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Interdisciplinary Approach in Education
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81.

Communicating About Sports [electronic resource]

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For Chinese I, grade 6 demonstrates how Jie Gao's students develop interpersonal communication skills as they state their sports likes and dislikes, in paris and in small groups. They practice writing Chinese characters for an ongoing activity, a letter they are composing and sending to Chinese students. At the end of the lesson, the students create skits to perform for their classmates.
Online
2003
82.

A Cajun Folktale and Zydeco [electronic resource]

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Demonstrates French I for grade 8. After preparing her students for new vocabulary, Paris Granville retells a Cajun folktale while students act out the story. Students then create a story map to delve into the different story elements. Ms. Granville introduces zydeco music and the instruments typically used to create it, such as the washboard, accordion, and spoons.
Online
2003
83.

Touring a French City [electronic resource]

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Shows a lesson plan for French I, grade 8. Prior to this lesson, Robin Neuman's students researched French architecture and constructed a model of a French city on the classroom floor. During the lesson, students take turns role-playing tourists asking for directions and tourist bureau agents giving directions and describing the buildings and the city.
Online
2003
84.

Hearing Authentic Voices [electronic resource]

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For Spanish I, grade 8, Davita Alston's class engages in mock phone conversations, brainstorms about how American teenagers occupy their time and reviews a video of Spanish-speaking youths discussing their leisure activities. Later, two native Mexican students visit the class and answer questions about how they spend their free time in Mexico.
Online
2003
85.

Food Facts and Stories [electronic resource]

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For Spanish I in grade 8, students use math and science skills as they interpret nutritional information in a Spanish-language McDonald's menu. John Pedini's lesson integrates authentic materials, makes connections to other academic areas, and develops interpretive and interpersonal communication skills.
Online
2003
86.

Exploring New Directions [electronic resource]

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In the lesson for Chinese II-IV, grades 9-12, Haiyan Fu's multilevel class explores direction, both literally and metaphorically. While Chinese IV students practice reciting Chinese cultural poems, students in Chinese II and III work on mapping the locations of nearby restaurants and providing directions to them.
Online
2003
87.

Comparing Communities [electronic resource]

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In French III, grades 9-12, Ghislaine Tulou's students work in pairs to discuss aspects of their own community. They also discuss a Canadian community that they had read about and plan what they would do if they were to visit. Through individual and group-centered activities, students learn to express conditional statements about personal preferences.
Online
2003
88.

Interpreting la Belle et la Bete [electronic resource]

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For French IV, grade 11, Michel Pasquier focuses his class on interpreting and adapting film, literature, and music by using the classic tale Beauty and the Beast. The students work in groups to find moral meaning in the 1945 Jean Cocteau classic film and compare the film to the original story and a French rap song.
Online
2003
89.

Performing With Confidence [electronic resource]

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The lesson for French IV-V, grades 10-12 focuses on advanced conversation proficiency with connections to social, political, and pop culture. Yvette Heno's students play word games, discuss French politics, and stage a mock press conference with students portraying celebrities and journalists.
Online
2003
90.

Sports in Action [electronic resource]

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In German I for grades 9-11, Denise Tanner guides her students through graduated activities including a total physical response (TPR) vocabulary review of the body, a grammar segment teaching the German structure gefallen, and a discussion of the German medals won at the 2002 Winter Olympics. As a culminating activity, students act out a TPR story in front of the class.
Online
2003
91.

U.S. And Italian Homes [electronic resource]

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In the lesson for Italian II, grade 9, Marylee DiGennaro's students compare American homes with typical dwellings in Italy. The class learns new vocabulary words, then practices them during a line dance and a card game. For homework, the students compose letters describing their homes, which they will email to students in Italy.
Online
2003
92.

Happy New Year! [electronic resource]

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For Japanese II, grades 10-12, students learn about some common products and practices of the Japanese New Year's celebration. Leslie Birkland's class splits into two groups: One sings New Year's songs, writes cards, and plays cultural games, while the other discusses New Year's food and decorations. After switching activities, the class reconvenes to compare the Japanese New Year's celebration with those of other cultures.
Online
2003
93.

Promoting Attractions of Japan [electronic resource]

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In Japanese III-IV, grades 10-12, students learn the major regions and cities and discuss popular tourist destinations as part of a larger unit on the geography and culture of Japan. Using timed activities, including a fast-paced Jeopardy-style quiz game, Yo Azama assesses students on recall and recognition. As a culminating project, students create a travel brochure and begin planning a promotional video to attract visitors to Japan.
Online
2003
94.

Music and Manuscripts [electronic resource]

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For Latin II-III, IV AP, grades 10-12, Lauri Dabbieri's class explores how Latin manuscripts are interpreted, translated, and created. Latin IV students work independently to translate a passage from Vergil's Aeneid, while students in Latin II and III are guided through activities in translation and interpretation. Then the whole class works in pairs to create their own versions of illuminated Latin manuscripts.
Online
2003
95.

Russian Cities, Russian Stories [electronic resource]

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In the unique mixed level class of Russian Iand IV, grades 9-12, Jane Shuffelton's students work on geography skills, story writing, and presentations. Russian IV students are paired with small groups of Russian I students to read a story, gather information, and write their own folktales. Each group shares their tale while the remaining students use their interpretive skills to write down specific information. In a separate activity, Russian IV students debate the role of the leader in Russian history after reading an article about Vladimir Putin.
Online
2003
96.

Routes to Culture [electronic resource]

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Demontstates teahcing Spanish II, grades 9-10. This culturally rich lesson falls in the middle of a thematic unit about the African presence in Latin America. Pablo Muirhead's students identify cultural aspects of stories about a fictitious African girl who is taken to Panama and enslaved. Then they work in small groups to incorporate these cultural aspects into skits to be performed by their classmates. The class also practices playing African/Latin American box drums called los cajones.
Online
2003
97.

Interpreting Picasso's Guernica [electronic resource]

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For Spanish II, grade 10, students use their interpretive abilities to learn about culture and history through art. The students in Meghan Zingle's class make initial observations about Picasso's painting, and then work in pairs to write and present a mock radio announcement about it. After reading about the painting's background, they discuss the history it represents.
Online
2003
98.

Creating Travel Advise [electronic resource]

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In a Spanish III, grade 11 lesson, Fran Pettigrew gives her students a letter from a teacher in Chile who plans to bring students to visit the United States. Working with authentic tourist brochures in Spanish and their previous research, student groups plan itineraries for their Chilean counterparts. They prepare to send a follow-up letter to the Chilean teacher sharing their suggestions.
Online
2003
99.

Interpreting Literature [electronic resource]

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The lesson for Spanish III, grade 11 centers on the story Dos Caras by the New Mexican author Sabine Ulibarri. Barbara Pope Bennett guides students as they recount the details and discuss their interpretations of the story and its moral message. Students act out segments of the story and then collaborate in groups to come up with alternate endings.
Online
2003
100.

Politics of Art [electronic resource]

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In Spanish V, grade 12 Lori Langer de Ramirez's class stages a political debate based on Spain's visa requirement for Central and South Americans who wish to enter that country. During the debate, students assume the role of Latin American artists whose work they had researched and weigh the pros and cons of boycotting an invitation to exhibit their work in Spain. After the debate, the class votes on whether or not to accept the Spanish invitation.
Online
2003