Category Archives: French 3 Units

Bonne Rentrée

As I mentioned in my last post, this August marks the first one in 29 years that I have not welcomed 100+ students into my classroom.  As you can imagine, I am “feeling all the feels” as I read the excited/overwhelmed/anxious/enthusiastic/etc. posts of the members of my PLN who are beginning a new school year this month. Fortunately, I am getting my fix of shiny, beginning of the year school buildings as I travel around the country providing professional development to world language teachers.  

Since I don’t have any new units to share, I did want to provide a post that I thought could be helpful.  When I originally began this blog, I did so as a way of documenting my own journey to becoming a “teacher for proficiency.”  Due to the chronological nature of a blog (and my yearly attempts at improving my units), new readers have a lot of posts to read through in order to find the unit plans that might help them wrap their heads around preparing for a new school year.  In order to save valuable time spent scrolling through a myriad of posts, I’ve prepared a list of units that I’ve used over the years, organized according to level. Because I haven’t taught French 1 for 3 years, some of the resources might be quite outdated, but I’ve included them as a starting point for anyone that can use them.  In the case of themes that I have continually revised, I’ve tried to include the most recent version. I have never taught of the given units in a single year (due to changes in curriculum), but have tried to include most of my units here to help as many people as possible. 

Bonne Rentrée à Tous

 

French 1 Units

Bienvenue à la classe de Français: http://madameshepard.com/?p=752

Bienvenue: Partie II: http://madameshepard.com/?p=789

Ce que j’aime: http://madameshepard.com/?p=855  

La Famille: http://madameshepard.com/?p=1110

Bon Appétit pt. 1: http://madameshepard.com/?p=282 (petit déjeuner)

Bon Appétit pt. 2: http://madameshepard.com/?p=321

Bon Appétit pt. 3: http://madameshepard.com/?p=345

Noel: http://madameshepard.com/?p=1282

 

French 2 Units

Les Loisirs: http://madameshepard.com/?p=1335

Ma Journée Typique: http://madameshepard.com/?p=1340

Halloween: http://madameshepard.com/?p=1387

Mon Look: http://madameshepard.com/?p=1278

C’est quoi, une maison idéale?: http://madameshepard.com/?p=1406

Les Tâches Ménagères: http://madameshepard.com/?p=502

Joyeux Noel: http://madameshepard.com/?p=267

Allons en Martinique: http://madameshepard.com/?p=1424

Les Châteaux (pt. 1)http://madameshepard.com/?p=415

Les Châteaux (pt. 2) http://madameshepard.com/?p=445

Une journée à l’ecole: http://madameshepard.com/?p=1081

 

French 3 Units

Bon Appétit: http://madameshepard.com/?p=1193

Education: http://madameshepard.com/?p=111

Les Vacances: http://madameshepard.com/?p=1345

Les Campeurs (Petit Nicolas) http://madameshepard.com/?p=200

Les Animaux de Compagnie: http://madameshepard.com/?p=1261

Les Impressionnistes: http://madameshepard.com/?p=1389

Le Jour de la Terre: http://madameshepard.com/?p=1136

Le Gaspillage Alimentaire: http://madameshepard.com/?p=1287

Joyeux Noël: http://madameshepard.com/?p=1418

Ma Bonne Resolution (La Santé) : http://madameshepard.com/?p=1428

La Préhistoire: http://madameshepard.com/?p=516

Je t’aime: http://madameshepard.com/?p=289 (update coming soon)

Je quitte la maison (Petit Nicolas): http://madameshepard.com/?p=1013

 

French 4/5 Units

Cultural Stereotypes: http://madameshepard.com/?p=80

La Famille dans le Monde Francophone: http://madameshepard.com/?p=1376

Communication et Media: http://madameshepard.com/?p=1397

Le Droit a l’Education: http://madameshepard.com/?p=1450

Les Droits des Femmes: http://madameshepard.com/?p=1469

La Laïcité: http://madameshepard.com/?p=1128

Le Petit Prince: http://madameshepard.com/?p=219

 

Mixed Levels

First week of school: http://madameshepard.com/?p=1246

Halloween: http://madameshepard.com/?p=897

Ma Bonne Résolution: A Unit on Health for Intermediate French Students

 Although this year’s winter break seemed especially short, I managed to fit in some wonderful family time and a short but fabulous visit to California.  Coming home to Missouri’s sub-zero temperatures last night was rough after three days of sunny San Diego! Fortunately, I had a good excuse not to leave the house–a major overhaul of my French 3 health unit.

Since I’ll be starting this unit on January 3rd, I decided to include some aspects of project-based learning by having the students choose a health-related resolution, create an action plan for reaching their goal, and then discuss and document their progress.  I’m hoping that this opportunity for choice and voice will engage these students during our first few days back to school. As they continue working on their personal goals outside of class, they’ll work in small groups to research and present cultural comparisons on health-related topics during class time.  For the remainder of the unit, I’ll repeat some of last year’s lessons about the flu and the Petit Nicolas story, “Je suis malade.”  Click here (New link added 5/25/18) for an agenda of the new lessons to which all resources have been linked.

Day 1: The students will select the health-related resolution they find most relevant and then take an online quiz to give them some baseline data on the aspect of well-being they have chosen. Lastly, they’ll discuss their resolutions with a classmate who has chosen the same goal. (I’ll seat them with students who have chosen the same resolution for the remainder of this unit)

Day 2: The students will read an infographic or short article regarding the aspect of wellness they’ve chosen to focus on and fill in a graphic organizer to show what they learned. They will then discuss their information with a partner who read a different text on the same topic, adding additional information to the graphic organizer. Lastly, they will write a discussion post on Schoology (our learning management system) in which they share their resolution and reasons for choosing it.  They’ll also respond to the posts of two classmates

Day 3: In order to gather additional information about their health-related goals, the students will watch a video on their topic and fill in the main ideas and supporting details that they understood.  They will then discuss their information with a partner who watched a similar video and fill in a second graphic organizer. Finally they’ll write a SUPER goal. (My attempt at modifying a SMART goal to make it work in French!)

Day 4: Students will write the action steps they believe will help them meet their goal, based on the articles they have read, the videos they have watched and the discussions they have had with a partner. They will then discuss their action steps with a partner and note the information their partner gives them. For “homework” the students will begin implementing some of the action steps they have chosen.

Day 5: The students will begin this class period by interviewing their partner about how the first day’s action steps went and noting his/her responses.  Next, they will individually annotate an infographic about French health concerns in order to prepare them for the cultural comparison project to follow. They will continue working on their action steps outside of class.

Day 6: The students will first write a post on a Schoology discussion board in which they discuss their previous day’s success/failure in completing their action steps toward their well-being goal. I will stop everyone after 15 minutes and give them 10 minutes to respond to two classmates’ posts. Next they will participate in a guided discussion of the previous day’s infographic with a partner. For homework they will continue to work on action steps for their goal.

Day 7: The students will begin by discussing their progress using the same format as Day 5.  I will then assign an aspect of health from the infographic to each group. The students will then research this topic as it related to both Americans and French and fill in a table with relevant information. For homework they will continue working on their action steps.

Day 8: The students will first write a new post on a Schoology discussion board to describe their previous day’s progress toward their health goal. They will then discuss the information they gleaned from their research and fill in a graphic organizer with cultural comparisons related to the aspect of health that was assigned to their group.  They will spend any remaining time in the class period responding to discussion posts and will continue working toward their health goals as homework.

Day 9: After discussing their progress on their health goals, the students will work in small groups to create a Google Slides presentation to support the following day’s oral presentations on the health cultural comparison they researched.  They’ll continue working on their health goals that evening.

Day 10: The students will rehearse and then present their cultural comparisons in small groups as the audience takes notes. After the presentations, I will give a short (open-note) true/false quiz over the information that has been presented.

Day 11: For the summative writing task for this portion of the unit, the students will write a blog post documenting their success or failure meeting their well-being goal.  While they are writing, I will call up pairs of students (from different groups) and have them discuss their achievement (or lack thereof) of their goals as an interpersonal summative task.

Day 12: Having completed the personalized health goal project, as well as the cultural comparison presentations, I will prepare the students for reading “Je suis malade” with a pair of lessons related to the flu.  On this first day, we will take a quiz about the flu as a class and then the students will discuss a cartoon in small groups. Next the students will complete a pair activity in which they discuss information in infographics about colds and flu.  Finally, they will complete an Edpuzzle about the flu.

Day 13: In this lesson the students will individually complete an interpretive activity that will serve as the summative reading task for this unit.  They will also watch a second video about the flu and complete a comprehension guide.

Days 14 – 21: At this point in the unit I will resume last year’s unit (beginning with Day 10).  Thus the students will read the Petit Nicolas story, “Je suis malade,” and complete a series of learning activities and performance assessments related this text.  

While I approached the design of this unit differently than I usually do, I’m looking forward to seeing how my students do with the project-based lessons I’ve prepared to introduce this topic.

Bonne Année!

Note: 1/12/18: I found a song that was a great fit with this unit.  Click here for the document that I created.

 

Joyeux Noël: Holiday-Themed Learning Stations for Intermediate Low French Students

 Just in case I’m not the only one scrambling for some engaging communicative activities for the end of the year, here are the holiday-themed stations that my French 3 students are doing this week.

Interpersonal Communication: Pair Crossword Puzzles Students take either Partner A or Partner B and give French clues to help their partner fill in the words that are missing from his/her paper.  The words are taken from this packet.

Interpretive Reading: Students read this Choose your own adventure” story and summarize what they read in English on this document.

Interpretive Listening: Students worked on the following Edpuzzles.

Chansons de Noel: Students completed the cloze activities on this handout and the completed this activity on lyricstraining.com (Click on “Play Game” and then “Maybe later.” )

Courage à tous!

Image Credit: http://www.publicdomainpictures.net/view-image.php?image=233519&picture=joyeux-noel

An End of the Year Story Project for Intermediate Lows

 In my district level 3 language students are required to complete a semester project of some sort.  I have found that an engaging way for my students to meet this requirement is to write a story and present it to their classmates.  Although I have assigned story writing projects during the holidays in the past, I made some tweaks this year that helped my students produce higher-quality stories.  

Day 1: I began by preparing my students to read a Christmas-themed story by presenting the story using these Google Slides.  This was an effective way to introduce new vocabulary to the students in a contextualized way.  As I projected the slides, I asked both content-based and personalized questions using the new words. For example, in slide #1:

  • Père Noël enfile son costume rouge. Qu’est-ce qu’il enfile? Tu enfiles un costume rouge avant de partir pour l’école?  Non? Qu’est-ce que tu enfiles? Regardez, Qu’est-ce qu’il a déjà enfilé? Oui, il a déjà enfilé son pantalon rouge. Tu as enfilé un pantalon rouge aujourd’hui?

After going through the slides, the students read the actual story and completed a true/false with justification comprehension guide.

Day 2: After discussing the correct responses, the students completed this graphic organizer with the elements of the story. We discussed these story elements and then I explained that while many stories are told in the narrative present, I wanted them to use past tenses to tell their stories.  I gave them this guide with some reminders about the two tenses.  I then gave them a new copy of the story they had read, but on this copy I have whited out the present tense verbs.  I also gave them this handout with both the imperfect and passé composé form of each of the missing verbs.  The students worked in small groups to choose the correct form for each blank and then we went over the activity in class.

Day 3: I passed out another blank copy of the story element graphic organizer and the students completed it with the elements of their own original story. After they had completed the graphic organizer, they used the remaining time to begin writing their story according to the requirements given on the back of the resource guide.

Day 4: The students finished writing their original stories.

Day 5: The students created Google Slides that would help them present their stories to their classmates. They used remaining class time to rehearse their presentations.

Day 6: The students presented their stories to classmates using a speed-friending format.  Students were arranged in two rows and row A presented to the person seated across from them.  Row B then presented. Each row B student then moved one seat over and we repeated the process.  I assessed 1-2 student(s) during each 3-minute presentation, enabling me to assess all 18 or so students in each class. 

I was very pleased with the language my students were able to produce during this assignment.  I have several high flyers that were able to use the correct past tense to narrate their stories.  In  most cases, I heard a mixture of present and attempts at past tenses with errors.  In other words, exactly where these students should be!

 

Les Impressionnistes – A unit for Intermediate Low French students

As regular readers of this blog know, I teach a unit on French Impressionism each year in my French 3 class.  I have once again modified this unit to better meet the needs of my students.  Click on the link (updated 6/29/08) for the agenda for this year’s version, to which all resources are linked.

Day 1: The students will complete the same guided note-taking activity that I have used in past years in order to provide them with basic information about some aspects of impressionist paintings. The students will then sign up for a slide featuring two different paintings, and will prepare a short presentation explaining which of the paintings is Impressionist and justifying their choice.

Day 2: Students will present their paintings, gallery-style, to several classmates who will provide written feedback.  The students will then take an assessment in which they choose whether each painting on the Google Presentation is Impressionist.

Days 3 – 13: Students will complete guided notes and then a series of learning stations for each of seven different impressionist and post-impressionist painters.  (The guided notes are included in the same packet as the introductory notes and the corresponding slides are in the same presentation.This presentation also includes some unidentified paintings that can be used to practice identifying artists later in the unit). I have allowed 2 days for each artist and will give a short assessment on the 2nd day. Because I use Schoology (our LMS) for these assessments, I am not able to share them at this time.  These stations will include 1) a series of interpersonal activities designed to familiarize the students with the painter’s works, 2) a series of Edpuzzles and 3) a reading/writing activity.  Because the interpersonal activities are based on manipulatives that I’ve created over the years, I am not able to share them (except in the case of Manet which are digital.) However, a reader graciously shared the activities she created for Renoir and these can be found in the comments in last year’s post.  Since I found that last year’s reading/writing activities were a)too long and b)too difficult, I have created new ones for this year’s unit. I will give the students about 20 minutes at each station and allow them to complete unfinished Edpuzzles as homework.  Each pair will probably have time to complete only two of the speaking activities, but I have included several in order to have enough manipulatives for each group. Therefore, they will complete guided notes and 2 stations on the first day devoted to each artist, and the 3rd station and assessment on the second day.  Once a week my students have a 90-minute block so they will complete all 3 stations as well as the guided notes and assessment on these days.

(Edited 1/12/18: Some of the videos are no longer working through Edpuzzle, but a generous reader has shared worksheets she developed for these videos.  See the comments below.)

Day 14: The students will review the painters by working together in groups to identify the painter of paintings on postcards in my collection. We will also review using the unidentified slides at the end of the Google Presentation.

Day 15: The students will take their IPA for the unit.

Day 16-18: The students will read a Petit Nicolas story, Le Musée de Peintures. Although I will distribute photocopied pages of the story from the book, I have included a link to a digital copy for those who don’t have access to the book, with its adorable pictures. Each day they will listen to a portion of the story being read (as they follow along on the text) and then complete a series of true/false with justification sentences. I have included just one slide for these lessons, as I’m not exactly sure how far we will get each day.

Day 19: The students will review the story by completing a pair crossword puzzle.  I have included a link to the puzzle, which I will print twice.  I will then fill in the horizontal answers on one copy and the vertical answers on the other, before photocopying the puzzles for students, without the clues.  The students will then circumlocute to help their partner fill in the answers which are missing from their papers.  My students love these pair crosswords! Remaining class time will be spent practicing the role plays for the next day’s interpersonal assessment.

Day 20: The students will write the journal entry of one of the story’s characters (but not Nicolas). While they are writing, I will call up pairs (who have not previously worked together) and assign them one of the role plays for an interpersonal speaking assessment.

Day 21: The students will complete an Edpuzzle for a cartoon of the Musee de Peintures story.  Unfortunately, the video I used when creating last year’s Edpuzzle is no longer available so I will have to make a new one.  I will add the link to the agenda when I have done so.

I am hoping that this year’s French 3 students will enjoy this unit as much as previous year’s groups have!

Image Credit: Claude Monet [Public domain], via Wikimedia Commons 

In a Nutshell: 5 Steps to Designing a Thematic Unit

As a result of several recent questions by members of my PLN who are beginning their journey to a more proficiency-based methodology, I have created this outline of the steps I take when creating a thematic unit. While I am planning a series of posts with more detailed information about each step, I’ve included basic information about the process I use, as well as an agenda (updated 8/4/18) with resources for an Intermediate Low unit on vacations, in this post.

Step 1: Determine what I want the students to be able to do at the end of the unit and write a Can-Do statement for each mode of communication. Because ACTFL has not yet released their new version of the Can-Do Statements, I based these Can-Do’s on the current benchmarks. These statements are based on the Intermediate Low descriptors, which is my targeted performance level for these students.

  • Interpersonal Communication: I can participate in conversations about vacations using simple sentences.
  • Presentational Speaking: I can present information on a vacation using a series of simple sentences.
  • Presentational Writing: I can write briefly about a vacation using a series of simple sentences.
  • Interpretive Listening: I can understand the main idea in short, simple messages and presentations about vacations.
  • Interpretive Reading: I can understand the main idea of short and simple texts about vacations.

Step 2: Create the Integrated Performance Assessment. For an in-depth explanation of how I design IPA’s, please refer to this previous post. In short, I 1) Select an authentic written and/or recorded resource, 2) Create a comprehension guide based on the ACTFL IPA template, 3) Create an interpersonal task based on the authentic text and 4) Create a presentational writing and/or speaking task based on the authentic resource and interpersonal task. 

Step 3:  Identify the structures, vocabulary and skills the students need in order to demonstrate the targeted proficiency level on the IPA.  In this unit, I determined that the students would need to learn/acquire the following language, structures and content.

  • Vocabulary related to the topic of vacations.  This would include terms for vacation activities, lodging, transportation, etc. While these students will be familiar with some leisure activities that are part of a typical vacation, a greater variety of vocabulary will allow for more detailed performances.
  • The ability to use past tenses to describe vacations they have taken. While these students used some past tenses in French 2, they will need lots of exposure and practice to be able to use these structures, albeit with expected errors, on these performances. Because the descriptor, “I can usually talk about events and experiences in various time frames” is part of the Intermediate High benchmark,   it will be some time before I will expect these students to easily use these structures. However, by providing opportunities for students to use past tenses in a variety of contexts in this unit I am preparing them to eventually reach this level of proficiency.
  • Cultural background on French products, practices and perspectives.  Because I assess my students’ cultural competence as part of each mode of communication, it is important that they have adequate preparation in determining these aspects of culture throughout the unit.

Step 4. Create a series of lessons that will allow the students to demonstrate the targeted proficiency level on the IPA. Having determined the students’ needs in terms of vocabulary, structures and content, I create individual lessons designed to fill these gaps. These lessons will provide the students with multiple exposures to the targeted vocabulary and structures as well as learning activities that will allow the students to practice/receive feedback on their use of these structures. Here is a simple explanation of the steps that I usually take in designing each individual lesson for a thematic unit. 

A. Determine an organizational structure for the lessons. Based on the theme of a given unit, there are many ways to break the topic into smaller subtopics to provide an integrated structure for individual lessons.  In general, I find it works best to begin with lessons that will provide general information on the topic before focusing on more specific details. So in this case, I began with lessons focusing on general vacation practices and then added tasks related to specifics such as beach destinations, vacation activities, traveling with friends, camping vacations and packing for vacation. Because I curate authentic resources on Pinterest boards for each unit that I teach, I often begin the process of creating subtopics by looking at the resources I already have, and grouping them according to subtopic. This saves a considerable amount of time compared to choosing subtopics and then finding appropriate resources. (Of course, I end up searching for additional resources after I have a skeleton of the unit design.)

B. Create a hook for the lesson.  I choose an authentic written or recorded text to present at the beginning of each lesson.  Presenting simple texts such as infographics or short videos allows me to provide comprehensible input as I talk about the information in the text and ask personalized questions incorporating the vocabulary, structure and content of the text. Click here for a transcript of a sample discussion during the hook portion of the first lesson in this unit based on this infographic.

C. Design an interpretive activity for the lesson. I choose an authentic resource that the students will read or listen to and create a corresponding learning activity/formative assessment that will allow the students to interact with this text.  While I will go into greater detail about this aspect of lesson design in a future post, you will find several different examples in this and other units in this blog. In my opinion, this is the most important part of each lesson, as it provides the basis of the interpersonal and presentational activities that follow.  In addition, because I don’t use a textbook in my classroom, the authentic resources used in the hook and interpretive activities provide the vocabulary and some structures that the students will use in their performance assessments. Note: You will notice that most of the authentic resources used for the interpretive activities in this unit are written texts. In order to ensure that my students have adequate opportunities to interpret recorded texts, I’ve included several video-based formative assessments (using Edpuzzle) that the students will complete in class or at home throughout the unit.

D. Construct an interpersonal activity based on the content, vocabulary and/or structures in the authentic resource. The interpersonal activity provides students with an opportunity to use the vocabulary and structures that were introduced in the authentic resource to create their own meaning.  In addition, as they negotiate meaning on these tasks they are practicing the skills they will use on the IPA with additional scaffolding. Based on the authentic resource and the targeted proficiency level, I incorporate a variety of different types of interpersonal activities.  At the novice level, I often focus on vocabulary-building activities such as those described in this post or even this one. As students reach the Intermediate level and are able to create more with the language, I often integrate interpersonal and interpretive activities by having the students co-create graphic organizers (such as in the 1st and 2nd lesson in this unit) or discuss responses on target language interpretive assessments.

E. Devise a presentational writing and/or speaking formative assessment. These activities provide the students with scaffolded opportunities to synthesize the vocabulary and structures introduced in the lesson to create a written or oral product. The scaffolding provided in these formative assessments, as well as the individualized feedback I will give on many of these tasks, will provide the support the students need to demonstrate growth in proficiency on the IPA. Note: While I have included an idea for a written or spoken presentational task for each lesson, it is unlikely that time will permit me to actually assign all of these tasks.  Instead, I will choose from among those tasks as time allows.

Step 5: Administer and assess the IPA. Because the format of the IPA mimics the organizational structure of the lessons in the unit, the students should feel confident in their ability to be successful on this assessment.

Stay tuned for additional posts on each step of the lesson design and let me know if you have any questions!

Image Credit: http://maxpixel.freegreatpicture.com/Peanut-Shell-Nutshell-Peanut-Shell-Nuts-Nut-390081

A Votre Sante: A Unit for Intermediate Low French Students

As we begin creating our own thematic units, rather than relying on those presented in our textbooks, we are faced with the challenge of selecting themes that are relevant to our students while at the same time preparing them for authentic situations in the target culture as well as high-stakes testing such as IB or AP.  In creating this unit, my goal was to help my students learn the vocabulary they would need to express the symptoms of common illnesses as well as study health concerns that are relevant to them at this point of their lives (such as stress and lack of sleep). I also wanted to lay the foundation for other health-related topics that will be included in next year’s IB curriculum.  Here’s a quick summary of this unit and a full agenda, to which the materials are linked, can be accessed here. (New link added 5/25/18)

Day 1: I started the unit with the topic of stress because I thought this would hook the students.  I began by projecting an infographic showing symptoms, sources, and remedies for stress. (Note: As I selected sections of the infographic to project, I was intentional about which effects of stress I projected in order to avoid those that were less appropriate for class.) Discussing this infographic provided an opportunity to provide lots of input to the students and introduce them to the vocabulary they would be using throughout the unit. After this input phase, I projected images from an infographic and had the students discuss what they saw in each picture, as well as what stress reduction strategy was being depicted. (The students discussed with a partner, and then I randomly chose students to share their ideas with the class.) I then projected the original infographic so that the students could compare their ideas to those of the original author.

Day 2: As a lesson hook, I showed a short video about stress and exams.  I then had the students discuss pre-reading questions related to their own stress, followed by a short comprehension guide for an 1jour1actu article about kids and stress.  Using French comprehension questions, rather than English IPA-style questions, allowed us to discuss this formative assessment as a class. The students then discussed what they had learned from the article, as well as their own stress, in order to create a Venn diagram comparing student stress in France and the U.S. Lastly the students wrote a paragraph comparing and contrasting stress in the two cultures.

Day 3: I began this lesson, which focused on the role of exercise, by projecting an infographic with data about French health habits, especially those related to exercise.  Asking questions about the infographic, as well as personalized questions about the students’ habits, provided input for this lesson.  The students then completed an interpersonal activity in which they formulated French questions (based on an English cue) which their partner answered based on information in his/her infographic.  Lastly the students completed a comprehension guide on a short video about exercise.

Day 4: Because I had a 90-minute block on this day, I assigned a series of learning stations to enable the students to use all modes to communicate about the role of sleep in maintaining a healthy lifestyle. At the interpersonal station, each student was given an infographic about the effects of a lack of sleep.  The students discussed the information in their infographics and filled in a graphic organizer with facts that were found only on Infographic A, only on Infographic B, or on both infographics.  I encouraged the students to share simple facts, using their own words, rather than reading directly from the infographic in order to ensure their partner’s comprehension and encourage negotiation of meaning. At the reading station the students read an 1jour1actu article about sleep and filled in a graphic organizer with main ideas and supporting details. At the listening station, the students first watched a video and filled in a graphic organizer with main ideas and supporting details, and then completed an Edpuzzle for a second video.

Day 5: As a hook to this lesson I played the Stromae song, le Sommeil. I then had the students interview a partner about his/her sleeping habits, based on the ideas from the first video from the previous day’s lesson.  In order to ensure an adequate negotiation of meaning, I created an A and B form, so that each member of the dyad had different topics to discuss.  The students then wrote a message to their partner in which they gave advice, based on the video, about how their partner could improve his/her sleeping habits.  In order to introduce an interpersonal component to this writing, I may have the students write a response to the message they receive, indicating whether or not they will follow the advice and why/why not.

Day 6: I provided input to this lesson on common illness by projecting an interactive quiz about colds and flu. After submitting the class’s responses to the questions and projecting the results, I projected a comic that the students discussed with a partner before discussing as a class. The students then watched a short video about the flu and completed a comprehension guide.  Lastly, the students completed an interpersonal activity in which they compared the symptoms of a cold and the flu based on infographics they read.

Day 7: Because I had a sub on the day of this lesson, the students worked individually on an IPA-format reading comprehension guide to accompany an infographic on the flu. (Most students did not have time to also completed the comprehension guide for the cartoon video I included with this lesson.)

Day 8: Students continued their study of common illnesses by watching a cartoon video and then writing a message in which they explain their symptoms and treatment to a principal in order to excuse their absence. (I didn’t use the speaking activities in this packet this year, but have left them in the document for anyone who might be able to use them.)

Day 9: While preparing this unit, I curated several health-related infographics that I did not feel warranted an entire lesson.  I used these “orphan” infographics as a basis for a short presentational speaking activity.  In this one 90-minute period the students selected the topic that most interested them, read the corresponding infographic and then prepared a Google Presentation with images that would help them remember the key facts of the infographic, as well as ensure that their listeners understood the information they would present.  During the last 20 minutes of the period, I conducted a health fair. The class was divided into two equal groups and one half of the students presented while the other half chose a presentation to listen to.  The listeners took notes on what they learned from each presentation.  After several rotations, the two groups traded places so that the listeners became the presenters and vice versa.  The advantage of this style of presentational activity was that presenting to one classmate at a time reduces anxiety for the speakers, while still allowing me to assess each student as I circulate during the presentations.

Days 10-12: Next week the students will read a Petit Nicolas story called “Je suis malade.” On each day, I will play the recorded version of about a third of the story as the students read along.  (I have a hard copy of the story from the book in which it is found, but the text can easily be found on line.) They will then complete the true/false (with justification) items that correspond to that day’s reading in small groups.  This question format encourages interpersonal communication as the questions are written in French and many require deeper interpretation of the text. Depending on time, I may also assign the grammar-based exercises that I’ve included in the packet.

Day 13: In order to review the story and practice circumlocution the students will complete a pair crossword puzzle. For this activity, each member of the dyad is given a crossword puzzle in which half of the clues have been filled in.  The students must give his/her partner French clues so that s/he can fill in the answers on his/her own puzzle.  My students love these puzzles and the last time I used one, two students asked if they could take it home and finish on the bus!

Day 14: The students will write Maman’s diary entry for the day that the majority of this story took place.  This prompt will encourage the students to reread the story for details about Maman’s point of view as well as prepare them for tomorrow’s interpersonal assessment.

Day 15: The students will complete an interpersonal assessment by performing a role play based on the Petit Nicolas story.  I will have the students practice the role play with several different partners, switching roles each time.  I will then assign a partner and have all of the dyads simultaneously record their role plays.  In this way I can assess all of the students in one day.

Day 16: The students will complete an Edpuzzle for a cartoon video based on this story.  Due to the differences between the story and the cartoon, I prefer to leave this assessment for the end, so that the students don’t mix up what they read with what they watched on the interpersonal and presentational assessments.

As always, I welcome feedback on this unit!

Impressionnisme: Partie 2 (Van Gogh, Gauguin et Cezanne)

As I promised in my previous entry, here’s a quick post with the materials and resources I used to introduce three post-impressionist painters (Van Gogh, Gauguin and Cezanne) to my students.

As shown on this agenda , my students completed the following learning stations for each artist:

  • Listening Comprehension: The students completed Edpuzzles for each artist.  At the Cezanne station they also listened to a song and fill in the blanks with the missing words. In addition, they completed a vocabulary matching activities using context clues.
  • Interpersonal Speaking: The students completed the same types of activities, using manipulatives I’m not able to share, that I included for the first group of artists.
  • Reading Comprehension: Rather than the true/false questions I created for the first group of artists, I created a crossword puzzle for each post-impressionist based on the encyclopedia article.  As you will see, the students must first answer the questions (which are written in the same order as they will appear in the article) before checking the puzzle clues for the correct location for each answer. (Let me know if this doesn’t make sense.  It’s a little confusing, but it would have been very time-consuming for the students if the questions weren’t in order.)

After the learning stations for each of these three post-impressionists, the students spent one day on a cooperative activity to review the seven artists we studied in this unit.  For this activity I prepared 8 baggies, each of which had a painting for each of the 7 artists.  The students worked together in groups of 3 to identify which painting in the baggy was by each artist and filled in the artists’ names on this form. They rotated the baggies until each group had completed each of the 8 activities.  Since I used postcards that I have collected over the years, I’m not able to share this activity, but it could easily be replicated using Google Images.

I’ve also included the IPA on the last slide, which I’ve slightly modified from the original version. For this assessments the students will read a children’s magazine article about Impressionism, write a letter to the Orsay describing a painting they “found” (I give them a random paining postcard) at a thrift store and then present their painting to an administrator at the museum.  I definitely think this IPA could use some modifications to make the tasks more authentic, but given the demands of my current school year I made do with what I had–There’s always next year!

 

L’Impressionnisme: Updated lessons for Intermediate Low Learners

As I mentioned in this previous post, one of my French 3 students’ favorite units each year is my unit on French Impressionism.  Although I’ve taught this topic for over 20 years, I modify my lessons each year based on my current understanding of best practices and access to technology.  Click here for an agenda to the first half of the unit, which is described below.

Lesson 1: Because this lesson was our first day back from our winter break, we spent about half of our 48-minute period discussing how we spent our vacation.  This left us just enough time for the short introductory presentation and guided notes.  While the input I provide during this presentation is more detailed than the simple statements in the guided notes, completing these notes helps focus the students’ attention and gives them some background knowledge and vocabulary for the next activity.

Lesson 2: During this lesson the students prepare a short presentation in which they explain which of two paintings is an example of Impressionism.  

Lesson 3: First the students will present their presentations to their classmates.  Because most of my students are very uncomfortable speaking to the class as a whole, they will present to only one other pair at a time.  To facilitate this, the students’ desks will be arranged in groups of 4, which each student sitting next to his/her partner.  Two students in each group will be facing the whiteboard, and the other two will be facing the bulletin board. During the first round, the whiteboard-facing pair will present to the students sitting across from them.  After 2 minutes, each whiteboard-facing pair will move to the next pair of bulletin-board facing students and will repeat their presentation. This will continue until the whiteboard facing pairs have presented to each bulletin board-facing pair.  Then, the bulletin-board facing pairs will perform their presentation for each of the whiteboard-facing pairs.  By performing presentations in this way, the students have a chance to improve their performance on each succeeding presentation, as well as to learn from their peers’ presentations.  By positioning myself next to one of the non-moving pairs during each rotation, I am able to assess all of the students by the end of the hour.  Note: I will have the students complete this peer feedback form for each presentation they hear. Following the presentations, I will present a 10 paintings on a Google Presentation and the students will mark I (Impressionniste) or P (Pas Impressionniste) on a sheet of loose-leaf as an assessment on this lesson.  Finally, in order to prepare for tomorrow’s lesson, the students will complete a few guided notes about Manet.  

Lessons 4-5: This lesson is a series of learning stations about Edouard Manet.  At the listening station, the students will complete three Edpuzzles, at the reading/writing station they will read an article and complete a comprehension guide and at the speaking station they will describe paintings to each other in order to complete a task.  In Activities 1 and 2, the students have the same 12 paintings, and they take turns describing them in order to determine the number/letter of the match on their partner’s paper.  In Activity 3, the students discuss each of 12 paintings in order to determine whether each one is the same or different than the corresponding painting on their partner’s paper.  In Activity 4, the students will describe their version of the painting in order to identify 5 differences (objects that I’ve whited out).  [Will be uploaded on 1/9] Because I will allow the students about 25 minutes at each station, these stations will continue on the second day.  The rest of the second day will consist of a short assessment on Schoology (biographical facts, choose the Manet paintings, etc.) and guided notes on our next artist, Degas.

Lessons 6-7: As with Manet, the students will spend 1.5 class periods on learning stations, with the rest of the second day being reserved for an assessment and guided notes for Monet. Because I use manipulatives that I prepared several years ago using postcards, stickers, etc., I am not able to share digital copies of the speaking materials.  However, I’m hoping that with the examples I created for Manet, interested teachers can quickly create their own such materials.  If anyone is willing to do so, I’d happily link them to this post and attribute them to you.

Lessons 8-9: Learning stations for Renoir.

In my next post, I’ll include my updated lessons for the post-impressionists.

 

Le Gaspillage Alimentaire: A Mini-Unit for Intermediate Low French Students

Treasure_trove_of_wasted_food.JPG

One of the first units that I shared on this blog was a series of lessons on food waste.  When I found myself with a couple of available weeks with my French 3 students right before Thanksgiving this year, this topic seemed like a great fit.  Not only would we all be enjoying copious dinners, but the subject of food waste seems has begun to be addressed on American media.  Click here (update 6/30/18) for the unit agenda, to which all materials have been linked.  Here’s a short explanation of each lesson.

#1: As an introduction to the topic, we watched and discussed a video about food waste as a class. The students were then given one of two infographics about food waste and a graphic organizer. The students read their infographic and filled in as much information as possible in the graphic organizer.  They then discussed their information with their partner (who had read the opposite graphic organizer) and wrote the additional information they gleaned from the conversation in the graphic organizer.

#2: As a hook to the second lesson we discussed a document with suggestions for avoiding food waste.  The students then interviewed a partner about his/her own habits.  Following this interview, the students wrote a message to their partners with suggestions for reducing the amount of food that they waste. Finally they completed an Edpuzzle for a video about food waste.

#3: I began this lesson by showing an anti-food waste announcement that we discussed as a class.  The students then completed an Edpuzzle for a video in which a character gives recipes using leftovers.  After completing the Edpuzzle, the students rewatched the video and wrote out the directions for each recipe.

#4: During this 90-minute class period, the students completed 3 different stations related to recipe preparation.  At the listening station, they completed four different Edpuzzles for videos about food waste. At the reading station, they completed an activity in which they matched pictures from a recipe to the written description of the step shown in the picture. (Due to the nature of this activity, I am not able to share the materials here.) At the third station, the students chose one of the three videos from the previous day’s lesson, and practiced presenting it orally, using only the pictures they were given.  After about 20 minutes of practice, they recorded themselves giving the recipe.

#5: This lesson began with a pre-reading discussion of doggy bags, which was following by an interpretive activity based on an infographic about this topic. 

#6: In order to prepare for the interpersonal task on the IPA, the students participated in a Speed-friending activity by interviewing several classmates about their food waste habits and giving suggestions based on their partner’s responses.

#7: On our next block day the students completed the IPA for this mini-unit.

I was pleasantly surprised at the engagement level of many of my formerly reluctant learners during this mini-unit on a topic with important environmental implications.