I’m so excited to be presenting at IFLTA 2017 this morning! Here’s a link to my presentation for those who are attending, or any other people that might be interested.
I’m so excited to be presenting at IFLTA 2017 this morning! Here’s a link to my presentation for those who are attending, or any other people that might be interested.
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.
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!
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
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 (updated 6/29/18) 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!
Like many of you, I teach a mixed level class that includes students in both French 4 and French 5, some of which are taking the course for college credit and/or in preparation for the IB exam. While the brand-new French 4 students are understandably intimidated by being in class with the French 5 students, I have found that I provide the best learning environment for these students by keeping them all together for our class activities. In fact, there is such a wide range of proficiency at this level that it is not always apparent to outside observers which students are in each class. So, while I assess the two groups differently, the activities for the following unit have been developed for a range of Intermediate learners. Here’s a link (Edited 5/23: new link) to the agenda to which all the documents are linked. Each lesson is briefly described below.
Lesson 1: I will begin this lesson by eliciting student responses on their definition of family, after which we will watch a video in which French people respond to this same question. The students will then complete an interpersonal activity in which they ask each other for information which is given on the other’s infographic. The students will then discuss their own families, giving the same types of information that was included in the infographics. Students will spend any remaining class time discussing differences that they noted between their own families and what they read about French families. For homework they will add photos of four different “family” members to Google Slides for a short presentation they will later give.
Lesson 2: The students will begin this lesson by discussing a series of quotes about families in their small groups, explaining their understanding of the quote, whether they agree with it, and providing an example from their own lives or a text to support their opinion. Next, we will review object and disjunctive pronouns by completing a couple of interactive activities together and then individually. After this review, they will watch a video by the vlogger, Norman, and answer questions using these pronouns. Because this lesson will fall on a 90-minute block day in my class, we will also study a family-related song before I give them 10-15 minutes for free voluntary reading.
Lesson 3: In this lesson the students will again exchange information from a section of an infographic, this time on families in Quebec. (Each member of the dyad will have a different section of the same infographic and will have to find out information from the other’s section.) The students will then write the introduction to an essay comparing French and Quebecois families. (They will not write the entire essay, due to time constraints.) If there is time remaining in the class period, they will then begin reading an article about polygamy in Senegal. Rather than preparing a comprehension guide for this text, I have assigned Cornell notes. Although this is a new strategy for me, I think this activity will help prepare the students to discuss this text the following day.
Lesson 4: After discussing the polygamy text by asking and answering the questions they wrote during the Cornell note-taking, the students will take a short quiz to assess their comprehension of the article. They will then listen to an interview about a legal case regarding a polygamist in France. Finally, they will write a hypothetical judgment given by the judge in the case outlined in the video.
Lesson 5: After these lessons on family structures in three different Francophone countries, the students will present four members of their own “family” by sharing pictures and information about each person they have chosen. While I seldom assign class presentations in order to avoid undue anxiety among my students, I will ask students to speak to the class as a whole this time so that we can all get to know each other better. I believe the topic will be quite low stress as the students will not need to memorize new information or use complicated vocabulary. The students will then provide this same information in writing via an email to a prospective exchange student. Because some of these students will be taking the IB test in the spring, this assignment has been designed to practice the e-mail text type.
Lesson 6: This lesson, created by my fabulous colleague, Nicole, begins with the students creating sentences to describe what was happening in screenshots from the animated short, Au fil de l’age. In addition to providing contextualized review of the imperfect tense, this activity will build interest and allow the students to make predictions before watching the video. After eliciting student responses on this activity while reviewing the slides, I will play the video, stopping frequently to discuss the story. Following the video, the students will complete an assessment in which they matching sentence starters to the appropriate completion, a common task on IB interpretive assessments.
Lesson 7: In this lesson, the students will discuss quotes about grandparents before creating Cornell notes for an article about grandparents’ rights in France. They will then discuss the article by asking the questions they created while note-taking.
Lesson 8: I will introduce the subtopic of same-sex message by having the students discuss a comic. They will then exchange information from infographics in order to compare same-sex marriage in France and Canada.
Finally, they’ll watch a 1jour1info video about same-sex marriage and complete a comprehension guide.
Lesson 9: After another short discussion of a cartoon the students will read an article about same-sex marriage and complete an IB-style comprehension guide. Next, they’ll watch a Cyprien video on the same theme. While Cyprien’s videos are not always appropriate for classroom use, I did not personally find anything objectionable about this one. In fact, I found that his self-deprecating humor on this topic might spark some interesting discussion.Finally, the students will synthesize what they learned in the article and video by writing a “To Do” list for the mayor who married the couple in the article.
Lesson 10: In this lesson, we’ll address the next subtopic–adoption. The students will read an article and then take notes using a technique that I learned from a professional development opportunity on critical thinking. I will assign each student a colored “hat” (just a card with a picture) to wear as they read an article about adoption. Based on the hat they are assigned, they will take notes on 1)the facts presented in the article, 2) their personal reactions, 3) the negative aspects of the ideas in the article, 4) the positive aspects of the ideas in the article, or 5) creative solutions to the problems discussed in the article. (I won’t be assigning the blue hat this time.) The students will then discuss the article according to the perspective of their hat, filling in the corresponding sections of their graphic organizers.This will be my first time implementing this strategy and I’m really excited to see how it goes! Finally, the students will watch a video about adoption and complete a comprehension guide.
Lesson 11: I’ll introduce our final subtopic, blended families, by leading a discussion of three comics on this subject. Next the students will read the blog entry of a comic character who describes a conflict between a friend and her stepparent. The students will complete a graphic organizer with the causes and effects of this conflict and then discuss their ideas with a partner. Finally, they will write a response to the blogger’s friend with advice to improve her relationship with her stepmother.
Lesson 12: The students will begin this lesson by completing an online questionnaire about what type of stepmother they would be. Next they will complete an Edpuzzle for a video about conflict between teens and stepparents. Finally they will synthesize this information by performing a role-play between a parent and therapist who gives him/her advice about improving the relationship between his/her teenager and spouse.
Lesson 13: In this lesson the students will prepare for their IPA on this unit by practicing the role play which will be performed for the interpersonal task and a draft for the presentational writing task. (In order to ensure spontaneous speech, the students will not know their role or their partner in advance of the assessment, but I do provide the prompt so that they can start formulating some ideas.)
Lesson 14: The students will prepare and record a picture description task designed to replicate the speaking task on the IB exam. While the students are preparing for this assessment, I will provide individual feedback on the previous day’s written draft.
Lesson 15-16: The students will complete the interpretive reading task of the IPA while I call up random pairs for the role plays. They will then complete the presentational writing task.
Note: Because of the length of this unit and the fact that I was following it with a film that would have its own IPA, I did not end up administering an IPA at the end of the unit. (I did, however, formally assess several of the tasks that the students completed throughout the unit. You may click here for the link to the IPA that my colleague and I had developed for this unit.
I am hoping that this unit will provide ample opportunities for the students to get to know each other, develop confidence in their communicative abilities, and practice some of the skills they will need to be successful on the IB test.
Image Credit: https://pixabay.com/fr/famille-l-homme-femme-gar%C3%A7on-312018/
Earlier this summer when it was my turn to pick the Friday night Netflix movie in the Shepard household, I chose a French film called, Il a déjà tes yeux. For those of you who aren’t familiar with it, this 2016 film is about a black couple who adopts a white baby. Although the film is a comedy (with some tear-jerking moments), I think it will lend itself to some great class discussions regarding family relationships, cultural identity, race and prejudice. In spite of some swearing and one scene showing marijuana use, I find it appropriate to use with my upper-level classes. (The only rating I could find was a PG-13 rating in Singapore.) Since I don’t have access to Netflix at school, I ordered the DVD from Amazon.fr and will show it on my all region DVD player. There are, of course, no English subtitles but I will use the French closed captions (and lots of discussion) to make the film comprehensible to my students.
In order to facilitate discussion and provide assessment opportunities related to this film, I created this film guide. (Updated link 6/29/18) Here’s a short description of how I’ll use this guide in class.
Note: I am also in the process of creating an interpretive reading and interpretive listening task to accompany this film. In order to avoid my savvier upper-level students from having access to these assessments, I will publish them at https://us.ifprofs.org/ressources-pedagogiques . If you’re not familiar with this fabulous new resource, it’s a social media platform that allows French teachers to share materials with other members.
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.
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.
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.
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.
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.
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.
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.
I’d love to add more variety to my interpersonal activities, so please share some of your favorites!
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.
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:
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.
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!
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.
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.
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
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 [updated 6/30/18) 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!
Image Credit: https://pixabay.com/en/active-athletic-exercise-female-84646/