Petit Nicolas: How to incorporate children’s literature in a proficiency-based curriculum.

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I have been reading Petit Nicolas stories with my students since I began teaching 25 years ago. Although a lot of the resources on interpretive reading assessment tend to focus on non-fiction, I think that it is important to make sure that we are also exposing our students to literature from the target culture. My students have always enjoyed reading these stories, and look forward to watching the live action film in the spring. In addition, the cartoon videos provide an excellent authentic resource for interpretive listening. For these reasons, I developed a mini-unit around the Petit Nicolas story, “Les Campeurs” for my French 3 students after our vacation unit this fall. Here’s a pdf of the story, if you don’t have a copy of the book. 4-Les campeurs

I began this mini-unit by presenting some of the new vocabulary that the students would be seeing in the story. To do so, I made a PowerPoint with a slide for each of the images on the handout included in the file. I showed the PowerPoint and asked questions which included the words in order to familiarize the students with the vocabulary and scaffold the interpretive task. Although I don’t often pre-teach vocabulary in this way, the feedback from the students was that it was really helpful. An unintended consequence of this activity was that the students began to make predictions about what the story would be about—an important step in the reading process.

After the vocabulary presentation, I gave the students the interpretive task for Part 1 of the story, which I developed according to the template in the ACTFL IPA manual. Due to the length of the story, I divided it into two parts, and wrote a separate assessment for each one. In order to avoid requiring the students to spend two days on silent reading, I allowed them to complete the assessment for Part I in small groups. This also allowed the Part 1 task to serve as a formative assessment for the mini-unit.

While the students did well on this assessment and enjoyed reading the first part of the story, I wanted to include some target-language discussion of Part 1 before assessing their comprehension on Part 2. A drawback to using the ACTFL IPA template is that the questions are in English. While I agree that this is the best way to assess reading, it doesn’t provided the springboard I needed for a target language discussion. Therefore, I designed a series of inference-based French questions and had the students discuss them in small groups, after which we discussed them as a class. Their responses to these questions let me know that even those students who had performed well on the formative assessment were not reading deeply enough to understand many of the humorous details in the story. I also discovered that my students would have benefited from being given additional background information about the stories. For example, one student asked, “Why do you keep calling this story Petit Nicolas, there’s not even a Nicolas in it?” I had not realized that it would not be obvious to these students that the story was being narrated in the first person—Oops!

I was pleased with the students’ discussion of these inference questions, and felt that they really encouraged a more detailed reading of the text. I also realized that the ACTFL IPA template was most likely not designed for this type of reading task. While reading for the main idea and a few supporting details are appropriate authentic tasks for non-fiction texts, literature is best enjoyed when read with attention to more subtle details, in order to more fully appreciate the humorous aspects of the text. I’ll make sure to develop more appropriate interpretive assessments for these stories in the future.

After the discussion of the inference-based French questions, I felt the students were ready for the Part 2 Interpretive assessment. They completed this individually so that I could use it as a summative assessment/part of their IPA for the mini-unit.

In addition to this Interpretive Reading task, I assessed the students’ interpretive listening skills by having them watch the cartoon video which corresponds to this story. Note: the plot of the two stories is significantly different! These differences are important, because they allow me to assess the students’ listening comprehension, rather than their memory of the story. While this video is somewhat more difficult than others they had watched, the students felt very confident about their ability to understand it. I think that the questions themselves provided a lot of scaffolding for the interpretive task.

For the Interpersonal Communication task, I assigned a role play in which Clotaire asks Nicolas to go camping again. I allowed the students to practice this role play for about 30 minutes before being assessed, but did not allow them to choose which role they would play, or who their partner would be. In this way I can ensure that the task is actually interpersonal, and not just memorization of a script.

For the Presentational Writing task, the students wrote a note from Nicolas to his grandmother, asking for a tent for his birthday. As is my practice, the students wrote a rough draft (formative assessment), I provided feedback (using the abbreviations on the feedback form) and then they wrote a final draft, which was their IPA score. In the future I would make my expectations more clear, as some of the letters were general in nature, rather than incorporating specific details from the story.

Here’s a file with the materials I created for this story:campeurs_file

I’d love to hear from others who have incorporated Petit Nicolas stories into their proficiency-based classrooms. What types of interpretive tasks have worked for you?

Monsieur Lazhar: An IPA for AP students

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When a colleague told me that she thinks this is the hardest part of the school year, I readily agreed with her. As she said, all of the materials and lessons that we created over the summer have been implemented, and we don’t have nearly enough time to develop the ideas we have for our current units. With winter break still several weeks away, we’re forced to “fly by the seat of our pants” all too often.
For my Advanced French students (Level 4/5 combined, AP class), this meant that they watched Monsieur Lazhar with very little preparation. I had never taught the film before, and just didn’t have the time to prepare the introductory materials that would have enhanced their background knowledge of the film’s setting, themes, etc. However, they were very moved by the film and we had great discussions throughout the week we spend viewing it. After which I administered the following IPA: MLazhar
In the interpretive listening task, the students watched a video and completed the multiple choice assessment. I continue to be challenged by writing this type of assessment. While I don’t think this is the best way to assess listening comprehension, I feel compelled to prepare the students for the AP exam. As always, I would be grateful for any feedback that those more experienced with the AP test can provide. Because my students received dual enrollment credit from a local college, I have only had a couple of students who have taken the latest version of the AP test, so I have not spent nearly enough time looking at sample exams. While I have tried to replicate the types of questions that they might expect to see (main idea, inference, language in context, etc.), I am not confident that I am getting it right. My students continue to struggle, and I’m wondering whether my questions are too difficult or if they are just not yet proficient enough for the texts that I am choosing.
In the interpretive reading task, the students read an interview with the director of the film. Again, I did my best to write an AP-style multiple choice assessment. I actually had a student who achieved a perfect score on this one. Whoo-Hoo! He is, of course, a genius and probably one of the most gifted students I’ve ever taught. Many other students did very well, too, although I noticed that there were more errors at the end of the assessment. I’m not sure whether the questions were more difficult or if their brains were just exhausted and they started to shut down.
In the interpersonal communication task, the students practiced each of the role plays with a partner, and then I randomly chose pairs to present one or the other to me. (They did not have the same partner with whom they had practiced.) These went well, although I need to remind them to incorporate more detail from the film in their role plays.
In the presentational writing task, the students wrote a letter from M. Lazhar to the school board, asking for his job back. I chose this prompt in order to focus on the future tense after a few students requested specific review on “verbs.” Although I had not planned on focusing on specific grammatical structures in this course, I felt it was important to consider the students’ requests in this case. I can’t offer any information about how they performed on this task, as they wrote them with substitute teacher this week and the papers haven’t yet made it to the top of the “Grade me” folder, but there were no complaints upon my return. No news is good news!
I’d love to receive feedback on this work, please leave a comment!

Happy Halloween!

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Happy Halloween!
Although I’ve embraced many aspects of middle age, I’m still a kid at heart when it comes to celebrating Halloween. In spite of the fact that my husband and I have been empty nesters for several years, our house is the most decorated one on the block, and we’re more excited than most children when we choose our costumes each year. Fortunately, most of my students get as excited as I do about Halloween, so I make sure to set aside a week or so each year on Halloween-themed activities. Although most of my authentic texts come from children’s books and magazines that I can’t share, here are a few activities that some of you might be able to use.
1. Vocabulary List & Flashcards Vocab_list & flashcards
This document includes the vocabulary list that I hand out with pictures and words, as well as the pictures without the words. I printed 30 copies of this version on tagboard several years ago and cut each one apart so I can hand out a baggie of picture cards to each student for review games such as Bingo, Memory, and Go Fish.
2. Vocabulary Review Worksheet Vocabulary review (novice)
I’ve used this worksheet with French 2 students. Although the “choose the word that doesn’t belong” format is traditional in nature, it does encourage interpersonal communication when students are allowed to work in small groups.
3. Same/Different Pair Activity Halloween same_different
I think I got a little carried away when I made this one up! (I could have probably stopped after the first 10 pictures, but I was having too much fun!). To use this activity, you will first have to cut the table down the middle (or reconfigure the table), and number each picture (1-25). The first column is given to Partner A and the second column to Partner B. The pairs must discuss their pictures in order to decide whether they have the same or different picture for each number. (I have them write #1-#25 on loose-leaf and write Même or Différent next to each number).
4. Halloween Videos Halloween Videos
On this document I’ve included English comprehension question for several Halloween-related YouTube videos. Included are two stories (L’Ogre qui avait peur des enfants and Franklin fete l’Halloween) as well as two news videos. I have used these videos with French 3 students.
In addition to these activities, my students will read authentic stories (titles depend on the proficiency level), and the French 3 students will read authentic articles about the history of Halloween, bats, and spiders.
I’d love to hear back from those of you who incorporate Halloween into your lesson planning. What resources have you used with your students?

Six Reasons Why I Love Learning Stations

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Although I have left behind many of the teaching strategies that I relied on earlier in my career, some techniques continue to be valuable in a proficiency-oriented classroom. A strategy that I continue to implement is the use of learning stations. A recent French 2 unit on grocery shopping reminded me of the following advantages of incorporating learning stations into my classroom instruction.

#1: Learning stations enable me to incorporate authentic materials in their most authentic form. While the internet gives us access to limitless authentic materials, actual concrete objects that were brought back from the target country are inherently interesting to students. They love seeing the French price tags on items that I’ve purchased and always want to know whether I’ve “stolen” items such as menus and other realia. It is often difficult, though, to procure enough of an authentic item for the entire class to use simultaneously. However, if I divide my class into small groups, a few grocery flyers, for example, are sufficient for an interpretive task.
#2: Learning stations allow me to make the most of the technology I have available to me. I have eight computers in my classroom. When I divide my classes of 25-30 students into 4-5 different station groups, I am able to have my students use the classroom computers to access authentic videos for interpretive listening tasks. The students shown here are able to watch their Peppa le Cochon video at their own pace, pausing and rewinding as necessary in order to improve their comprehension.

#3: Learning stations allow me to incorporate manipulatives into my lessons. While it would be cost prohibitive (and a storage nightmare) to buy enough play food to use for these grocery store role-plays, learning stations made it possible for these students to use the play food that I do have, as well as some spare euro coins, to lend authenticity to their interpersonal task for the unit. In other units I’ve been able to use authentic and teacher-created games that would not be possible with an entire class.
#4: Learning stations allow me to provide better feedback to my students. During the learning station phase of a unit, I generally position myself near the students who are either practicing the interpersonal task for the IPA. In this way I am able give the students very specific feedback on their progress, which I would not be able to do if I were circulating among an entire class who was working on the same task. By having my students write drafts for their presentational task at a learning station, I am also able to give them more detailed feedback, as I have only about seven or eight papers each evening, rather than a set of 30.
#5: Learning stations give me a little breathing space. While each set of learning stations requires a lot of advanced preparation on my part, once we begin this phase of instruction, my work is basically done. There are no copies to be made at the end of the day, a new agenda does not need to be written on the board, etc.
#6: Learning stations allow me to show off a little. There are many times that we need to be able to demonstrate our best practices to others. This might be for a graduate class, evaluation by an administrator, or National Board Certification. It is always a challenge to decide what those evaluators will see during the short time they will be spending in our classroom or watching us on a video. When we invite others to see our students working on learning stations, they can see how we teach all modes of communication, 21st century skills, several state standards, etc. in a single lesson. When required, we also have a lot to reflect about when a single lesson includes so many different activities.
These are only a few of the advantages of using learning stations in a proficiency-based classroom. If you use learning stations, I’d love to hear the reasons why!

“Le Selfie:” an authentic lesson for Intermediate students

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This week I continued my unit on social media with my French 4/5 students with a lesson on “selfies.” The students are so enthusiastic about this unit that I hate to see it end! I actually had to ask them to discuss more quietly—and they were all staying in the target language! As an added bonus, the lower level students are seeing terms like “Selfie” on the French 4/5 agenda and I have been overhearing comments like “I can’t wait until I’m in French 4 so that I can do fun stuff like that!” What a great unintended consequence of writing my agenda on the board every day!
Here are the activities that I included in this lesson, which took about five days.
1. Selfie infographic: The students a) discussed a series of pre-reading questions in their small groups and took notes so that they could share their ideas with the class as a whole and b) completed a short interpretive activity about the infographic.
2. (Note: 1/5/2017. This video is no longer available.) The students watched a YouTube video in which a young woman gives advice about taking selfies. Although the young woman spoke rather quickly, the students were successful in answering most of the (English) comprehension questions that I had prepared—I think the silliness of the video motivated them to rewatch the video until they were able to understand most of it!
3. The students read a simple article, “15 Astuces pour reussir un selfie” and completed a comprehension guide based on the template in ACTFL’s IPA manual. (http://www.actfl.org/publications/guidelines-and-manuals/integrated-performance-assessment-ipa-manual-0). This article addressed many of the same topics that the video did, which made it very comprehensible to the students.
4. The students presented their own favorite selfie to the class. I created a Google Doc Presentation and shared it with the students in the class. Each student was responsible for adding his/her selfie to the document on the first day of the lesson. On the 4th day, each student spoke for a 1-2 minutes about his/her selfie. Students who do not take selfies or chose not to share a photo of their own were invited to find a selfie online and add it to the google doc. One student added a selfie taken by a macaque and a few others used celebrity selfies. The students were able to do these short presentations without much preparation and they all enjoyed seeing each others’ pictures.
5. After 3-4 days reading/listening to these relatively superficial texts, the students read a more profound article about selfies and teen girls. For this article I prepared multiple choice questions, but included main idea, author’s perspective, vocabulary in context, and inference questions in order to replicate the type of items they will see on the AP test.
6. The students wrote a persuasive text in which they incorporated ideas from the article they had read—another activity intended to practice the skills they will need on the AP test.
7. The students watched two videos, both of which were about the “Love without Locks” campaign in Paris.
Here’s a link to a document with the materials I used: Selfie-Unit
I’d love to hear about other AP teachers have addressed the technology AP theme. If you’re willing to share your materials (or if you have feedback regarding this lesson), please add a comment or send me an e-mail!

Facebook is for fuddy-duddies: An Intermediate unit on social media

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I’m only a little bit embarrassed to admit that I couldn’t wait to plan this lesson. I’ve had so much fun pinning various infographics related to social media, but had never yet created a unit on this theme. Since I didn’t do much with technology in my combined 4/5 AP Class last year, I wanted to make sure I spent some time on it this year. Although my colleague and I plan to cover a few topics related to technology during this unit, I volunteered to develop the first lesson, which focused on social media.
As you’ll see in the document I uploaded below, I’ve included an interpretive reading task (an article about teens and social media) an interpretive listening task (two videos about teens and social media), an interpersonal task (discussion questions and role plays) and two presentational prompts.
I think this lesson will take about 4 days and this is how I have planned each day:
Day 1:
I will begin by projecting a few of the images on this google presentation:
https://docs.google.com/presentation/d/1W705rnwDJzSdHRfae_Bt4amDhSLQiDaoblpX-EG5PrY/edit?usp=sharing
I will project one, give the students 3 minutes to discuss it in their small groups, and then choose one student to talk about it for a couple of minutes for a formative assessment grade. When I have done similar activities in the past, I instruct the students to describe the image and then explain why it’s funny. After repeating this process with another image, I will pass out a copy of one of the social media infographics I have pinned (see my La Technologie Pinterest board) and have them discuss it in their groups for a few minutes. We will then discuss it as a class. I will ask them questions about what surprised them about the infographic, what their personal experiences were on the topic, and whether they thought there were cultural differences between the U.S. and France on the topic.
After this discussion time, I will have the students begin the interpretive tasks. Because I have 8 computers in my class, I will have all the students begin the reading, and then choose 8 at a time to do the listening. For homework the students will post a response to the first writing prompt on our Moodle site (Because they will comment on each others’ posts, this is actually an interpersonal writing task).
Day 2:
I will repeat the discussion activities by projecting a couple of more images and passing out another infographic. Then I will have the students complete whichever interpretive task they did not finish on Day 1. If any students finish both interpretive tasks, I will have them begin writing their response to the second presentational prompt. For homework I will assign them the task of reading their classmates’ posts from the previous evening and responding to at least two of them with both a comment and a question.
Day 3:
I will project a couple more images from the Google presentation and then have the students discuss the questions from the interpersonal task. I will then divide the class into two groups. One half of the class will work on the Interpersonal Tasks for the rest of the period and the other will complete their presentational writing (#2).
Day 4:
I will project a couple of more images and then divide them into the two groups and have them complete the opposite tasks. By having only half of the class speaking at a time, I am more able to provide feedback/formative assessment than I would be if I had to try and listen to 28 students speaking at the same time. For this evening’s homework assignment, I will have the reply to any comments they received on the interpersonal writing assignment.
I just hope the students have as much fun working on this unit as I did planning it!

Les-Medias-Sociaux

Intouchables: A work in progress for Intermediate Students

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I can think of no better way to expose my upper-level students to authentic language and culture than by showing a well chosen target language film. While my students don’t always appreciate French films in the same way that I do, Intouchables has proven to be just as popular with my students as it has been with the rest of the world. While the R-rating may make it impossible for some teachers to show this film, I included the parental advisory information from IMDB on my permission slip and all parents allowed their children to see the film.
Once I had their permission, second step was to design a unit that would ensure that the students were engaged in all modes of communication as we watched the film. I began this unit with both an Interpretive Reading and an Interpretive Listening task to familiarize the students with the film and the true story on which it is based. When designing the reading task, I did my best to model the types of questions that are used on the AP French Language exam. Thus, the questions are multiple choice and include main idea, supporting detail, contextualized vocabulary, and inference questions. Although I began incorporating these kinds of questions last year, I still struggle to write good questions of this type. Unfortunately, my students seem to have as much difficulty answering these questions as I do writing them and I did not end up counting this task as a grade. I did, however, learn a lot from this process. When I returned the papers to the students, I asked them to highlight the passage where they had (supposedly) found each answer. There were a lot of “Aha” moments during this activity as the students realized why they had made the mistakes they had when they were forced to justify their answers with proof from the text. I will continue to require students to highlight passages when answering multiple choice questions in order to ensure that they are making inferences rather than guesses. Here’s the task as I wrote it, with the caveat that I will make significant changes before using it again—all suggestions are welcome!!! intouchables_reading
Unfortunately, I was not any more successful in designing an Interpretive Listening task that was appropriate to the students at this level. While I wrote an open-ended task, rather than multiple choice, the videos were too difficult for the students to understand independently. After getting feedback to this effect from the first few students to attempt the task, I ended up showing the videos as a whole class activity and stopping to ask questions orally. This worked well, and I think it was valuable for the students to see the real life men behind the characters in the film. Here’s the task I originally designed, in case you’d like to see the videos I chose. (We only watched the first few minutes of the second video.) listening
After these introductory tasks, it was time to show the film. For the next four days, I showed about 30 minutes of the film each day and then gave the students time to discuss the tracks they had watched. Here’s a draft of the discussion questions I started with (film_guide), although I encourage them to use these questions as a springboard to a broader discussion which incorporated their own ideas. I was really happy with how these discussions went and the students seemed to feel good about their ability to engage in these discussions. I circulated among the groups each day, and was able to formatively assess each student by the final day.
When the film was over, I administered an IPA that a colleague and I wrote for the film. As this document shows (intouchables IPA), the IPA included another AP-style reading assessment (on a pair of reviews of the film) a multiple choice listening assessment (on a video in which passersby give their opinion of the film), a Presentational Writing (review of the film) and Interpersonal task (a role-play based on a scene in the film). The students practiced each of the role plays with a partner on the day before the IPA, but were not allowed to choose which role play they would perform or who their partner would be on the day of the assessment. While I don’t yet have all of the data (we began the IPA’s today), the students are demonstrating some improvement in their ability to answer multiple choice questions on the reading (most of which were written by my colleague). I am optimistic that both my ability to write these questions and their ability to answer them will improve with practice. The students were also able to demonstrate comprehension of the video, although there is still, of course, plenty of room for improvement.
I would be so grateful for any feedback and suggestions from those of you that teach AP level students. Do you write AP style multiple choice questions for your interpretive tasks, or more open-ended ones? Are your students generally successful on these questions?
Thanks in advance for your help!

Food for Thought

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The title of this post comes not only from the fact that I have prepared a couple of food-related French 2 lessons to share, but because I have been doing a lot of reflecting on the changes that I have been making in order to focus more on increasing student proficiency. When a colleague asked me what I meant by proficiency-based teaching, I realized that I could not explain in only a sentence or two what this term meant to me. Since even a Google search did not identify a universal definition or specific methodology, I can only share what I have been doing and how the paradigm shift has worked in my classroom. To see specific examples of the types of lessons I’ve designed, please see my other posts on this blog.
Curriculum: The most important change that I have made is to develop a curriculum that is totally independent of any textbook series. In the absence of this resource to guide my instruction, I chose ten to twelve broad themes for each of the classes (Level 1-5) that I teach. I then follow the following steps to create a unit for these themes.
Step 1: Choosing the unit goals
In order to ensure that I’m choosing appropriate goals for each of these thematic units, I rely heavily on the ACTFL Can-Do Statements for the targeted proficiency level of the class. For French 1 I am beginning with Novice Low statements, but will transition into Novice Mid later in the year. In French 2 I use mainly Novice High statements, in French 3 I use Intermediate Low-Mid, and in AP I use Intermediate Mid-High. In many cases I can use an exact statement as a goal, but when necessary I modify a statement to reflect the content of the unit. In this way I am essentially filling in the blank line after the prepared statements.
Step 2: Choosing the authentic texts
In planning the learning activities for each unit, I have relied heavily on Amy Lenord’s description of the authentic lesson cycle (http://www.amylenord.net/authentic-lesson-cycle.html). Based on my understanding of her ideas, I select an authentic text for each lesson and then create interpretive, interpersonal, and presentation tasks related to the text. I have found that each lesson cycle takes about two to three class days, so I choose about four authentic texts for each unit. This enables me to cover a unit, including the IPA, in about three weeks.
I begin my search for authentic texts for these lessons by checking the Pinterest boards I have created for each theme. Relying on my colleagues to pre-select relevant, high-interest and appropriate texts has saved me countless hours of research. As described in my earlier posts, I rely heavily on infographics, especially for novice learners and to introduce a theme. Based on the proficiency level of the students, I also use children’s magazine articles, children’s stories, and lots of web-based materials.
In addition to these written texts, I also choose authentic recorded texts related to the theme of the unit. Usually videos, these texts might not be directly related to the written text, they do reflect the theme of the unit. In my lower level classes, I use lots of cartoons, because their visual nature provides important context for the novice learners. Some of my favorites are Trotro l’Ane, Petit Ours Brun, Caillou, and Tchoupi et Doudou. Youtube searches on each of these characters will reveal the titles of several different episodes, many of which complement commonly used themes. With my Intermediate students, I usually opt for news videos or other more formal recorded materials.
Step 3: Creating the learning activities
After choosing each text, I develop an interpretive reading task based on the template provided by ACTFL in Implementing Integrated Performance Assessment (http://www.actfl.org/publications/guidelines-and-manuals/implementing-integrated-performance-assessment). Based on the text I have chosen, I will use some or all of the sections on this template. I do not personally feel that this template works for well for listening, so I usually develop basic comprehension questions for the videos I use, although I try to include multi-level (main idea, supporting detail, inference) questions.
After preparing the comprehension guides for the interpretive tasks, I develop the interpersonal tasks that the students will complete after reading and listening. For my Novice learners, I usually provide personalized questions based on the reading that they will ask a partner. For the Intermediate students, I write more open-ended discussion questions related to the information in the text.
For the last step of each lesson, I design at least one presentational task. For this activity, I give the students some type of scenario related to the authentic text (usually the written one), and they respond in writing or orally.
Although I have been mostly pleased with these lessons, I’ve found that adding a vocabulary-building game or other not-quite-authentic activity here and there helps to add a little bit of variety while still increasing proficiency. As the year progresses I hope to find the right balance between these types of activities.
Step 4: Integrated Performance Assessment (IPA)
Since each lesson is essentially a “Mini IPA,” this type of assessment works well in my classes. In addition, my students are very comfortable with IPA’s, because I began implementing them last year, as a result of some professional development that I had done. Although I am describing the IPA as Step 4, it is actually the first step that I complete when designing the unit. By writing the IPA before creating any of the other lessons, I can ensure that each task prepares the students for what they will be expected to do on the IPA.
Before beginning an IPA, I give the students a day or two to prepare. During this stage, I give them time to practice the interpersonal task (although they will not be allowed to choose their partner on the actual IPA) and to write rough drafts of the presentational writing task. My interpersonal IPA tasks are less structured than the tasks that I assign for the individual lessons. For example, rather than a set of specific questions, I will give them only a general situation or theme and they will be required to ask the appropriate questions to develop the conversation. Based on the needs of the students, I might also give them time to practice some of the specific skills needed for the IPA during this time. For example, in a recent French 1 unit on school supplies, I gave the students time to complete interactive vocabulary activities on the computer in addition to the rough draft and interpersonal practice time.
When writing the IPA, I again begin by choosing both an authentic written and recorded text, and then creating a comprehension guide, based on the ACTFL template. The students usually complete these two tasks on the first day of the IPA. On Day 2, I assign the final draft of the presentational written task and then call up pairs of students to my desk for the interpersonal assessment.
While these steps seem to be working well for me so far, only time will tell whether they will enable my students to meet the proficiency goals I have set for them. I’d love to hear back from any of you that have developed other methods of increasing student proficiency in your classrooms!
In the meantime, here are a couple of examples of authentic lessons from my current French 2 unit on Mealtimes.
lalimentation-vegetarienne
le temps de l’alimentation

Vacation all I ever wanted: a unit for Intermediate Mid students.

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Since my French 3 students are coming to the end of their unit on Education in France, I’ve been working on their next unit—The French and Vacations. Although I was generally pleased with Unit 1, I’m making a few changes in the way that I structure the lessons based on what I learned from my first units.
Unit Design
This vacation unit is designed to address the following Intermediate Mid Can-Do Statements:
Interpretive Reading: I can understand basic information in ads, announcements, and other simple tasks.
• Students will read two infographics, an article about the history of vacations in France, and a web page about vacations in the world.
Interpersonal Communication: 1) I can start, maintain and end a conversation on a variety of familiar topics. Subtopic: I can ask for information, details and explanations during a conversation. 2) I can talk about my daily activities and personal preferences. Subtopic: I can give some information about activities that I did.
• Students will discuss pros/cons of vacation destinations/lodging, a vacation they have taken, their opinions about vacations and a vacation they would like to take.
Presentational Writing: 1) I can write messages and announcements.2) I can write short reports about something I have learned or researched.
• Students will write messages about real, imaginary, and ideal vacations and a report about the history of vacation in France.
Presentational Speaking: 1) I can make a presentation about my personal and social experiences. Subtopic: I can describe a childhood or past experience. 2) I can make a presentation on something I have learned or researched.
• Students will present photos of their actual (or imaginary) vacations, leave a message about an imaginary awful vacation, prepare a presentation about the history of vacation in France, and prepare a presentation about their ideal vacation.
Interpretive Listening: I can understand the main idea of what I listen to for personal enjoyment. Subtopic: I can understand a short YouTube clip.
• Students will watch several cartoon videos in which the characters go on various types of vacations. (These activities are found in a separate document. One will be chosen for each of the lessons and will be included in the lesson handout.)
Unit Plan
I anticipate that each of the four lessons in this unit will take 2-3 days. On the first day the students will complete the interpretive reading task. As they are reading, they will be taking turns using the 8 computers in my room to complete the listening activities. In Unit 1 I played the videos to the class as a whole, but found that this made my lessons too teacher-directed. Students were intimidated by answering my questions in front of their peers and/or struggled to understand what I was asking. I am hoping that by having the students work individually on these tasks they will have the opportunity to listen to the videos repeatedly, and improve their comprehension. In addition, I will be able to use these tasks as formative assessments and will be able to give individualized feedback on their performance. Students will spend any remaining class time working on the written presentational task, which will be finished for homework.
Students will begin the second day of each lesson by completing the interpersonal task. I will circulate among the students as they engage in the discussion, choosing some pairs to assess formatively. I will also call upon students to present the results of their discussions to the class. These students will also be assessed formatively, so that I will have provided specific feedback/a formative assessment for each student by the end of the unit. Students will spend the remaining part of the period preparing for the presentational speaking, and will continue this preparation for homework. On the third day I will randomly choose a few students to present what they have prepared to the class for a formative assessment. The rest of the students will present to a partner who will evaluate them using a peer assessment rubric.
After all of the lessons are completed, the students will complete their summative assessment, an Integrated Performance Assessment. This assessment will similar to each of the lessons, in that it will assess Interpretive Reading (an article about vacations) Interpretive Listening (another cartoon video), Interpersonal Communication (a vacation discussion), Presentational Speaking and a Presentational Writing. I am considering giving the students the opportunity to choose one of the Presentational Writing and Speaking Tasks from the unit and having them revise their original draft/practice their speaking and then using the same prompt for the Summative Assessment/IPA. In this way there would be an element of student choice in the assessment process.
Here is a copy of the documents that I prepared for this unit: vacation unit
Vacation Listening Activities
If you have any feedback for me on this unit, please post a comment above!

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