Technology Integration Plan: Stereotypes (French)

             For my Spreadsheet matrix, I believe that the lesson plan I have, aligns perfectly with the Core Curriculum Standards/ NET-S Standards, the teaching strategies and the supporting technologies used.   My lesson plan from last semester now incorporates technology to be used in class. My lesson plan deals with the idea of stereotypes. In this lesson plan, my students will be asked to brainstorm some ideas about what comes to their mind when they think of France, and discuss their ideas in a group. Then, as a class, we will watch 20 different French commercials from YouTube, and have the students then discuss in their groups, if and how their views of France changed after watching the commercials. They will record the comparisons and contrasts between their views on France, before and after viewing the commericals, on Microsoft Word. Finally, the students will be asked to think about some American stereotypes, and then compare and contrast their previous stereotypes about France with the common stereotypes people have about the United States. The students will be noting their comparisons and contrasts again on a Microsoft Word document. After they have discussed and typed up their answers in their groups, we will come together on a class and discuss what comparisons and contrasts we have made about the two. 

Since my students are going to be discussing their views on France both before and after watching the French commercials, this aligns perfectly with the Core Curriculum Standard CCSS 7.1.NH.A.3 which is “Recognize some common gestures and cultural practices associated with target culture(s).” This also aligns with the NET-S standard of “Critical Thinking, Problem Solving and Decision Making” because the students will be forced to analyze their views on France and any French stereotypes, which involves critical thinking. The teaching strategies incorporated for this part of the lesson plan are both for the students, and they are to analyze and to listen and view. The reason I chose these are because the students will have to listen and view the French commercials, and then analyze them to figure out how, if at all, their view of France and the French have changed from before watching the commercials, to now. The supporting technologies implemented for this part of the lesson would be, a computer, the Internet and YouTube in order to be access the videos that I will be showing my student. I will also be using an overhead projector and a SmartBoard in order to project the videos for the students to watch.

In the next step of my lesson plan, since the students will have by now watched the 20 French commercials, they will then be asked to go on Microsoft Word in their groups and make a list of the comparisons and contrasts between their views on France prior to, and after viewing the commercials. This part of the lesson aligns with the Core Curriculum Standard CCSS 7.1.IM.A.1 which is to “Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.” This part of the lesson also will align with the NET-S standard “Communicate and Collaborate” and also with the standard “Critical Thinking, Problem Solving and Decision Making.” Since my students will be going in their groups to discuss the comparisons and contrasts between their views before and after the videos, this will involve communication and collaboration. Again since they will have to reflect upon their own views on France, it will again involve critical thinking. The teaching strategies implemented for this part of the lesson are again all student based, and are, group discussions, for the group work on Microsoft Word, listening and viewing, since they will have watched the videos, and student collaboration again with the group work. The supporting technologies for this part of my lesson are a computer, and Microsoft Word, for both watching the videos and typing up the comparisons and contrasts, and overhead projector, again for showing the videos, and a SmartBoard for having the videos projected on to.

            The final part of my lesson plan involves the students working in their groups to come up with some popular American stereotypes, and then using Microsoft Word once again to make a comparison and contrast between the stereotypes of France and the stereotypes of the United States. We will then discuss this part of the lesson in one large class group, and I will record all their answers on the SmartBoard for later discussion to end the lesson. This part of the lesson aligns perfectly with the Core Curriculum Standard CCSS 7.1.IL.A.3, which is “Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.” The NET-S standards that align with this part of my lesson are to “Communicate and Collaborate,” and also “Critical Thinking, Decision Making and Problem Solving.” The teaching  strategies for this final part of the lesson are “Listening and Viewing,” and “Student Collaboration,” which are both student based, however their will also be “Large Group Discussion” which will be not only student based but teacher based as well since I will be recording their answers, and leading this final group discussion as a class. The supporting technologies used for this final part are, again a computer and Word Document for the students to make their comparisons and contrasts, and also a Smart Board for me to record all their comparisons and contrasts on when we have the class discussion.

To conclude, I think that this Spreadsheet matrix includes a lesson plan with integrated technology that aligns perfectly with the Core Curriculum, and NET-S standards that I have mentioned above. I think that the supporting technologies and teaching strategies that I have also mentioned above are a great way to integrate technology into the lesson plan, and make the experience more worthwhile for the students. 

Technology Integration Plan