IDU

• Frans
• Middelbare school
• havo, vwo
• Leerjaar 1

IDU

My identity in a suitcase

Imagine you are traveling to a country where nobody knows you and where they only speak French. One way you could show them who you are could be to open a suitcase and pull out objects that represent you, your most significant character traits and your personal preferences, while you explain each in French. 

Purpose of this unit

At the end of this 2-week unit, you will be able to introduce yourself giving personal information in the target language (French) with help of the suitcase and of objects you made in visual arts. 

In this IDU, you will combine two subjects: 

- arts

- language acquisition

Summative task

You will be assessed on your presentation of your identity through items and/or artwork in a suitcase in French, which you will present via a video of 2 minutes.  

ATL skills

ATL skill: How to use an online dictionary

Plan week 1 (16-20 janvier)

1. introduction to the IDU / brainstorming
2. ATL : use of an online dictionary
3. Video: how to present an object

Part 1

Introduction to the IDU

Répondez aux questions dans votre cahier :

1. What is identity?
   
2. What was your most prized possession that you had lost? 
3. What is home?
4. What do people's possessions say about them?
5. What small thing can tell you a lot about a person?

Répondez par oral :

1. How do I introduce myself in the target language?
2. In which real life situations will I need to talk about myself?
3. What forms of communication can be used to express different aspects of identity?
4. How can I express my identity through visual arts?
5. Do I need a cultural identity?

Produit

1. Video: create a 2-3 minutes long video in which you express your personal and cultural identity by using elements of the two subjects involved in this IDU. Before you start, consider which artefacts in the suitcase are the most important when communicating your identity, and if you might

 add/remove/upgrade some.

In the video, you need express the following elements of your identity:

- Name, age, birthday, origin, nationality, culture and gender.

- Show and talk about at least two artefacts that show what you like, such as art, sport or any other activities or hobbies.

- Show and talk about at least two objects, places or achievements you are proud of, like something you have made, schoolwork achievement, or a piece of art you have created.

The video should convey the knowledge and skills you have acquired in the two disciplines involved. Both subjects should help you when solving the problem of expressing who you are. 

 2. Report: write a report that is structured following the criteria below. For each criteria answer the guiding questions. 

 

In the video, you need express the following elements of your identity:

- Name, age, birthday, origin, nationality, culture and gender.

- Show and talk about at least two artefacts that show what you like, such as art, sport or any other activities or hobbies.

- Show and talk about at least two objects, places or achievements you are proud of, like something you have made, schoolwork achievement, or a piece of art you have created.

The video should convey the knowledge and skills you have acquired in the two disciplines involved. Both subjects should help you when solving the problem of expressing who you are.

Criteria

CRITERION A: EVALUATING

Strand i. analyse disciplinary knowledge

1. What disciplinary knowledge and skills from Visual Arts did you use to create your product? Explain and give multiple examples.

2. What disciplinary knowledge and skills from Language Acquisition did you use to create your product? Explain and give multiple examples.

Strand ii. evaluate the interdisciplinary perspectives

3. What are two advantages and two disadvantages of using Visual Arts to express your identity (give examples from your video)?

4. What are two advantages and two disadvantages of using Language Acquisition to express your identity (give examples from your video)?

Criteria

CRITERION B: SYNTHESIZING

Strand i. create a product that communicates a purposeful interdisciplinary understanding.

Strand ii. justify how the product communicates interdisciplinary understanding

1. How would the expression of your identity be hindered without the knowledge and the skills learned in Visual Arts? Explain and give examples.

2. How would the expression of your identity be hindered without the knowledge and the skills learned in Language Acquisition? Explain and give examples.

Criteria

CRITERION C: REFLECTING

Strand i. Discuss the development of your own interdisciplinary learning.

1. What did interdisciplinary mean to you before? What does ‘interdisciplinary’ mean to you now? Explain in detail how your understanding has changed with this IDU and the creation of your product. Provide specific and relevant examples from your work.

2. How has integrating Visual Arts and Language Acquisition influenced your understanding of the concept of Identity? Explain and provide examples.

Strand ii. discuss how new interdisciplinary understanding enables action.

3. In which situations might interdisciplinary knowledge/skills be beneficial in school? In life? For the future?

Rubrics IDU

Part 2 : how to use an online dictionary?

How do you translate "picture" in French?

Which translation tool did you use?

Now, go to www.wordreference.com

Check how to translate "picture" into French

How many main definitions of "picture" did you find?

1. 1
2. 2
3. 3
4. 4

What is your conclusion about the use of translation tools? Are some websites more reliable than others?

Part 3 : how to present an object?

Which key sentences can help you present an object from your country?

enseigner.tv5monde.com

Regarder la vidéo

Faire la fiche apprenant (tout ou partie) préalablement imprimée

What are the key structures to present an object?

Important Dates

- 15-22 January - Making the summative product (video)

- 11th February - Deadline to submit videos on GC

- 27th February - Writing the summative report and submission to GC (all IDU teachers and students involved will be off timetable all day - I will book rooms per campus and provide program. If you do not work on this day, let me know. Students complete an ATL Formative Task and write the summative report on that day. They have to upload it by the end of the day.

Google Classrooms

Submit your videos in the google classroom by 11th of February:

SE: https://classroom.google.com/c/NjU0MDIyODk2NDA5

S: https://classroom.google.com/c/NjQ5NTM5NDU5ODMw/a/NjU1MTc3NTE2NTAw/details