French/Italian/Spanish: Ian (Disabilities-Inclusive)

Summary Overview Learning Plan Lesson Resources Standards

Grade level:

8/9

Approximate Lesson Duration:

1 class period

Unit/Lesson New Jersey Student Learning Standards (NJSLS):

7.1.NM.A.2	Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1.NM.A.4	Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1.NM.B.2	Give and follow simple oral and written directions, commands, and requests when participating in age – appropriate classroom and cultural activities.
7.1.NM.B.4	Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

Brief Summary of Cultural Competencies Related to the Unit/Lesson:

This lesson is a MovieTalk lesson using the short film “Ian”, an award winning short film by the Mundoloco CGI Ian Foundation. It is about a young boy who has cerebral palsy and is excluded from the playground. His determination to be included eventually pays off.

Lesson Overview:

Essential Question(s)

How do I describe myself and others?
How do I talk about sports and other leisure activities?
How can additional knowledge change my understanding of others?
How can we include others in our activities?

Enduring Understanding(s)

Students will understand that there are ways to include people of all abilities in activities.
Students will understand basic language in the target language, specifically as it relates to physical activities.

Potential Misconceptions

The students may initially not understand that there are alternative ways to include others in activities.

Learning plan, experiences, intstruction and learning activities:

W
What is Expected?

List the intentional learning objectives on the board.

Students will be able to:

Identify and produce vocabulary related to leisure activities
Make predictions
Brainstorm solutions to problems

Today we will be working on describing leisure activities and thinking about how to include others in our activities.

H
What is expected?
How will we hook (Introduce this to) the students?

Activate thinking
Consider the language you will use to introduce the lesson (See example in the table)

Link to Engagement

This lesson can be presented in units that talk about after school activities, leisure activities and/or health.

Suggested units:

Avancemos 1: Units 1, 6 or 8
Bien Dit 1: Chapters 2 and 5
Avanti! 1: Chapter 3

The teacher can activate the students’ prior knowledge by asking students to describe people in photos based on what they are doing. Students can share whether they like to do the same things.

The teacher can supplement vocabulary by adding vocabulary related to Ian such as the words for wheelchair and parts of the body. Any new vocabulary can be written on the board.

E
What equipment, resources, or materials are needed?

Resources needed for this lesson:

Computer
Projector
Photos for descriptive activity

R
How will we rethink or revise our thinking throughout the lesson?

What learning is confirmed?
What misconceptions are uncovered?
What is your new thinking?

Students’ reactions to the main character will most likely evolve as the short film progresses. They may not see the possibilities that exist for including Ian in activities until the end of the film.

E
How will students self-evaluate and reflect on their learning?

The students’ responses to the follow-up questions after viewing the film will allow them to reflect on what they have learned.

T
How will we tailor learning to varied needs, interests, and learning styles?

The film includes many elements that students can relate to: playing on a playground, the desire to be included, bullying. The lesson is highly visual in nature, as the video will be played with no sound. This may help to reduce anxiety about trying to understand spoken target language. The students and teacher will create their own soundtrack with their descriptions.

O
How will we organize the sequence of learning during the lesson?

Scaffold the Instruction

Model: Teacher will display photos to the class and describe them using as many action verbs and vocabulary from the lesson as possible. Teacher may add some new vocabulary and write it on the board.
Guided Practice: The teacher will play the film in small segments, describing everything they see, asking questions, and reinforcing the target vocabulary and structures. Target vocabulary for this film could be descriptive adjectives and leisure activities as well as action verbs such as “to play”, “to do”, “to watch”. The teacher will stop the film periodically to describe the images and the action and ask students to reproduce the target vocabulary and structures. The teacher can ask questions such as: “What is this person doing?” , “Ian looks sad. Is he sad?” using gestures and facial expressions to convey meaning if necessary. The goal is to elicit and reinforce vocabulary related to leisure activities and adjectives. After the students respond, continue playing the film, repeating the process periodically until the end of the film. The teacher can stop the film at 7:33, name a variety of activities and ask students to separate them into two groups: those that Ian can do, and those that they think he cannot. After 7:33, the students will see the real Ian playing on a playground with other children. The teacher can ask them to adjust the list after viewing the end of the film.
Independent Practice: The teacher can ask the students to draw a playground that would be accessible to all and label the things that the students are doing, using the vocabulary from the lesson.

Check for understanding:

(Formative evidence such as conferencing, group Q/A, teacher observation, exit-slip, etc.)

The teacher will use the techniques of circling, personalization and comprehension checks, as outlined in the MovieTalk link to check for understanding of the linguistic elements of the lesson. The follow-up questions at the end of the film will indicate the extent of the students’ understanding of the cultural aspect of the lesson.

Quiz/Test (optional):
(attach copy of assessment)

Students can be quizzed on any vocabulary that was presented in the MovieTalk.

Performance Task/Project:
(attach rubric)

The writing activity in the Individual Practice part of the lesson can be graded according to the FLENJ CAPS presentational communication rubric for Novice-Mid learners.

Resources