Monthly Archives: July 2017

Musings on Unit Planning: Designing the Interpersonal Tasks

As described in a recent post on unit design, I generally introduce an interpersonal task after the interpretive task in the lessons I create. Over the years I’ve been fortunate to have attended multiple workshops on communicative speaking activities presented by brilliant educators from whom I’ve borrowed the following ideas.

Novice Activities

Because learners at this level are highly dependent on memorized language, I incorporate a lot of interpersonal activities that will help them commit vocabulary and structures to memory through lots of meaningful repetition. Although I don’t assign a vocabulary list to memorize or assess vocabulary out of context, I do provide students at this level with a resource guide to scaffold these tasks.  

  1. Matching As this example from a lesson on daily routines shows, this activity requires students to take turns describing pictures in order to determine which picture on their partner’s paper matches each of their own. ( I usually have the students prepare a grid on a separate sheet of paper to record the matches, so that I can reuse the picture papers.) This is what a sample conversation might look like:

Partner A: #1. C’est un garçon. Il fait ses devoirs.

Partner B: Il a beaucoup de livres?

Partner A: Non, il fait des maths.

Partner B: Il mange son crayon?

Partner A: Oui, il mange son crayon.

Partner B: C’est lettre A. (Both students will write A next to #1 on their papers)

The students tend to really enjoy this activity and usually remain on task as I circulate to provide oral feedback on their conversations. As a follow-up formative assessment, I sometimes select a few of the pictures to describe to the students, who write the number or letter of each picture that I describe.

  1. Guess Who In this activity one student selects an identity from the page without telling their partner whom they have chosen.  Their partner then asks yes/no questions in order to use the process of elimination to determine their partner’s identity.  The students then switch roles.   Here’s a sample conversation:

Partner A: Tu prends le petit déjeuner?

Partner B: Oui, je prends le petit déjeuner.

Partner A: Tu te lèves?

Partner B: Non, je ne me lève pas.

Partner A: Tu t’habilles?

Partner B: Non, je ne m’habille pas.

Partner A: Tu te réveilles?

Partner B: Oui, je me réveille.

(Conversation continues until partner A has used the process of elimination to determine their partner’s identity.) I suggest requiring the students to ask at last 8 questions before they guess an identity. As a follow-up formative assessment, I sometimes select an identity and ask several true/false questions. Use the same clipart as I included in the resource guide so that there is no confusion about what activity the pictures are depicting.

  1. Same/Different Although this activity looks similar to the Matching one, it is quite different.  The object of this one is to determine, starting with #1, whether your partner has the same or a different picture.  The students then write Même or Différent on their paper. It’s important to let the students know that their pictures will be quite similar and that they’ll need to ask several questions before making up their minds whether the pictures are the same or different. Here’s a sample conversation:

Partner A: Sur mon #1 il y a une lune et des chauve-souris.

Partner B: Moi aussi. Est-ce que la lune est derrière les chauve-sours?

Partner A: Oui, la lune est derrière les chauve-souris. Tu as combien de chauve-souris?

Partner B: J’ai 10 chauve-souris.

Partner A: J’ai 12 chauve-souris. Alors, c’est différent.

Suggestions:

Placing the handouts in page protectors allows the students to use dry erase markers to cross out pictures as they match them (Matching) or eliminate them (Guess Who).

I usually change activities as soon as the first pair finishes the Matching and Same/Different Activity–it is not necessary for everyone to finish.  The students can play the Guess Who game several times in a row, however.

  1. Pair Crossword Puzzles In this activity, each partner is given a crossword puzzle with either the vertical or the horizontal responses filled in. The students then circumlocute in order to help their partner complete his/her puzzle. Although I use this activity more often with intermediates, this one worked with my Novice Mids because of the relatively formulaic phrases that could be used to circumlocute.  Here is a sample conversation:

Partner A: #1, c’est le mois avant octobre.

Partner B: Ah, septembre. #2, c’est le numéro entre quatorze et seize.

Click here for directions on using puzzlemaker.com to create these activities.

  1. Scaffolded Discussion.In addition to the games described above, I have the students practice a lot of interviews to prepare them for their IPA. In this example (based on this text), I’ve scaffolded the task by providing both the questions and possible responses.
  2. Friendship Circle In this example, the students will check the statements that describe their leisure activities typical morning, ask their partners whether they do each activity they have checked, and then write a sentence in the appropriate section of the diagram. (I find that the students can write more neatly in this modified form of Venn diagram.) Note: The students should be reminded NOT to ask a question about the activities they haven’t checked, as there is no place in the diagram to note activities that neither partner has done. The recovering grammarian in me loves this activity as it gives the students an opportunity to use the 1st person singular, 2nd person singular (in the questions), 3rd person singular AND the 1st person plural form of the verbs!
  3. Speed-friending. For this activity I have the students arrange their desks in two long rows, facing each other.  They then have 3 minutes to ask the person in front of them the questions they have written down (as well as answer the questions they’re asked). When the timer goes off, everybody in one of the rows moves one seat to the right (the last student goes to the beginning of the line). They then ask their next partner the same questions and note their responses.  After 3 minutes, the same students move another seat to the right (the other row never moves).  I find that the repetition really helps the students start to internalize the questions (a difficult structure) in preparation for the IPA.  They are also often excited to do the follow-up presentational writing where they ask to stay with the student with whom they had the most in common.

 

Intermediate Activities

  1. Venn or Top Hat Diagrams With these learners, who are now able to create with the language, I often integrate interpretive and interpersonal tasks. In this example, one partner read an article about same-sex marriage in France and the other about the same topic in Canada.They then discussed what they had read in order to compare same-sex marriage in the two countries in a Top Hat diagram. Similarly, in this activity, each partner read an article about Chandeleur and filled in the first graphic organizer with relevant details.  The students then discussed their notes in order to compare the details given in each article and fill in the Top Hat diagram.  
  2. Role Plays As with the graphic organizers, I find that incorporating role plays is an effective way to integrate interpretive and interpersonal communication. Assigning roles allows students to synthesize what they learn from written and recorded sources while at the same time developing their interpersonal communication skills.  In this example, the students performed role plays based on hypothetical situations from a film we watched in class. These role plays based on a Petit Nicolas story, allowed the students to retell the story they read from a different point of view.  I also find that creating roles when assigning debates provides a more authentic context for the discussion.
  3. Interviews Several different contexts lend themselves to various interviews in my Intermediate classes.  In some cases, the students compare their actual opinions and experiences, using a graphic organizer. On other occasions, I integrate interpretive and interpersonal communication by having students ask their partner questions whose answers are found in a text that only the partner has.  As in this example, I write the prompts in English so that the students are required to negotiate meaning in order to get the information they need to complete the task.
  4. Pair Crossword Puzzles Following the same process as the Novice example given above, I create an A/B version of a crossword puzzle that the students circumlocute to fill in.  This activity works great to review a story, as the students will use details/vocabulary from the story when giving clues, as well as for non-fiction themes. This activity is also a great way to practice relative pronouns (which can be encouraged by providing sentence starters such as these.) My students really enjoy these puzzles. As a matter of fact, a student last year asked if she and her partner could take their puzzles home and finish them on the bus “just for fun.” When time permits I sometimes follow up this activity with a $100,000 Pyramid game in which I project a slide with 5 of the words and pairs of students from two different teams take turns describing as many of the words as they can in one minute.
  5. Interactive Word Wall While I’ve used the above-mentioned activities for several years, some professional development on critical thinking skills this year yielded several strategies that I plan to add to my teacher toolbox.  In fact, I incorporated one such strategy, the Interactive Word Wall last year. Although this activity does not exactly meet the criteria for interpersonal communication (there is little negotiation of meaning), its implementation did provide a context for authentic speech in my combined Level 4/5 class.  For this activity, I created a set of cards on which were written vocabulary related to our theme, which was Migration. The rest of the cards had either single or double-sided arrows.  Each group of four students was given a set of cards and they took turns taking a word card and using an arrow card to connect it to another word, explaining the relationship between the two ideas in the target language. (Although the presenter used larger cards so that the whole class worked on one word wall, I wanted to involve more students by having them work in small groups.)  I was somewhat nervous about implementing this strategy for the first time, as I wasn’t sure how best to choose the terms, but the students were able to find connections for all of the randomly-chosen words I included. Here’s a picture of one of the webs and here’s a video explaining its implementation.
  6. Six Hats I will implement this strategy for the first ime in my introductory French ⅘ unit on family relationships.  Each student will be given one of the six cards in this document (no one will be given the blue hat at this point) and will “wear” this hat when read an article about adoption. They will then discuss the article from the point of view of their hat. I created this graphic organizer so that the students could take notes about their group members’ responses.
  7. Bracketology. As an introduction to this family unit, I’ll give each student a copy of this bracket Each group will fill in the first column of 8 rectangles with their ideas about the characteristics of a good parent.  They will then discuss these characteristics in pairs in order to choose which of these 4 are the most important.  After narrowing down their list they will further discuss in order to choose the 2 most important qualities, and then finally the single most important quality.  

I’d love to add more variety to my interpersonal activities, so please share some of your favorites!

Musings on Unit Planning: Designing the Interpretive Tasks

As I described in this recent post on unit design, most of my lessons begin with an interpretive activity designed to introduce thematic vocabulary, targeted structures and/or cultural content via an authentic text. In most cases, this task is based on a written text that the students will interpret individually or in small groups.  In selecting texts, I look for those that are interesting, culturally-rich and comprehensible (with a little bit of “stretch” built in). These are the steps that I take to create my interpretive tasks.

Step 1a: Select the Written Text. Here’s a list of the types of texts I use most often.

  • Infographics Even Novice Low students can interpret a carefully chosen infographic because of the highly visual nature of these texts. At the Intermediate level, I sometimes ask my students to interpret an infographic as the basis of an interpersonal activity to follow. To find infographics I type in the word Infographie and the French word for my topic into Google Images.
  • Children’s books Texts written for French-speaking beginning readers are often comprehensible for Novice Mid-Novice High students.  Some of my favorite sources for these texts are Reading a-z (free trial), Il était une histoire (documentaires) and Du Plaisir à lire . Although only Il etait une histoire is free, I find the others are well worth the money I spend.  I also use stories from French elementary teacher’s blogs. A search on “tapuscript” on Google Images will reveal many such stories that are comprehensible to Novice Mid-High students.
  • Children’s and Teen’s magazines I have subscribed to Astrapi, Okapi and Phosphore in recent years (But only one at a time–these don’t come cheap!)  Depending on the article, Astrapi is often comprehensible for Novice High, Okapi for Intermediate Low and Phosphore for Intermediate Mid. I’ve also used some online content from GeoAdo in addition to the print copies that I have picked up in France.
  • 1jour1actu.com Depending on the article and my objective, I use these online articles with my Nov. High through Intermediate Mids.  A search on a key word related to my current theme usually yields several articles and/or videos.
  • Petit Nicolas I have incorporated several Petit Nicolas stories into my curriculum over the years and the students continue to enjoy them.  The books are available for purchase and many of the stories can be found online.  Audio recordings can also be found, as well as cartoon videos that are loosely based on individual stories.
  • Google. Of course the majority of the resources I use come from Google searches.  I have found that adding “expliqué aux enfants” to the term I am searching sometimes yields results that are comprehensible to my Novices.
  • Pinterest. I depend on Pinterest to curate authentic resources shared by French teachers from around the world.  Feel free to check out my boards (madameshepard)

Step 1b: Select a Recorded Text. Some of my lessons incorporate either a written or a recorded text, while others include both.  These are the recorded texts I use most often:

  • Cartoons. For my Novice Mids – Novice Highs, I rely heavily on cartoons for interpretive listenings.  Of the series I use regularly, I find that Trotro is the most comprehensible, followed by Petit Ours Brun, T’choupi et Doudou Toupie et Binou and TomTom et Nana. I’ve also used short stories from Les Belles Histoires de Pomme d’Api with Intermediate Lows. There are, of course, dozens of other cartoon series available on Youtube–I just haven’t had a chance to explore them all!
  • Other. For the Intermediates, other than the previously mentioned 1jour1question series, I rely on the search function on YouTube to find videos on my chosen topic.  

Step 2: Create an Interpretive Task. After collecting several comprehensible, culturally-rich and high-interest authentic texts, I develop the formative assessment that will guide the students’ interpretation of these texts. Here are the formats that I use most often.

  1. Written Texts
  • IPA Template. When I first began implementing IPAs, I used this template for nearly all of my interpretive assessments.  By using this format for my formative assessments, I ensure that my students will be practicing and receiving feedback on the same types of tasks that they will perform on the summative assessments.  (Click here for an example from a recent unit.) However, this format does take some time to create as well as considerable class time to complete.Furthermore, providing whole class feedback requires extensive use of English.  Therefore, while I continue to use the template occasionally for formative assessments, I’ve added other formats to my teacher toolbox.
  • True/False Statements with Justification. An advantage of this format is that it can be used with students at all different levels of proficiency.  While I have occasionally used English sentences for my Novices, I prefer writing the statements in  French for all learners, as doing so encourages the students to collaborate in French as well as allows me to stay in the target language when providing whole class feedback. This format works equally well with both literal and inferential question types and is appropriate for both fiction and non-fiction texts. An additional advantage is that since I am writing the statements, I can incorporate targeted structures, (such as the use of the passé composé in these statements) that did not exist in the original text. Because this question type is common on the French IB test that some of my students will take, I think it is important to provide many opportunities for them to practice them.
  • Graphic Organizers.  Venn diagrams, story maps, cause-effect diagrams and various types of webs can be used to demonstrate comprehension of texts and the relationships of ideas found within them. Unfortunately, I don’t use them as often as I should as it is impractical for me to provide timely feedback due to the creative/individualized nature of the responses.  I do, however, often use graphic organizers as a pre-interpersonal communication task–more about incorporating this mode in my next post!
  • Cornell Notes. I was unfamiliar with this type of note-taking format until I learned that a colleague was successfully using it with her upper level students. I am looking forward to incorporating this note-taking format to both assess reading comprehension and as a springboard to small group discussions. Although I found many types of Cornell Note-taking diagrams on Google, this is the one I’m going to try first with my Intermediate Mids.
  • Multiple Choice.  On the summative assessments I create for my Intermediate Mid – High students I try to replicate the multiple choice/short answer questions that they will encounter on their high stakes AP or IB tests.  Although I find these questions very difficult to write well, I think it’s important that the students be familiar with these formats.  I have found that requiring the students to underline relevant sections in the text helps to reduce the “multiple guessing” of easily frustrated students.
  1. Recorded Texts
  • Edpuzzle For the past year I have been relying heavily on Edpuzzle for interpretive listening formative assessments, especially for my Novices.  Because each student has a Chromebook, s/he is able to listen as many times as necessary to the relevant section of the video before answering each question. Because I usually create multiple choice questions, the students receive immediate feedback. (Click here for an example.) The questions that I design for my Novice Mids primarily require them to identify familiar vocabulary in the dialogue or make inferences based on the visual content. I also introduce some new lexical items by providing the sentence in which the word occurs and asking the students to use context clues to determine the most likely meaning of the new (underlined) word.  
  • Picture Matching When incorporating cartoons with my Novices, I often create a matching activity for the students to work on cooperatively after watching the video. For these activities (example) I take several screenshots of scenes from the video and then copy and paste them into cells on a table I’ve created.  For each image I write a sentence that narrates what is happening/happened at that point in the video  I then print the table on cardstock and cut out the individual squares to create a manipulative activity.  The students work with a partner to put the pictures in chronological order and then match the appropriate sentence to each picture.  While this is not a pure assessment of listening comprehension (students must also read the sentences to complete the task), it is a meaningful follow up to watching the video which also provides a springboard to interpersonal communication as the students negotiate to complete the task. The task also allows for repeated exposure to the vocabulary and structures from the video, albeit in a written form.
  • Graphic Organizer. For my Intermediate students I often create a graphic organizer, such as this table, to assess listening comprehension. By providing opportunities for students to fill in both main ideas and supporting details I am able to differentiate these formative assessments for my mixed (French ⅘) classes.
  • True/False with Justification. I find this format is also appropriate for assessing listening comprehension, especially with Intermediates.  Click here for an example.
  • Multiple Choice in the Target Language.  While I wrote multiple choice questions to assess listening when preparing my students for the AP test (example) in the past, I found the process arduous.  Replicating the AP question types required avoiding the vocabulary from the original text when writing responses (and logical detractors), determining logical inferences,  identifying authors’ perspectives and other cognitively demanding and time-consuming tasks. While I will no doubt find myself creating some type of multiple choice questions when the IB test begins incorporating listening comprehension in a couple of years, for now I’m content to use more open-ended question types.

While I have found these tasks to be effective in developing my students’ interpretive skills, I’m looking forward to incorporating a greater variety of activities in the future.  If you have any ideas, please share in the comments so that we can all learn from you!

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 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!

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Revising a Novice High “Journée Typique” unit with the ACTFL Core Practices

As I spend some time this summer revising units I have created over the past few years,  I want to make sure that I’m incorporating current best practices as I understand them.  Fortunately, ACTFL has provided a list of six Core Practices that have provided an easy to use framework for my revision work this summer. (Click on this link for a pdf with a full explanation of these practices.)  Although my own practice continues to be a work in progress,  I’ve decided to share how I used these Core Practices to modify a Novice High unit on “Ma Journée Typique.” Click here for a unit agenda to which all resources and materials have been linked.

Plan with Backward Design Model I began, as always, by first identifying the learning goals for this unit (which I will share with the students in this document) and then creating the IPA.  For the interpretive reading component, I chose an article from a series that 1jour1actu published a couple of years ago about how children around the world spend their summer vacation. I then created a context for reading this article–the student would be hosting a child from Sénégal and needed to know what his typical day might be like during the summer.  Based on this context, I designed the interpersonal task–the students will perform a role play between the teenager who is hosting the boy from Sénégal and a neighbor who has a younger brother in which they discuss what a typical day is like. Lastly, I defined the presentational writing performance–the students will write an e-mail to their house guest, telling him about what his days will be like when he comes to stay.

Use Authentic Cultural Resources Because I have designed units on daily routines and leisure activities in the past, I had already curated quite a few authentic resources that I would incorporate into this unit–although I couldn’t resist adding just a few more!  Among the resources that these students will interpret are French cartoons, Canadian children’s songs, French and Canadian vlogs, French children’s posters and online and print articles about daily activities in France, Canada and Sénégal. By interpreting these resources, the students will see the unit’s vocabulary and structures in a variety of authentic contexts and will learn about the daily life of young people in a variety of Francophone cultures.

Design Communicative Activities For each of these authentic resources, I created one or more interpersonal activities.  In some cases, I used the authentic resource as a hook at the beginning of a lesson.  In this case, I use a class discussion of the resource as a means to providing comprehensible input to the class as a whole.  In other instances, I create a pair or small group activity based on the vocabulary, structures and content of the resource. Because Novice Learners are highly dependent on memorized vocabulary, I design opportunities for lots of repetition in the form of picture matching activities and Guess Who games.  In order to prepare the students for the types of questions they will ask in the IPA, I have included several highly-scaffolded communicative tasks such as Interviews, Friendship Circles and Speed-Friending. 

Teach Grammar as Concept and Use in Context The structures that the students will need to perform the tasks on the IPA are primarily the present tense of a variety of verb forms, including reflexive verbs.  Therefore, I chose authentic resources that contained multiple repetitions of these structures. I then designed corresponding interpersonal and presentation tasks that would ensure that the students were able to use these structures in a variety of contexts.  In the case of reflexive verbs, for example, I started with a children’s poster on which a French child would write the time that s/he completed each step of his/her morning routine. The images on the poster will allow the students to establish the meaning of the new structure.  I then provided a list of partner interview questions, providing the 2nd person singular form of the verb. The following day’s Friendship Circle activity will provide a context for using the 1st person plural forms.  The sentences I wrote for the cartoon ordering activity will then introduce the students to the 3rd person singular forms, which will be reinforced in the Guess Who and Matching activities.

Provide Appropriate Feedback Creating activities that mirror the tasks on the IPA enables me to provide targeted feedback that will help the students meet the goals I have set for this unit.  Students will receive feedback on interpretive reading activities when we go over them in class or when I grade them using the same rubric that I will use on their IPA.  Using  Edpuzzle for formative assessments on several cartoon videos will provide immediate feedback on interpretive listening.  As I circulate around the room during interpersonal activities, I will provide individualized oral feedback on pronunciation, vocabulary, structures and content. Feedback on presentational writing and speaking will be provided by me when these formative assessments are submitted.

Use Target Language for Learning Although I have read a lot of great posts from members of my PLN about how best to meet the goal of 90% target language, I’ve found that when I incorporate the other Core Practices, I can come pretty close to meeting this one by default. Other than when providing whole class feedback on some of the IPA-style comprehension guides, my students and I are able to remain in the target language throughout these lessons.

 

Let me know if you have any questions about this unit!

 

 

 

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