literacy
ICT Literacy (Information,
Communications, and
Technology)
Life and Career Skills
Flexibility and Adaptability
Initiative and Self Direction
Social and Cross-Cultural
Skills
Productivity and
Accountability
Leadership and
Responsibility

The language classroom in the
U.S. has been transformed in the
last 20 years to reflect an
increasing emphasis on
developing students
communicative competency.
1. Students learned about
the language (grammar)
2. Focused on isolated
skills (listening,
speaking, reading, and
writing)
3. Coverage of a textbook

4. Using the textbook as
the curriculum
5. Only teaching language

1. Students learn to use the
language
2. Focus on the three
modes: interpersonal,
interpretive, and
presentational
3. Backward design
focusing on the end goal
4. Use of thematic units
and authentic resources
5. Using language as the
vehicle to teach
academic content



6. Use technology as a cool
tool

7. Same instruction for all
students
8. Artificial situations from
textbook
9. Confining language
learning in the classroom
6. Integrating technology
into instruction to enhance
learning
7. Differentiating instruction to
meet individual needs
8. Personalized real world
tasks
9. Seeking opportunities for
learners to use language
beyond the classroom
10. Testing to find out what
students dont know
11. Teacher-centered class

12. Students turn in work
only for the teacher
10. Assessing to find out
what students can do
11. Learner-centered with
teacher as facilitator or
collaborator
12. Learners create to
share and publish to
audiences more than just
the teacher
5 Step Communicative Lesson Plan
(adapted from SWLP)
1.Setting the Stage: Short exploratory activity, prompt,
video, etc. that focuses students attention before the
actual lesson begins.
2.Comprehensible Input Introduction: Teacher
presentation of contextualized language functions
(vocabulary, language structures), skills, and concepts
the teacher will impart to the students in context what
the students need to know in order to be successful.
Student comprehension is periodically assessed by
comprehension checks, which help the teacher adjust
the presentation to ensure acquisition of language.
5 Step Communicative Lesson Plan
(adapted from SWLP)
3. Guided Practice: Guiding, scaffolded activities that help students
analyze and discover vocabulary and grammar and internalize the
comp. inputs material.
4. Independent Practice (Application/Extension): Activities in
which students integrate what they have learned to generate their
own language, i.e. communicate. Students spread their wings
with much less, if any, formal scaffolding.
5. Assessment Plan/Evaluation: Determines and provides
convincing evidence as to whether the objectives of a lesson have
been adequately achieved by students.
Is both ongoing and formative (steps 2, 3, 4), helping to adjust instruction
Step 5: Is cumulative/summative: combines all components and learning in a
contextualized format so as to demonstrate learning. (final test, project, etc.)

Food and Hunger
French I: (Targeted Proficiency Level
Novice Mid)
AP theme: Global Challenges
Topic: Food and Hunger
Learning Scenario
Students will consider personal connections with food.
They will consider the type of food that they and others
eat and will indicate their likes and dislikes. They will be
able to say why they eat/dont eat certain foods,
describing their tastes and commenting on how healthy
or unhealthy certain foods are. They will be able to
explain the number of calories needed to sustain life and
will analyze the number of calories they consume with
regard to the US and other food pyramids. Finally, they
will consider why hunger exists, where it is prevalent and
how various organizations are helping. As a class
students will work individually and in groups to draw
attention to hunger issues.
Standards
Goal 1: Communication
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information,
express feeling and emotion, and exchange opinions.
Standard 1.2 Interpretive Communication: Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3 Presentational Communication: Students present information, concepts and ideas to an audience
of listeners or readers on a variety or topics.
Goal 2: Cultures
Standard 2.1 Practices and Perspective: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 2.2 Products and Perspectives: Students demonstrate an understanding of the relationship between
the products and perspectives of the culture studied.
Goal 3: Connections
Standard 3.1 Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Standard 3.2 Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures.
Goal 4: Comparisons
Standard 4.1 Nature of Language: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Standard 4.2 Culture: Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
Goal 5: Community
Standard 5.1 Beyond the School Setting: Students use the language both within and beyond the school setting.
Standard 5.2 Life-long Learners: Students show evidence of becoming life-long learners by using the language
for personal enjoyment and enrichment.
Hungry Planet: What the World Eats in a Week
http://www.visualnews.com/2013/04/27/hungry-planet-what-the-world-
eats-in-a-week/
Peter Menzel describe the weekly food purchases and costs,
showing photographs of the family at home, and these portraits of
the entire family surrounded by a weeks worth of groceries.

Youtube: Hungry Planet
http://www.youtube.com/watch?v=osSpWbmEYF4
Understanding
Food is necessary for life.
Hunger is everywhere.
Essential Questions
How do we eat well?
Why does hunger exist?
Students will be
able to:
ask and answer
questions about
food and hunger

Vocabulary:
Are you hungry?
I am/am not

Grammar:
to have
idioms (avoir faim)
(to be hungry)
Are you hungry?
Yes, I am hungry.
Do you want ?
Flyswatter Game
Students will be
able to:
talk about likes
and dislikes
concerning common
and international
foods



Vocabulary:
Do you like.? I like / dont like?
I like a little, I like a lot
I love, I hate
typical level 1 foods 20 words
selected cultural foods from
various French speaking
countries 20 words


Grammar:
definite articles
negation
-er verbs
Do you like.?
I like / dont like?
I like a little
I like a lot
I love
I hate

Race Game
Class against teacher
Students will be
able to:
identify where
certain foods are
from and identify
key ingredient(s)
Vocabulary:
La Ratatouille is a traditional French
provenal stewed vegetable dish,
originating in Nice.
There are eggplant, zucchini, bell pepper,
tomatoes, onions and garlic.

Tu aimes la ratatouille?
La ratatouille est un plat typiquement du Sud, compos
de lgumes, mijot, et qui sent bon le soleil.
Accompagn de viande ou de crales comme le riz, le
quinoa, le bl, la ratatouille est un plat plein de
vitamines. Simple prparer et conomique, la
ratatouille chatouille les papilles grce au mlange subtil
des parfums.
Pour 4 personnes:
3 courgettes
1 petite aubergine
1 petit poivron vert
1 petit poivron rouge
1 petit poivron jaune
4 tomates bien mres
2 oignons
2 gousses d'ail
Sel, poivre
Huile d'olive
Bouquet garni
Tu aimes la ratatouille?

laubergine
la courgette
le poivron rouge,
vert, jaune
la tomate
loignon
lail



La ratatouille

Students will be
able to:

ask and answer
if they would like
certain dishes and
give reasons
Vocabulary:
Would you like to (name)?
I would/would not like
because
Would you like to
(name)?
I would/would not like
because

Quest-ce que tu prfres?
Pourquoi?
Students will be
able to:
find out where and
explain why hunger
exists in the world
Vocabulary: Food is
necessary for life.
Where are people
hungry?
How many people are
hungry?
Vocab:(percentage)
of people are hungry
Hunger exists because
of war, poverty, climate
drought (not enough
water)
Hunger Map 2012
Find out where and
explain why hunger exists
in the world.
Hunger is a complex
issue, but some of the
main reasons for hunger
include poverty, natural
disasters (drought,
earthquakes, typhoons),
poor agricultural
managements and
infrastructures, over-
exploitation of resources
and human conflicts.
Students will be
able to:
say why they make
good / poor food
choices
Vocabulary:
I eat well because
to be healthy,
to avoid cancer, obesity,
energy, healthy, unhealthy

Why people
make good /
poor food
choices
Youtube: Planning for
good eatingCartoon:
http://www.youtube.com/watch?v
=58eFNxlLr5s

Healthy eating
I eat well because
to be healthy,
to avoid
cancer
obesity
energy
healthy
unhealthy

Health: Eating Well is a Luxury

1. Rich people do not eat as well as poor people.
2. 10% of the population of France is considered to be poor.
3. Poor people eat too many French fries.
A recent study (*) shows that the poorest people eat poorly and putting their
health at risk. A major problem in our country where one in ten are
considered poor. Today, buying a chocolate bar, chips or a can of ravioli
cost less money than a kilo of oranges, a piece of cheese or fish or meat.
Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-
Saint-Denis. All benefit from food aid: they are given food because they have
not much money. Of these, only one out of 100 eat enough fruits and
vegetables to get enough vitamins and fiber. And fewer than one in 10 eat
enough cheese to get enough calcium. For these people, health risks are of
concern: obesity, heart problems, cancer, behavioral problems. Given the
gravity of the situation, food aid should perhaps provide more fresh produce,
like fruits, vegetables, cheese. This is what the authors suggest that the
survey noted that the less well-fed do not buy themselves fresh. How could
they? Half of them spend less than 5 euros per day for food.
(*) Study Abena, 2004/2005
ACTFL Webinar - Laura Terrill


Summative Interpersonal Assessment
You are attending a student United Nations event. The topic is
food and hunger. You will represent one country and interact
with others from other countries. Have a conversation where
you ask and answer questions to discuss:
Where you live
Food likes and dislikes
Foods that you eat in your country
Healthy and unhealthy behaviors
Hunger issues where you live

Interpretive
Students will read short authentic texts that
provide information on food and hunger. They
texts will be excerpted from Copain du Monde.
http://www.copaindumonde.org/5122.0.html Students will be
given key English words and asked to find the
French equivalent. They will be given statements
and will indicate which statements provide
information that is shared in the reading. They
will also watch a brief youtube clip and state the
main idea of the clip in English.
Interpersonal
Students will have completed various
activities based on visuals throughout the
unit. For the interpersonal assessment,
students will be given random images and
will be expected to ask and answer
questions about food choice, likes and
dislikes and diet. They will discuss hunger
based on the setting of the images.
Presentational
Students will create a public service
announcement to address nutritional and /
or hunger issues in their community.
Aligning Food & Hunger Lesson Activities with 21
st
Century Skills
Creativity and
Innovation
Students will create a public service
announcement to address nutritional and
/ or hunger issues in their community.
Critical
Thinking and
Problem
Solving
Students will work in groups to find out
where and why hunger exists in the
world.
Communication
and
Collaboration
Students will collaborate and will work
cooperatively with team members on the
issue of food and hunger in the world.
Learning and Innovation Skills
Aligning Food & Hunger Lesson Activities with 21
st
Century Skills
Information
Literacy
Hunger Planet:
http://www.youtube.com/watch?v=osSpWbmEYF4
Media
Literacy
Students will evaluate information from the
media (magazines, newspapers or TV
reports) about the eating habits, food
preferences, healthy and unhealthy food
choices of the people in their community
and examine why hunger exists in their
community.
Technology
Literacy
Students will use technology to research
What the World eats in a week? and Why
do people go hungry?
Information, Media and Technology Skills
Aligning Food & Hunger Lesson Activities with 21
st
Century Skills
Life and Career Skills
Flexibility
and
Adaptability
Students will consider personal
connections with food, they will indicate
their likes and dislikes, comment on how
healthy or unhealthy certain foods are.
They will analyze the number of calories
they consume with regards to the US and
other food pyramids.
Initiative and
Self-
Direction
Students will set their own goal for healthy
eating habits and reflect on why hunger
exists, where it is prevalent and how
various organizations are helping.
Aligning Food & Hunger Lesson Activities with 21
st
Century Skills
Social and
Cross-
Cultural Skills
Students will discuss which countries are
healthier than others.
Productivity
and
Accountability
As a class students will work individually
and in groups to draw attention to hunger
issues.
Leadership
and
Responsibility
As responsible leaders, students will focus
on this essential question How does
healthy eating for everyone make the
planet a better place to live?
Life and Career Skills
This lesson plan on Food and Hunger is
an adaptation of the presentations by
Toni Theisen
Laura Terrill
and
Paul Sandrock
at ACTFL conferences