{"id":1413,"date":"2017-12-09T10:46:55","date_gmt":"2017-12-09T15:46:55","guid":{"rendered":"https:\/\/madameshepard.com\/?p=1413"},"modified":"2018-06-29T11:11:46","modified_gmt":"2018-06-29T15:11:46","slug":"an-end-of-the-year-story-project-for-intermediate-lows","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=1413","title":{"rendered":"An End of the Year Story Project for Intermediate Lows"},"content":{"rendered":"<p><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1415\" src=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-300x300.png\" alt=\"\" width=\"73\" height=\"73\" srcset=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-300x300.png 300w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-150x150.png 150w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-768x768.png 768w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-1024x1024.png 1024w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing-624x624.png 624w, https:\/\/madameshepard.com\/wp-content\/uploads\/2017\/12\/writing.png 2000w\" sizes=\"auto, (max-width: 73px) 100vw, 73px\" \/>\u00a0<\/a><span style=\"font-weight: 400;\">In my district level 3 language students are required to complete a semester project of some sort. \u00a0I have found that an engaging way for my students to meet this requirement is to write a story and present it to their classmates. \u00a0Although I have assigned story writing projects during the holidays in the past, I made some tweaks this year that helped my students produce higher-quality stories. \u00a0<\/span><\/p>\n<p><b>Day 1:<\/b><span style=\"font-weight: 400;\"> I began by preparing my students to read a Christmas-themed story by presenting the story using these <\/span><a href=\"https:\/\/docs.google.com\/presentation\/d\/12kq0VcukQjJWdpNK2WBgh_PqOXyYhFfg9fmYTkbwpOk\/edit?usp=sharing\"><span style=\"font-weight: 400;\">Google Slides<\/span><\/a><span style=\"font-weight: 400;\">. \u00a0This was an effective way to introduce new vocabulary to the students in a contextualized way. \u00a0As I projected the slides, I asked both content-based and personalized questions using the new words. For example, in slide #1: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">P\u00e8re No\u00ebl<\/span><span style=\"font-weight: 400;\"> enfile son costume rouge. Qu\u2019est-ce qu\u2019il enfile? Tu enfiles un costume rouge avant de partir pour l&#8217;\u00e9cole? \u00a0Non? Qu\u2019est-ce que tu enfiles? Regardez, Qu\u2019est-ce qu\u2019il a d\u00e9j\u00e0 enfil\u00e9? Oui, il a d\u00e9j\u00e0 enfil\u00e9 son pantalon rouge. Tu as enfil\u00e9 un pantalon rouge aujourd\u2019hui? <\/span><\/i><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">After going through the slides, the students read<\/span><a href=\"http:\/\/ekladata.com\/2irnmYH7c67SfRJaOs9m8Q8mpeM.pdf\"><span style=\"font-weight: 400;\"> the actual story<\/span><\/a><span style=\"font-weight: 400;\"> and completed a true\/false with justification <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1aScTdj4fXJXCKJjWs-BwOVtU4myoh32QgvqZTg1YQWQ\/edit?usp=sharing\"><span style=\"font-weight: 400;\">comprehension guide<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><b>Day 2: <\/b><span style=\"font-weight: 400;\">After discussing the correct responses, the students completed this <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1tQaYyjKDqMNmPSIcFr7V00Not-ZiL6fYCxKLVKSQaa0\/edit?usp=sharing\"><span style=\"font-weight: 400;\">graphic organizer<\/span><\/a><span style=\"font-weight: 400;\"> with the elements of the story. We discussed these story elements and then I explained that while many stories are told in the narrative present, I wanted them to use past tenses to tell their stories. \u00a0I gave them <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1rx6Gq_KAmp3mqbPOHpje7AYemYJh0QUqwIc2tjKJ2Wk\/edit?usp=sharing\"><span style=\"font-weight: 400;\">this guide<\/span><\/a><span style=\"font-weight: 400;\"> with some reminders about the two tenses. \u00a0I then gave them a <\/span><a href=\"https:\/\/drive.google.com\/file\/d\/1llzI_id7JMNT9YfwpbEkOmvbkrAIMNRz\/view?usp=sharing\"><span style=\"font-weight: 400;\">new copy of the story<\/span><\/a><span style=\"font-weight: 400;\"> they had read, but on this copy I have whited out the present tense verbs. \u00a0I also gave them <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1HCgc4kGUG4YGay1OQwHhPq-3dE3cJ5Rie_t1FXOhHU0\/edit?usp=sharing\"><span style=\"font-weight: 400;\">this handout<\/span><\/a><span style=\"font-weight: 400;\"> with both the imperfect and pass<\/span><span style=\"font-weight: 400;\">\u00e9<\/span><span style=\"font-weight: 400;\"> compos<\/span><span style=\"font-weight: 400;\">\u00e9<\/span><span style=\"font-weight: 400;\"> form of each of the missing verbs. \u00a0The students worked in small groups to choose the correct form for each blank and then we went over the activity in class.<\/span><\/p>\n<p><b>Day 3: <\/b><span style=\"font-weight: 400;\">I passed out another blank copy of the story element <\/span><span style=\"font-weight: 400;\">graphic organizer<\/span><span style=\"font-weight: 400;\"> and the students completed it with the elements of their own original story. After they had completed the graphic organizer, they used the remaining time to begin writing their story according to the requirements given on the back of the <\/span><span style=\"font-weight: 400;\">resource guide.<\/span><\/p>\n<p><b>Day 4:<\/b><span style=\"font-weight: 400;\"> The students finished writing their original stories.<\/span><\/p>\n<p><b>Day 5: <\/b><span style=\"font-weight: 400;\">The students created Google Slides that would help them present their stories to their classmates. They used remaining class time to rehearse their presentations. <\/span><\/p>\n<p><b>Day 6: <\/b><span style=\"font-weight: 400;\">The students presented their stories to classmates using a speed-friending format. \u00a0Students were arranged in two rows and row A presented to the person seated across from them. \u00a0Row B then presented. Each row B student then moved one seat over and we repeated the process.\u00a0 I assessed 1-2 student(s) during each 3-minute presentation, enabling me to assess all 18 or so students in each class.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I was very pleased with the language my students were able to produce during this assignment. \u00a0I have several high flyers that were able to use the correct past tense to narrate their stories. \u00a0In \u00a0most cases, I heard a mixture of present and attempts at past tenses with errors. \u00a0In other words, exactly where these students should be!<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0In my district level 3 language students are required to complete a semester project of some sort. \u00a0I have found that an engaging way for my students to meet this requirement is to write a story and present it to their classmates. \u00a0Although I have assigned story writing projects during the holidays in the past, [&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":[14],"tags":[],"class_list":["post-1413","post","type-post","status-publish","format-standard","hentry","category-french-3-units"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.4 - 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