Monthly Archives: October 2017

Communication et Médias: A unit for Intermediate French Students

The next IB Theme that I will cover in my combined French 4/5 class is Communications et Médias. Although I haven’t specifically addressed this theme in the past, I had a lot of fun choosing subjects and creating activities on this theme for my students.  While the plan I’ve included in this post does not include all of the lessons (my fabulous colleague, Nicole, also contributed several great activities), it might help others get started on this theme, which encompasses aspects of both the Contemporary Life and Science and Technology AP themes.

Click here for the agenda to which the resources of each lesson have been linked and see a brief description below.

In order to hook the students’ attention, we started by having the students read an article about popular French youtubers and fill in a table with details from the article.  As a follow up activity, I asked the students to watch one video from one of the youtubeurs they read about and post a review on our Learning Management System, Schoology.  I also asked them to watch one of the videos shared by a classmate and add their own opinion.  It is my hope that introducing my students to these youtubeurs might encourage them to watch other videos in the future.

The next lesson will serve as a quick introduction to French television. As an advance organizer the students will discuss a series TV-related questions in small groups and will then read an article and listen to interviews about TV in France.

The next several lessons are organized around the topic of advertising.  The students will watch a video about advertising, discuss some print ads in small groups and then read an article about print ads before preparing a presentation about a print ad.

After the lessons on print advertising, the students will watch a video about TV ads and discuss a TV ad before reading an article about the possible end of TV commercials during children’s shows in France. After reading this article, they will perform a role play and then write a speech based on this article.

The next series of lessons will address the topic of Fake News.  The students will read and discuss an infographic about Fake News and then interpret an article and video on the subject. Following these interpretive activities, they will select a Fake News article of their own and express their disbelief at facts in the article.  These sentences will allow the students to both demonstrate their comprehension of the “facts” in the article and use the subjunctive mood in a contextualized way. Finally, they will write a Fake News article of their own. 

As always, all feedback on these lessons is appreciated!


Image Credit:

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 here 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.

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 

A Halloween mini-unit for Novice High French students

Wow, I can’t believe it’s October already!  I have spent the first several weeks of my school year implementing the lessons I created over the summer (many of which I have shared in earlier posts) and in general I have been pleased with how these lessons have gone.  I am really enjoying my second year at my current school–my relationships with my returning students have grown closer and I’m so proud of their progress toward proficiency. In addition, my new French 2 students (I don’t teach level 1) are fabulous. Their enthusiasm for French class makes teaching them so much fun!

Because of their dedication to French, I’m especially excited about our upcoming mini-unit on Halloween.  Following the lead of a fellow French teacher blogger in this post, I will repeat many activities that I’ve used in previous years.  However, as this agenda shows, I have also added a few new resources.  Perhaps most importantly, I’ve created several Edpuzzles for my favorite Halloween videos and an IPA.  I think most of these activities will be self-explanatory, but if you have any questions, please let me know!