{"id":897,"date":"2015-10-12T18:44:42","date_gmt":"2015-10-12T22:44:42","guid":{"rendered":"https:\/\/madameshepard.com\/?p=897"},"modified":"2015-10-27T06:05:40","modified_gmt":"2015-10-27T10:05:40","slug":"halloween-incorporating-one-theme-across-three-proficiency-levels","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=897","title":{"rendered":"Halloween: Incorporating one theme across three proficiency levels"},"content":{"rendered":"

\"halloween\"<\/a><\/p>\n

Every year my students look forward to spending a few days on communicative activities related to the theme of Halloween. \u00a0This is what I have planned for them this year:<\/p>\n

French 1<\/u><\/p>\n

Day 1:<\/strong> I’ll introduce some vocabulary associated with Halloween by showing them this video<\/a>.\u00a0\u00a0As we are watching, I’ll pause and ask questions\u2014mostly about colors since their vocabulary is so limited at this point. After the video, I’ll pass out this vocabulary handout<\/a> that the students will use as a resource throughout the mini-unit.\u00a0 Next, I pass out a baggie of picture cards to each student for a Bingo game.\u00a0 I created these cards by printing the 30 copies of this document<\/a> on tagboard and then cutting the squares apart.\u00a0 I strongly recommend using as many different colors as possible\u2014This really helps when you find that one spare card on the floor! Once each student has a baggie of cards, I’ll instruct them to choose 25 of the cards and organize them on their desks in 5 columns of 5 rows.\u00a0 (There are 30 cards, so 5 won\u2019t be used). I then call one word at a time, and the students turn over that card if they have it. The first student who turns over 5 cards in a row is the winner and must say the words s\/he used for the bingo before receiving a prize.\u00a0 Although this game only practices vocabulary in isolation, it does allow the students to hear the pronunciation several times and begin to create meaning between the picture and sound of the word.\u00a0 After several rounds of Bingo, I’ll have the students play \u201cGo Fish\u201d with a partner using their combined sets of cards (I make sure that each partner has a different color so that the sets can be separated at the end of the game.)\u00a0 At the end of the period, I’ll play this video<\/a> \u00a0as a closing activity.<\/p>\n

Day 2:<\/strong> I’ll begin this lesson with this song<\/a> and then review the vocabulary by asking questions about these slides<\/a>. \u00a0(C\u2019est une sorci\u00e8re ou un vampire? La sorci\u00e8re a un balai ou un os? La sorci\u00e8re porte un chapeau pointu ou un masque\u00a0?) After a couple of quick rounds of Bingo and a quick introduction to prepositions using this video<\/a>\u00a0 the students are ready to begin communicating with the new words in this matching activity<\/a>.\u00a0For this activity, students are paired up and one is given a Partner A paper, while the other is given a Partner B paper. \u00a0Both papers have the same pictures but in a different order.\u00a0 The students take turns describing a picture to their partner who will tell them the number\/letter of the corresponding picture on their own papers. Both partners will then write their partner\u2019s letter\/number on the corresponding picture on their paper.\u00a0 I like to follow up these matching activities with a short formative assessment in which I describe a picture orally, and the students write the number\/letter of the picture I\u2019m describing.<\/p>\n

Day 3: <\/strong>I’ll start this lesson by reviewing the vocabulary using these slides<\/a>\u00a0of Halloween scenes. \u00a0I ask questions about the first few slides and then have the students describe the next few. (I give them a minute to describe a slide to their partner, and then choose one student to describe the picture to the class as a formative assessment). Next, the students will complete this Same\/Different<\/a> pair activity. As a final activity for this lesson, I’ll project one of the Halloween slides and have the students describe it in writing.<\/p>\n

Day 4 \u2013 8:<\/strong> Now that the students have practiced the vocabulary for a few days, I’ll divide them into groups for these learning stations,<\/a> each of which will take one class period.<\/p>\n

Speaking:<\/strong> The students will complete this matching activity<\/a> (following the same directions as the Day 2 activity) and then a \u201cSticker Game.\u201d For this activity, each student has the same set of stickers and a simple numbered grid.\u00a0 Students face each other, with a notebook between them so that they can\u2019t see each other\u2019s grid. Partner A places her pictures on the grid, and then describes each sticker to Partner B, who places her corresponding picture on the same square on her grid. After Partner A has described all of her stickers, the students remove the notebook so that they can see whether their grids match.\u00a0 Then the students repeat the activity, switching roles. \u00a0Here’s what it looks like:<\/p>\n

\"1007151311\"<\/a><\/p>\n

Reading:<\/strong> The students will complete comprehension guides for three Halloween-themed stories. Two of the books, Le Couloir and Le Chapeau can be downloaded for a reasonable fee (which includes the additional books in each series) from this site:\u00a0https:\/\/www.envolee.com\/en\/du_plaisir_a_lire . \u00a0L’Halloween de Maria<\/em> is found here:\u00a0https:\/\/www.readinga-z.com\/book.php?id=827 . A video<\/a> of the story being read aloud is also available.<\/p>\n

Writing:<\/strong> The students will describe a series of Halloween stickers (or pictures) that are found at their station.<\/p>\n

Computer :<\/strong> The students will watch a video\u00a0and answer comprehension questions.<\/p>\n

French 2<\/u><\/p>\n

I’ll begin this unit with the same vocabulary-building activities that I use with the French 1 students.\u00a0 Because two-thirds of my French 2 students took French 1 at the middle school, they may not have been exposed to this vocabulary in the past.\u00a0 Since most of these activities are games and pair activities, even those students that I taught last year don\u2019t mind repeating them.\u00a0 Here\u2019s what the unit looks like for these students:<\/p>\n

Day 1-3:<\/strong> Same as French 1.<\/p>\n

Day 4:<\/strong> I’ll read the story, \u201cHistoire Terrifiante\u201d (p. 1<\/a>, p.2<\/a>,p. 21\/2<\/a>\u00a0p.3<\/a>, p.4<\/a>) aloud to the students, who then complete the comprehension questions in their packet.<\/a> \u00a0Next, the students \u00a0will work in small groups on this manipulative activity<\/a>, in which they put sentences about the story in order. \u00a0(I print the document on tagboard and cut apart each sentence.) The students\u00a0will\u00a0then complete a series of activities in the packet designed to introduce them to the use of direct object pronouns.\u00a0 Although I do little direct grammar instruction, I have found that this particular structure is not easily acquired so I like to have the students work with it enough that they can recognize these pronouns when they see them.<\/p>\n

Day 5:<\/strong> The students will practice summarizing the \u201cHistoire Terrifiante\u201d story using only pictures<\/a>.\u00a0 I’ll then choose a few students to present for a formative assessment.\u00a0 They will then finish the direct object pronoun activities and complete this pair activity<\/a> to reinforce these structures.<\/p>\n

Day 6-9:<\/strong>\u00a0Learning Stations (Stations<\/a>)<\/p>\n

Listening:<\/strong> Students will watch a series of Halloween-themed videos and answer comprehension questions.\u00a0 (I\u2019ve included the questions here, but have created multiple-choice \u201cquizzes\u201d on Canvas that I will use with my students.<\/p>\n

Reading:<\/strong> Students will read a story called \u201cSix Petites Citrouilles\u201d (p. 1,<\/a> p. 2,<\/a> p. 3<\/a>, p. 4<\/a>, p. 5<\/a>, p. 6<\/a>, p. 7<\/a>, p.8<\/a> )from a book called \u201cL\u2019Halloween de Napoleon.\u201d\u00a0 Some of the students read books about Napoleon (a dragon) as young children, so they love reading this story!\u00a0 Because the print is hard to read on some of the pages, due to the background color, I typed the story in this document,<\/a> which I will also pass out to students.<\/p>\n

Writing:<\/strong> Students write a note to a French penpal explaining how Halloween is celebrated in the U.S.<\/p>\n

Speaking: <\/strong>Students complete the same Matching and Sticker activities as the French 1 students, but also two additional activities\u00a0(#1-a<\/a>, #1-b,<\/a> #2-a<\/a>, #2-b<\/a>) in which they discuss pictures in order to find the differences.<\/p>\n

French 3<\/u><\/p>\n

Because each of these students was in my French 2 class last year, they are familiar with the Halloween vocabulary. \u00a0Therefore, they’ll only need a quick review before beginning their learning stations.<\/p>\n

Day 1:<\/strong> Students review vocabulary with a partner crossword activity. For this activity each partner receives a crossword puzzle (A<\/a>, B<\/a>) in which half of the answers are filled in. \u00a0The students must use circumlocution to help their partner fill in his\/her missing words. When finished the read this article<\/a> about Halloween and complete a comprehension guide.<\/a><\/p>\n

Learning Stations<\/a><\/strong><\/p>\n

Reading<\/strong> Students read a story about a witch named Grasseboudine (p. 1<\/a>, p. 2<\/a>, p. 3<\/a>, p. 4<\/a>\u00a0) and\/an article about bats (p. 1<\/a>\u00a0p.2<\/a>)\u00a0.<\/p>\n

Speaking<\/strong>: The students complete three different activities in which they discuss pictures in order to find the differences. Here are files to the pictures: (#1-a<\/a>, #1-b<\/a>, #2a<\/a>, #2b<\/a>, #3a<\/a>, #3b<\/a>)<\/p>\n

Listening:<\/strong> Students will watch a series of Halloween-themed videos and answer comprehension questions.\u00a0 (As with the French 2 students, I\u2019ve included the questions here, but have created multiple-choice \u201cquizzes\u201d on Canvas that I will use with my students.<\/p>\n

If you decide to try any of these activities, I hope your students enjoy them as much as mine do!<\/p>\n

Picture Credit:\u00a0http:\/\/magiedelumiere.centerblog.net\/2784634-joyeuse-fete-d-halloween<\/p>\n","protected":false},"excerpt":{"rendered":"

Every year my students look forward to spending a few days on communicative activities related to the theme of Halloween. \u00a0This is what I have planned for them this year: French 1 Day 1: I’ll introduce some vocabulary associated with Halloween by showing them this video.\u00a0\u00a0As we are watching, I’ll pause and ask questions\u2014mostly about […]<\/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":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[20,10,14],"tags":[34],"class_list":["post-897","post","type-post","status-publish","format-standard","hentry","category-french-1-units","category-french-2-units","category-french-3-units","tag-halloween"],"yoast_head":"\nHalloween: Incorporating one theme across three proficiency levels - 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