Global Classroom Module 1

Global Classroom Module

Laura Honig
EDTC 645
Dr. Blesh
April 1, 2014

Global Classroom Module 2

Introduction
The curriculum of the French program for the District of Columbia is
designed around the six central themes of the advanced placement exam. These
themes include: global challenges, beauty and aesthetics, families and communities,
science and technology, contemporary life, and personal and public identities
(College Board, 2011). In addition, students will be engaged in the four modes of
communication, reading, writing, speaking, and listening. Each of these tasks will be
involved in the lesson and central to the global module. The module will be focused
around the theme of science and technology, but will also touch upon global
challenges and contemporary life. Teachers are encouraged to consider the
interconnectedness of the themes. A unit on environmental issues (Global
Challenges) might, for example, touch upon recommended contexts from more than
one theme (College Board, 2011). Therefore, each unit is composed of several
themes that are interconnected.
In addition, each lesson throughout the module will address the standard of
foreign language. As stated by the American Council on Teaching of Foreign
Language (ACTFL) these standards help students to be prepared for the 21st century
and assist students in becoming proficient in at least one other language other than
English (ACTFL, 2013). Students must also understand the importance of language
and see the uses of it in real life. Therefore, by collaborating with others students
can authentically use their language skills and better understand the language. In
todays connected world students must understand the importance of the
knowledge of other countries in order to possess global competitiveness. Both

Global Classroom Module 3

global and multicultural education should prepare students to live in an increasingly
culturally integrated global society and teach them how to address issues of
diversity beyond the boundaries of the nation-state (Ho, 2009). Students
throughout this module will be exposed to several global perspectives and better
understand the world around them.
This global classroom collaborative module is designed for French four
students that are comprised of students in grades 10, 11, and 12. During the unit,
students will be collaborating with Victor Hugo High School in Besanon, France
http://lyceehugobesancon.org/lvh/ The students have been collaborating
throughout the year through several projects and students have been paired up with
a pen pal. The two schools Skype on bi-weekly to analyze different units being
studied. For this module, students will explore the technology that surrounds them
and how it affects their lives. In addition, students will focus on the following
questions:
1. How do developments in science and technology affect our lives?
2. What factors have driven innovation and discovery in the fields of science
and technology?
3. What role do ethics play in scientific advancement?
Students will read articles, listen to podcasts, and watch videos all relating to the
topics of technology and discoveries of technology. Students will also be skyping
with their pen pals and communicating through Google docs to further discuss these
essential questions and how they view technology. The two classrooms will
incorporate these central questions, and further expand the students viewpoints
regarding the impact of technology in other countries

Global Classroom Module 4

In using the epals generation digital as the guidelines for the final project,
http://www.epals.com/host-detail.php?id=6d0db753-78b2-4717-927ba25b844d5cf9 students will be working with their partners in France to create a
blog. The blog will serve as a guide to technology in allowing students to develop
their own topic, but the topics must incorporate several viewpoints as well as a
topic relating to their lives. Finally, the ISTE standards for technology will be
integrated to the module in addition to the language standards, as technology use
will be critical throughout the unit. By the end of this unit students will be able to:
1. Identify technology issues in ones own society and French speaking
countries
2. Analyze how students and countries around the world use technology
3. Identify and create solutions to technology problems that others
encounter
4. Use various forms of technology to communicate with others
5. Develop a blog that addresses a specific technology topic
6. Present ideas and information for an audience through written and
verbal communication
7. Exchange ideas, information, and opinion through the target language
8. Conduct effective research skills and collaboration skills
9. Analyze the importance of the technological developments

Global Classroom Module 5

Pre-Planning Template
Throughout this unit, students will be focused on one of the six themes for the French AP
exam: science and technology. This unit will ask students to explore the technology that
surrounds them on a daily basis, as well as inventors/people in the science world. The
unit will focus around these three questions:
4. How do developments in science and technology affect our lives?
5. What factors have driven innovation and discovery in the fields of science and
technology?
6. What role do ethics play in scientific advancement?
Students will be connecting with students around the world through the epals project
titles: Generation Digital A Guide to Technolgoy. (http://www.epals.com/hostdetail.php?id=6d0db753-78b2-4717-927b-a25b844d5cf9) In addition, students will be
working with their pen pals located in France to have immediate access to global
perspectives regarding this theme.
Background concerning the school and the group you are working with:
This unit will be planned for high school students at The School Without Walls Senior
High School located in Washington, D.C. The school is located on the George
Washington University campus in downtown D.C. In addition, this school is a magnet
school that accepts students from across the city as well as students from the surrounding
students, but they have a tuition rate, since they do not pay taxes in the district. The
demographics of the school consist of a 45% African-Americans, 35% white, and 9%
Hispanic. Moreover, 17% of the population is on free and reduced lunches and only 1%
of the school is special education. The students range in socio-economic backgrounds

Global Classroom Module 6

with the majority of students parents working in government or in the military.
However, there are several students
Time frame:
Over a six-week period divided into two units of three weeks each. The first portion of
the unit will be devoted to identifying major influences in science and technology.
Students will explore through video, podcasts, and newspaper articles how
technology/science has helped shape our society. In addition, students will communicate
with their pen pals and discuss how they view science and technology. The second
portion of the project will be centered on digital citizenship and responsibilities. Students
will identify and explore what it means to be a digital citizen, and netiquette,. Finally,
students will spend the final week of the unit focusing on their blog to be shared on ePals.
Subject And Grade level:
French IV with a mixed grade class. Students range from 10th grade through 12th grade.
Proposed Topic and Rationale:
The proposed topic surrounds the idea of technology and being safe on the Internet. Each
group of students will select a topic around the idea of technology and create a guide. The
topics could include: cyber security, netiquette, digital divide, technology as a cultural
bridge, etc). Students must incorporate viewpoints of other societies as well as their
own and how the topics relate to their lives vs. students around the world.
Global Network You Plan to Use: ePals http://www.epals.com/hostdetail.php?id=6d0db753-78b2-4717-927b-a25b844d5cf9&new_login=ga1

Global Classroom Module 7

Key Challenges:
I feel that the biggest challenge will be completing this in a six week time period due to
technology restraints at school. There are a limited number of school laptops that can be
checked out, so they will have to be reserved well in advance. In addition, I could ask
student to bring their own device, but this raise the issue of the digital divide. In addition,
I will need to plan out in advance when we will be Skyping with our pen pals as well as
possible other classrooms in French speaking classrooms. Students do not just have to
Skype, but can communicate via a class blog the two classrooms can communicate.
Lastly, I will have to be very proactive in identify supporting resources regarding this
topic. These resources will include authentic videos, podcasts, readings, advertisements,
etc relating to the role of technology in French speaking countries around the world.
This will require a lot of preplanning in order to show the many perspectives of this topic.
Prior Knowledge:
Prior to this unit, students will be discussing the role of family and factors that influence
family cultural. Since this a high-level language course, the grammar will be continually
built up and will introduce more advanced concepts. There will be overlaps in previously
learned grammar and expanding that grammar to new points. For example, when
discussing possibilities and opinions, students will be using the subjunctive tense, which
requires the students knowledge of how to form the present tense. In addition, students
will review the conditional tense and learn how to use if statements. Students will be
assessed through informal and formal authentic tasks. These tasks will include create a
podcast, the use of Poll Everywhere, lingt language activities, written prompts, and the
final product in creating the blog.

Global Classroom Module 8

Standards and Key Concepts
Content Standards: National Standards for Foreign Language Education
COMMUNICATION: COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH

Standard 1.1: Students engage in conversations, provide and obtain information,

express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on
a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.

CULTURES: GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER

CULTURES

Standard 2.1: Students demonstrate an understanding of the relationship between

the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between
the products and perspectives of the culture studied

CONNECTIONS: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE

INFORMATION

Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its cultures

COMPARISONS: DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND

CULTURE

Standard 4.1: Students demonstrate understanding of the nature of language

through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.

COMMUNITIES: PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME

& AROUND THE WORLD

Standard 5.1: Students use the language both within and beyond the school
setting
Standard 5.2: Students show evidence of becoming life-long learners by using
the language for personal enjoyment and enrichment. (ACTFL, 2013)

Global Classroom Module 9

National Education Technology Standard for Students NETS (S):
1. Creativity and Innovation
b. Create original works as a means of
personal or group expression
c. Use models and simulations to explore
complex systems and issues
2. Communication and Collaboration

d. Identify trends and forecast possibilities

a. . Interact, collaborate, and publish with
peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas
effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and
global awareness by engaging with learners
of other cultures

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and
Decision Making

d. Contribute to project teams to produce

original works or solve problems
c. Evaluate and select information sources
and digital tools based on the
appropriateness to specific tasks
a. Identify and define authentic problems
and significant questions for investigation
b. Plan and manage activities to develop a
solution or complete a project
c. Collect and analyze data to identify
solutions and/or make informed decisions

5. Digital Citizenship

d. Use multiple processes and diverse

perspectives to explore alternative
solutions
a. Advocate and practice safe, legal, and
responsible use of information and
technology
b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for

Global Classroom Module 10

lifelong learning
6. Technology Operations and Concepts

d. Exhibit leadership for digital citizenship

a. Understand and use technology systems

b. Select and use applications effectively

and productively
ISTE. (2007). Educational technology standards for students. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Global Theme: The Technocratic Revolution
This theme, the technocratic revolution, directly correlates to the theme of my unit. The
idea of science and technology is often coupled with communication and transportation
where student discuss the role of science, technology, and communications plays in our
lives. Having students discuss both the pluses and minuses of the impact of science and
technology on peoples' lives worldwide is suggested (GlobalEd, 2000).
Pre-Lesson Steps:
Prior to introducing the lesson to my students, it is essential that the instructors find a
time to discuss in depth the overarching goals and outcomes of the unit. The instructors
must establish ground rules in terms of cultural competency, to ensure students are not
insulting others. Next, the instructors should meet with the students from the other
country to understand their level of communication in a different language. Finally, the
instructor must establish rules with their students and form a contract to promote
responsible computing. The instructor must demonstrate proper means of communicating
with other to make sure there are no cultural boundaries that are crossed.
Technology Use:

Global Classroom Module 11

Technology plays a crucial role throughout the entire unit. First, students will be using
the Internet to watch video, complete listening comprehensions, and read newspaper
articles, and then completing activities via Google doc, lingt language, or ed-ted. Students
will also be communicating with their pen pals both on Skype and through the class blog
to express ideas of the role of science and technology. If possible, the class will try to
connect with other classrooms in French speaking countries to have multiple viewpoints
surrounding these topics.
Moreover, students will revisit the idea of information literacy and practicing netiquette.
Students will be researching topics surrounding the role of technology/science as well as
ethical issues. They will also complete Web Quests to guide them through the ethics and
cultural perspectives of other countries in terms of technology/science. Lastly, the final
product will be a blog where students will collaborate on a topic that interests them.
Essential Question (s):
1. How do developments in science and technology affect our lives?
2. What factors have driven innovation and discovery in the fields of science and
technology?
3. What role do ethics play in scientific advancement?
Starting Activity For Module:
In the first lesson, students will be hooked by watching a video regarding the future of
technology. Students will witness the proposed ideas of science and technology and how
it will directly affect their lives. Next, students will listen to a podcast on how
underdeveloped countries in Africa will be affected by the changing role of science and
technology.

Global Classroom Module 12

Lesson Plans:
Summary of Two Lesson Plans:
During the first lesson plan, students will be involved in three different stations. The first
station will be ed-ted activity about new technologies and how they affect our lives; the
second will be a lingt-language activity about the role of technology in undeveloped
countries; finally, the third will be a blogging activity were students read an article about
the role of scientists and scientific developments in France and pose questions about this
issue to their pen pals.
The second lesson plan will ask students to review the future tense and further explore
the conditional tense. Students will then read about various scientists and create if
statements. Students will then watch solitude numrique, which demonstrates how
technology could be perceived as a handicap.
Summative Assessment:
For the final product, students will complete a blog with a partner as well as with their
pen pals. Each group will select a topic pertaining to science and technology that they
will research. Next, students will create a guidebook to todays technology. The blog
must contain several pages to allow users to understand the history of the topic, the
current status of the topic, the future of the topic, and necessary resources to help
viewers.
Revisions
After reviewing my pre-planning template, there were a few changes that needed to
occur. First, I need to ensure that myself, and the teacher in France are modeling

Global Classroom Module 13

safe online practice. Parents and student must sign a form that explains acceptable
and safe Internet use. In addition, each lesson will be completed in the exact same
manner in both classrooms. Students must be completing the same work along the
same timeline, so there is direct collaboration. Throughout the unit, students must
be working on their Google doc to add information for their final product, and show
evidence of collaboration beyond Skyping. I also need to make sure that I
differentiate learning to reach each student during the lessons. Lastly, for the final
assessment, there will be one wiki for the entire class. Each group will receive a
page of the blog that they will design and embed their presentation. Therefore,
students can decide how they want to present their information and will have the
choice between creating a blog, making their own wiki, using PowerPoint with a
screencast, VoiceThread, audacity, or another presentational method they want to
use.
Lesson Plan #1
This lesson will be the first day of the unit. Students will create their own inferences
regarding the use of technology prior to conducting research. Throughout this
lesson, students will be exchanging information with their pen pals to develop ideas
that they will use towards their final product for the class wiki. Students will begin
to form they thought on technology and start making students aware of the many
technological concerns. In the next class period, students will view concerns that
surround technology and each pen pal group will choose their topic for their final
project.

Global Classroom Module 14

Lesson Title:
Grade Level/Subject
Area:
Concept/Topic:

Length of Lesson:

Standards
Addressed: (Local
or National
Standards)

Lesson Goals:

Performance
Objectives:

Introduction:

How does Technology affect our lives?

10-12 French 4
The concept of this project is to collaborate between students in my classroom
with students in France. Students will work together to identify technological
issues that occur in both societies and ways technology influences their lives. In
addition, students will explore who have helped made these technological
advancements.
This lesson will take one class period to complete, which is 90 minutes. If
students do not complete all tasks before the end of the period, than the
remainder will be accomplished the next class.
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture
studied
Standard 3.2: Students acquire information and recognize the
distinctive viewpoints that are only available through the foreign
language and its cultures
Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the
school setting

The goal of the lesson is for students in the US to identify technology leaders in
French speaking countries while students in France will identify technology
leaders in the states. In addition, students will watch a short film regarding the
use of technology in underdeveloped countries. Lastly, students will pose
questions to their pen pals regarding the use and concerns of technology in their
lives.
Be the end of this lesson, students will be able to:
Write a letter on Google doc about their experience with technology and
the impact of technology in their lives to their pen pals and pose
questions to their pen pals
Identify major leaders in the technological field of French speaking
countries
Analyze how students and countries in the Francophone world use
technology.
Create inferences on how technology affects our lives
When students enter class, they each will receive an image of piece of

Global Classroom Module 15

Step-By-Step
Procedures:

technology that has been invented in the last thirty years. Each student will
receive a different piece of technology (email, Internet, digital camera, email,
cell phones, social networking, GPS, ATMs, bar codes, and hybrid cars).
Students will describe how people use that technology, and how it has impacted
their life or lives or others. They will write this down on their opening/closing
sheet that they use in class each week.
1. Students will each record their responses on their opening/closing sheet
for the warm up noted above
2. Next, students will leave a voicemail through Google voice (202-6816706) explaining their invention and how it is impacted the lives of
others, as well as it has changed the world
3. Students, in groups of 4, will listen to the voicemails left by their pen
pals. The pen pals did the same activity where they left voicemails for
the students regarding their interpretation of the technology inventions
4. After listening to the voicemails form their pen pals, students will
engage in a class discussion regarding each of the different
technologies. They will be prompted by the instructor to explain the
similarities and differences between how our class felt about the
technology and the impacts vs the students in France viewed the
technology.
5. After the discussion, students will be broken into three groups of four
and each group will be involved in a different station. After twenty
minutes, the groups will rotate. Below are the three stationed outlined:
Students will be emailed each of the activities, so everything will be conducted
online and both classrooms can contribute directly online.
a. Ed-Ted How does technology effect our lives
https://ed.ted.com/on/z5sZRg38
Students will follow the steps to complete the EdTed activity. The focus of this
activity is to have students think about how generations view technology. They
will start by watching a video explaining stereotypical uses of technology by
generations. After watching the video, students will reflect on their viewpoint
of this idea and if they agree with the information presentenced in the video.
Each student will write his or her own comments that other can view and
respond. After reflecting on the video, students will search for an article
regarding a newly developed technology. In the discussion area, they will post
the article they find and provide a short summary on the new technology and
how it has changed society.
b. Lingt Language Developing Countries

Global Classroom Module 16

http://lingtlanguage.com/editor/929939613016669
For the second stations, students will be using their lingt language account.
Both teachers have access to the account and can view the students responses.
However, the students cannot see what others have posted. Therefore, once
each class has responded to the prompts, the instructor for each classroom will
play the conversations the students had regarding the prompt.
The goal of this station is to have students broaden their knowledge regarding
the use of technology in the francophone world, particularly in developing
countries. Students will be prompted to watch a video as well read an article
regarding this topic. Students will then have a conversation about how
technology can change the lives in developing countries and how it can help or
hinder those societies.
c. Blog Readings on leaders in technology
http://francais42013-2014.blogspot.com/
For the third station, students will be using their class blog to read about people
who have helped innovate technology. Students will read about the different
people or companies and post a reflection on how they think these technologies
will impact the world, but also pose potential challenges. Just like the other two
stations, students in both classrooms will be posting on the blog and students
must respond to two other people.
6. For the exit ticket to the lesson, students will write a letter on Google
doc to their pen pal. Students explain to their pen pal what technology
they use on a daily basis as well as their families. They will explain how
it impacts their lives on a daily basis and what life would be like without
technology. They will then pose 5 questions for their pan pals to
respond to regarding technology.
The students have been using the Google docs throughout the year for
similar activities as well as their means of communication. Both the
teacher in France and myself are on the Google doc to monitor what the
students write to one another.

Technology
Requirements:

Computer and Internet access

Microphones to record audio
Google account
Blogger account: http://francais42013-2014.blogspot.com/
Smart board/projector

Global Classroom Module 17

ed ted link: https://ed.ted.com/on/z5sZRg38
Lingt Language: http://lingtlanguage.com/editor/929939613016669
Resources:

http://www.tv5.org/cms/chaine-francophone/Nouvelles-technologies/p-23571Nouvelles-technologies.htm
www.france24.com/fr/eco-tech/
http://www.lemonde.fr/technologies/article/2009/11/20/pays-endeveloppement-les-technologies-mobiles-au-secours-des-systemes-desoins_1270045_651865.html
http://www.objectif-developpement.fr/blog/2012/11/20/video-quapportent-lesnouvelles-technologies-au-developpement-des-pays-du-sud/

Related URLs:

https://ed.ted.com/on/z5sZRg38
http://francais42013-2014.blogspot.com/
http://lingtlanguage.com/editor/929939613016669

Assessment Based
on Objectives:

Each of the stations has a portion that is submitted to the instructor. The
instructor will grade the portion that is submitted for completion and accuracy.
Each class participation assignment is based on a rubric given to the students in
the beginning of the year.
The rubrics for the speaking and written assignment are located at the end of
the document

Accommodations:
(Special needs /
gifted & talented)

Comments / Notes:

Final Assessment:

Throughout each activity there are multiple ways for students to access
information. In each of the videos viewed, there are ways in which students can
have closed captioning and/or subtitles. In addition, in using computers,
students have the ability to convey the information through a variety of ways
(writing or speaking). Students can also vary the length of their responses
dependent on their ability, as there is no set length to each of the responses.
Lastly, the instructor will group the students by students of varying levels, so
there is additional support for students at lower levels.

Book laptops/ask students to bring in their own computers

Ensure students have sufficient Internet access

Global Classroom Module 18

As stated previously, students will be creating a final product regarding a
technology topic of their choice. Students will be working with their pen pals to
create their final product and therefore all collaboration will occur online through
Skype, Google Docs, and their product. The final product is based off of the epals
project: http://www.epals.com/host-detail.php?id=6d0db753-78b2-4717-927ba25b844d5cf9&new_login=ga1 . In working with a classroom from another country,
students have first hand experience and information from another country for
various viewpoints on the subject.

Global Classroom Module 19

Appendix A: Speaking Rubric

Global Classroom Module 20

Appendix B: Writing Rubric

Global Classroom Module 21

Appendix C: Rubric for the Final Project

Global Classroom Module 22

Appendix B: Overview of Project

Generation Digital: A Guide to Technology

(https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRRZDsev2y73O4f7CDrj_l2F8jlu6fxdO3PyegkTxWXyUJBsPn6)

Information: You and your pen pal will be creating an audio-visual presentation on an
aspect of technology and the risks associated with these tools. The purpose of this project
is to analyze the complexity of the global issues created technology and the potential
risks they pose to our society and societies around the world. You and your pen pal will
explore in depth a topic of your choice surrounding technology and create a solution to
the risks. You will create a blog page, wiki, VoiceThread, audacity, or any other multimedia project of your choice. As a group, one wiki will be compiled based on the
presentations created to show the benefits in technology as well as the risks to them based
on cultural and global views.
Requirements:
Presentation must include audio, visuals, and written texts
Several pictures that represent your group topic
Minimum of 3 sources per person to support reasoning
Audio & Visuals that go along with the topic and it is accurate and informative
Clear audio (music & speaking) that enhances the presentation
Interview from at least two people surrounding this topic (interviewees must be pre
approved by instructor)
Topics:
Digital Divide
Cyber Bullying
Public vs. private information
Technology as a cultural bridge
Limits of Technology
Netiquette
Other topic of your choice

Global Classroom Module 23

References
ACTFL. (2013). National standards for foreign language education. Retrieved from
https://www.actfl.org/advocacy/discover-languages/advocacy/discoverlanguages/advocacy/discover-languages/resources-1?pageid=3392
College Board. (2011). Ap french language and culture. Retrieved from https://securemedia.collegeboard.org/ap-student/course/ap-french-language-and-culture-2012-courseexam-description.pdf
ISTE. (2007). Educational technology standards for students. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Ho, Li-Ching (2009, November/December). Global multicultural citizenship education:
A Singapore experience. Retrieved
from http://www.hci.sg/admin/uwa/MEd7_8678/Global_Multicultural_Citizenship_Educ
ation-A_Singapore_Experience.pdf
TakingITGlobal. (2007). Making the connection. Retrieved
from http://tig.phpwebhosting.com/tiged/TIGed-MTC.pdf