{"id":1353,"date":"2017-07-18T19:08:45","date_gmt":"2017-07-18T23:08:45","guid":{"rendered":"https:\/\/madameshepard.com\/?p=1353"},"modified":"2018-06-30T08:14:59","modified_gmt":"2018-06-30T12:14:59","slug":"musings-on-unit-planning-designing-the-interpretive-tasks","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=1353","title":{"rendered":"Musings on Unit Planning: Designing the Interpretive Tasks"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/07\/interpretive.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1352\" src=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/07\/interpretive-300x218.png\" alt=\"\" width=\"151\" height=\"110\" srcset=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/07\/interpretive-300x218.png 300w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/07\/interpretive.png 353w\" sizes=\"auto, (max-width: 151px) 100vw, 151px\" \/><\/a><\/span><\/p>\n<p>As I described in this <a href=\"https:\/\/madameshepard.com\/?p=1345\">recent post<\/a> 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. \u00a0In selecting texts, I look for those that are interesting, culturally-rich and comprehensible (with a little bit of \u201cstretch\u201d built in). These are the steps that I take to create my interpretive tasks.<\/p>\n<p><strong>Step 1a: Select the Written Text.\u00a0<\/strong><span style=\"font-weight: 400;\">Here\u2019s a list of the types of texts I use most often.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I<\/span><b>nfographics <\/b><span style=\"font-weight: 400;\">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 <\/span><i><span style=\"font-weight: 400;\">Infographie<\/span><\/i><span style=\"font-weight: 400;\"> and the French word for my topic into Google Images.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Children\u2019s books <\/b><span style=\"font-weight: 400;\">Texts written for French-speaking beginning readers are often comprehensible for Novice Mid-Novice High students. \u00a0Some of my favorite sources for these texts are <\/span><a href=\"https:\/\/www.readinga-z.com\/worldlanguages\/french\/resources\/\"><span style=\"font-weight: 400;\">Reading a-z<\/span><\/a><span style=\"font-weight: 400;\"> (free trial), <\/span><a href=\"https:\/\/www.iletaitunehistoire.com\/\"><span style=\"font-weight: 400;\">Il \u00e9tait une histoire<\/span><\/a><span style=\"font-weight: 400;\"> (<\/span><i><span style=\"font-weight: 400;\">documentaires<\/span><\/i><span style=\"font-weight: 400;\">) and <\/span><a href=\"https:\/\/www.envolee.com\/fr\/produit\/4461\/du-plaisir-a-lire-serie-b-grade-2-niveau-1\"><span style=\"font-weight: 400;\">Du Plaisir \u00e0 lire<\/span><\/a><span style=\"font-weight: 400;\"> . Although only<\/span><i><span style=\"font-weight: 400;\"> Il etait une histoire<\/span><\/i><span style=\"font-weight: 400;\"> is free, I find the others are well worth the money I spend. \u00a0I also use stories from French elementary teacher\u2019s blogs. A search on \u201ctapuscript\u201d on Google Images will reveal many such stories that are comprehensible to Novice Mid-High students.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Children\u2019s and Teen\u2019s magazines <\/b><span style=\"font-weight: 400;\">I have subscribed to <\/span><i><span style=\"font-weight: 400;\">Astrapi, Okapi<\/span><\/i><span style=\"font-weight: 400;\"> and <\/span><i><span style=\"font-weight: 400;\">Phosphore<\/span><\/i><span style=\"font-weight: 400;\"> in recent years (But only one at a time&#8211;these don\u2019t come cheap!) \u00a0Depending on the article, <\/span><i><span style=\"font-weight: 400;\">Astrapi<\/span><\/i><span style=\"font-weight: 400;\"> is often comprehensible for Novice High, <\/span><i><span style=\"font-weight: 400;\">Okapi<\/span><\/i><span style=\"font-weight: 400;\"> for Intermediate Low and <\/span><i><span style=\"font-weight: 400;\">Phosphore<\/span><\/i><span style=\"font-weight: 400;\"> for Intermediate Mid. I\u2019ve also used some online content from <\/span><a href=\"http:\/\/geoado.com\"><span style=\"font-weight: 400;\">GeoAdo<\/span><\/a><span style=\"font-weight: 400;\"> in addition to the print copies that I have picked up in France.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>1jour1actu.com<\/b><span style=\"font-weight: 400;\"> Depending on the article and my objective, I use these online articles with my Nov. High through Intermediate Mids. \u00a0A search on a key word related to my current theme usually yields several articles and\/or videos.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b><i>Petit Nicolas<\/i><\/b><span style=\"font-weight: 400;\"> I have incorporated several Petit Nicolas stories into my curriculum over the years and the students continue to enjoy them. \u00a0The books are available for purchase and many of the stories can be found online. \u00a0Audio recordings can also be found, as well as cartoon videos that are loosely based on individual stories. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Google. <\/b><span style=\"font-weight: 400;\">Of course the majority of the resources I use come from Google searches. \u00a0I have found that adding \u201cexpliqu\u00e9 aux enfants\u201d to the term I am searching sometimes yields results that are comprehensible to my Novices. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Pinterest.<\/b><span style=\"font-weight: 400;\"> I depend on Pinterest to curate authentic resources shared by French teachers from around the world. \u00a0Feel free to check out my boards (madameshepard)<\/span><\/li>\n<\/ul>\n<p><b style=\"font-size: 1rem;\">Step 1b: Select a Recorded Text.\u00a0<\/b>Some of my lessons incorporate either a written <strong>or<\/strong> a recorded text, while others include both. \u00a0These are the recorded texts I use most often:<\/p>\n<ul>\n<li><span style=\"font-weight: 400;\"><strong>Cartoons.<\/strong> For my Novice Mids &#8211; Novice Highs, I rely heavily on cartoons for interpretive listenings. \u00a0Of the series I use regularly, I find that <\/span><a href=\"https:\/\/www.youtube.com\/channel\/UCNy0cDNYdgx8qGMk-t1H_QA\/videos\"><span style=\"font-weight: 400;\">Trotro<\/span><\/a><span style=\"font-weight: 400;\"> is the most comprehensible, followed by <\/span><a href=\"https:\/\/www.youtube.com\/user\/petitoursbrunbayard\"><span style=\"font-weight: 400;\">Petit Ours Brun<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/www.youtube.com\/channel\/UCnmv21TS88knSWlFNz9UvaQ\/videos\"><span style=\"font-weight: 400;\">T\u2019choupi et Doudou<\/span><\/a> <a href=\"https:\/\/www.youtube.com\/channel\/UCOOi7Az8OGx1-qNbNjuuzfg\"><span style=\"font-weight: 400;\">Toupie et Binou<\/span><\/a><span style=\"font-weight: 400;\"> and <\/span><a href=\"https:\/\/www.youtube.com\/user\/tomtometnana\"><span style=\"font-weight: 400;\">TomTom et Nana.<\/span><\/a><span style=\"font-weight: 400;\"> I\u2019ve also used short stories from <\/span><a href=\"https:\/\/www.youtube.com\/playlist?list=PLgpVLuqj-Ozh_Ol5QWwrN0SU4dRE1p2hv\"><span style=\"font-weight: 400;\">Les Belles Histoires de Pomme d\u2019Api <\/span><\/a><span style=\"font-weight: 400;\">with Intermediate Lows. There are, of course, dozens of other cartoon series available on Youtube&#8211;I just haven\u2019t had a chance to explore them all! <\/span><\/li>\n<li><span style=\"font-weight: 400;\"><strong>Other.<\/strong> For the Intermediates, other than the previously mentioned <\/span><a href=\"https:\/\/www.youtube.com\/channel\/UCLmlUMA_bGiMWWgfDwfNDgw\"><span style=\"font-weight: 400;\">1jour1question<\/span><\/a><span style=\"font-weight: 400;\"> series, I rely on the search function on YouTube to find videos on my chosen topic. \u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><strong>Step 2:<\/strong>\u00a0C<strong>reate an Interpretive Task.<\/strong> After collecting several comprehensible, culturally-rich and high-interest authentic texts, I develop the formative assessment that will guide the students\u2019 interpretation of these texts. Here are the formats that I use most often.<\/span><\/p>\n<ol>\n<li><b> Written Texts<\/b><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/education.ohio.gov\/getattachment\/Topics\/Ohio-s-New-Learning-Standards\/Foreign-Language\/World-Languages-Model-Curriculum\/World-Languages-Model-Curriculum-Framework\/Instructional-Strategies\/Assessment-Guidance-and-Sample-Rubrics\/IPA-AppendixD_InterpretiveTasks-ACTFL.pdf.aspx\"><b>IPA Template<\/b><\/a><span style=\"font-weight: 400;\">. When I first began implementing IPAs, I used this template for nearly all of my interpretive assessments. \u00a0By 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. <\/span><span style=\"font-weight: 400;\">\u00a0However, 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. \u00a0Therefore, while I continue to use the template occasionally for formative assessments, I\u2019ve added other formats to my teacher toolbox. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>True\/False Statements with Justification.<\/b><span style=\"font-weight: 400;\"> An advantage of this format is that it can be used with students at all different levels of proficiency. \u00a0While I have occasionally used <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1CYptAZWuwcCyNZDt8pTBCUeGlL4F0jxGxVNGc5cwsYM\/edit?usp=sharing\"><span style=\"font-weight: 400;\">English<\/span><\/a><span style=\"font-weight: 400;\"> sentences for my Novices, I prefer writing the statements <a href=\"https:\/\/docs.google.com\/document\/d\/1ojvJzGxy2ymXv00lxY28Rs6C6Dsvca_lMO-aPsShiSE\/edit?usp=sharing\">in \u00a0<\/a><\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1ojvJzGxy2ymXv00lxY28Rs6C6Dsvca_lMO-aPsShiSE\/edit?usp=sharing\"><span style=\"font-weight: 400;\">French<\/span><\/a><span style=\"font-weight: 400;\"> 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 <\/span><span style=\"font-weight: 400;\"><a href=\"https:\/\/docs.google.com\/document\/d\/18t-b1TUGYLY3wH1KTRP9jIJ0vRSic_4S3Uq73yadboY\/edit?usp=sharing\">fiction<\/a> <\/span><span style=\"font-weight: 400;\">and <\/span><span style=\"font-weight: 400;\">non-fiction<\/span><span style=\"font-weight: 400;\"> texts. An additional advantage is that since I am writing the statements, I can incorporate targeted structures, (such as the use of the pass\u00e9 compos\u00e9 in <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1Gaobun04FTTwlbG1Eu7aR1eYOoJN9ePvJusgkhRIGmw\/edit?usp=sharing\"><span style=\"font-weight: 400;\">these statements<\/span><\/a><span style=\"font-weight: 400;\">) 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. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Graphic Organizers. \u00a0<\/b><a href=\"http:\/\/www.math-aids.com\/images\/Venn-Diagram-Graphic.png\"><span style=\"font-weight: 400;\">Venn diagrams<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1tQaYyjKDqMNmPSIcFr7V00Not-ZiL6fYCxKLVKSQaa0\/edit?usp=sharing\"><span style=\"font-weight: 400;\">story maps<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/images.template.net\/wp-content\/uploads\/2016\/02\/26115513\/Blank-Fishbone-Diagram.jpg\"><span style=\"font-weight: 400;\">cause-effect diagrams<\/span><\/a><span style=\"font-weight: 400;\"> and various types of webs can be used to demonstrate comprehension of texts and the relationships of ideas found within them. Unfortunately, I don\u2019t 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. \u00a0I do, however, often use graphic organizers as a pre-interpersonal communication task&#8211;more about incorporating this mode in my next post!<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Cornell Notes. <\/b><span style=\"font-weight: 400;\">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 <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1wAtVk1998FZY9fSRj7CJimigduQ3X2LVpyAdKAIQSck\/edit?usp=sharing\"><span style=\"font-weight: 400;\">the one<\/span><\/a><span style=\"font-weight: 400;\"> I\u2019m going to try first with my Intermediate Mids.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Multiple Choice. \u00a0<\/b><span style=\"font-weight: 400;\">On the summative assessments I create for my Intermediate Mid &#8211; High students I try to replicate the multiple choice\/short answer questions that they will encounter on their high stakes AP or IB tests. \u00a0Although I find these questions very difficult to write well, I think it\u2019s important that the students be familiar with these formats. \u00a0I have found that requiring the students to underline relevant sections in the text helps to reduce the \u201cmultiple guessing\u201d of easily frustrated students.<\/span><\/li>\n<\/ul>\n<ol start=\"2\">\n<li><b> Recorded Texts<\/b><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400;\"><b>Edpuzzle <\/b><span style=\"font-weight: 400;\">For the past year I have been relying heavily on Edpuzzle for interpretive listening formative assessments, especially for my Novices. \u00a0Because 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 <\/span><a href=\"https:\/\/edpuzzle.com\/media\/596201ad90f8bb4fb45fcc1b\"><span style=\"font-weight: 400;\">here<\/span><\/a><span style=\"font-weight: 400;\"> 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. \u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Picture Matching <\/b><span style=\"font-weight: 400;\">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 (<\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1naygBQ2mtKXk5wUShALYYE-eBs7IkQJT_fjcY3eXGs8\/edit?usp=sharing\"><span style=\"font-weight: 400;\">example<\/span><\/a><span style=\"font-weight: 400;\">) I take several screenshots of scenes from the video and then copy and paste them into cells on a table I\u2019ve created. \u00a0For each image I write a sentence that narrates what is happening\/happened at that point in the video \u00a0I then print the table on cardstock and cut out the individual squares to create a manipulative activity. \u00a0The students work with a partner to put the pictures in chronological order and then match the appropriate sentence to each picture. \u00a0While 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. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Graphic Organizer.<\/b><span style=\"font-weight: 400;\"> For my Intermediate students I often create a graphic organizer, such as this <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1B1eth_lcsfevaAZmE70DXAA3Gc_9dOrcBJnjOl7LSNs\/edit?usp=sharing\"><span style=\"font-weight: 400;\">table<\/span><\/a><span style=\"font-weight: 400;\">, 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 \u2158) classes. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>True\/False with Justification. <\/b><span style=\"font-weight: 400;\">I find this format is also appropriate for assessing listening comprehension, especially with Intermediates. \u00a0Click <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1eukXCSY2CZoHtx8lHeEDKUq8uotqsElguUQxIMH7sYc\/edit?usp=sharing\"><span style=\"font-weight: 400;\">here <\/span><\/a><span style=\"font-weight: 400;\">for an example.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Multiple Choice in the Target Language.<\/b><span style=\"font-weight: 400;\"> \u00a0While I wrote multiple choice questions to assess listening when preparing my students for the AP test (<\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1UtHqWNtme7swU9iUDSrkzhiAc6Z9zvTm5Jv66PrcAgw\/edit?usp=sharing\"><span style=\"font-weight: 400;\">example<\/span><\/a><span style=\"font-weight: 400;\">) in the past, I found the process arduous. \u00a0Replicating the AP question types required avoiding the vocabulary from the original text when writing responses (and logical detractors), determining logical inferences, \u00a0identifying authors\u2019 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\u2019m content to use more open-ended question types. <\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">While I have found these tasks to be effective in developing my students\u2019 interpretive skills, I\u2019m looking forward to incorporating a greater variety of activities in the future. \u00a0If you have any ideas, please share in the comments so that we can all learn from you!<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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. \u00a0In [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":true,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[22,2],"tags":[],"class_list":["post-1353","post","type-post","status-publish","format-standard","hentry","category-musings","category-planning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Musings on Unit Planning: Designing the Interpretive Tasks - Madame&#039;s Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=1353\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Musings on Unit Planning: Designing the Interpretive Tasks - Madame&#039;s Musings\" \/>\n<meta property=\"og:description\" content=\"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. 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