French Fourth Year, Instructional Design

Le Petit Prince

I wanted to share my resource I created for teaching Le Petit Prince. Rather than giving out the novelpetit_princes, I want students to annotate and interact with the text.

I created a digital version of Le Petit Prince. I have three versions:

I use the interpersonal workbook created by Madame Shepard so students can really delve deeply into the text (I’ve modified her version to add a focus on “noticing” grammar).

In addition, I provide the audio book to my students so they can listen to the book while they read. Here’s a link to my Dropbox folder with the chapter audio files.

Happy reading and teaching!

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De Gaulle le 14 juin 44 à Isigny, place du marché
Conversations & Interpersonal Communication, French Third Year, Instructional Design

WWII Unit for Intermediate-Low Students

Soldiers walking down both sides of street. Background; pool/billiards; Louvre sign; church.
A Villedieu les Poêles (Manche), rue Gambetta, photo prise le 2 août, les GI’s se dirigent vers le Sud-ouest. Libération le 2 août par la 4th US ID.

Students are very interested in the French perspective of history. As a social studies teacher too, we just don’t have time to cover WWII in depth any more. At least in the schools I’ve taught 😦

Certainly, students don’t understand why France capitulated so “quickly”, who Charles de Gaulle was (nor his importance), what collaboration was like, and what happened to French citizens who were Jews.

So I’ve found resources and created a unit studying WWII through the French lens.

To introduce the unit, I’ve asked students to do a KWL (or SVA en français) with a PowerPoint in French.

I lecture about Hitler’s ambitions:

(Eventually, I’d like to build in more lectures and have plans for doing so…but they’re not ready yet!)

Students watch “Pourquoi a-t-il eu la seconde guerre mondial” from 1 jour 1 question:

  • Transcript
  • Students take the video and the lecture to make a timeline of what happened leading up to WWII.

Students read “Journal d’un enfant pendant la seconde guerre mondiale” I found this in France and enjoyed that it has historic break-outs and a story line narrative in the first person. I’ve made a digital copy of this book here. (I’m looking for native speakers who would be able to record an audio book chapter by chapter!)

To work through the book interpersonally, I created a a workbook that goes along with the book chapter by chapter. It was modeled after Madame Shepard’s communicative approach to Le Petit Prince. It has:

  • “Before you read” discussions
  • key vocabulary (mostly in French) with discussion questions
  • true/false discussion
  • deeper discussions about what happened in the text
  • role plays
  • key quotes
  • grammar notes

Here’s a copy of the workbook for you to use with the reading. (I’m working on finishing the final few pages of the book, pages 52-59)

While students work through the book, on Mondays I show Les grandes Grandes Vacances by Les Armateurs (Kirikou, Triplettes de Belleville, T’choupi) in French with French subtitles. I play it on my region-free DVD player. You can find it on Netflix now, but it doesn’t have French subtitles. It’s utterly charming, easy to understand, and absolutely sucks you into their story. It’s a perfect companion to the book.

Here’s the Bande-annonce:

Uncategorized

Giving feedback

One of the struggles with instruction is giving rich and timely feedback without it bogging you down. If you’d like to review and/or learn more about effective feedback, I recommend this article, as it does a great job of breaking down what feedback is.

For my online instruction, I’ve created documents for most assignments which have a “master list” of common feedback or comments.

If you’re lucky enough to have access to TurnItIn.com, you can use their lists and build custom comments. You can embed html into it so you can create clickable links to help your students get more information.

Using these principles, I designed a way to give quick and richer feedback to my French language students. I went through the ACTFL rubrics and pulled different indicators that lead to more complex language.

The key is that feedback is timely and specific. To make it more specific and less hard on my wrists, I created this half-page key that they can tape into their composition notebooks right next to their compositions. I print these on the back of their composition prompts, which students tape into their composition notebooks.

I highlight the things students are doing in their compositions or speaking. I highlight and use the mark-up notes to write notes within their composition itself. You can take this a step farther and have students track their errors on this chart.

Conversations & Interpersonal Communication

Questions: Practicing questioning

One problem for novice to intermediate-low speakers is creating questions. Question structure is hard because it isn’t something you can just memorize…there are a million ways to ask things!

To work specifically on this skill, I play a game that’s essentially “What’s in my bag?” or as the students call it “Le sac”.

My predecessor played this game every day as a warm up and it was a quick game. I found that it’s better and a deeper more frustrating/fun experience to play when we have late-start days every other week. This forces them to get out of their comfort zones and ask other questions or repeat previous questions to get to a more precise meaning.

Materials

You’ll need a bag large enough to fit most objects in and students can’t see what the object is.

OR you can use a box with a lid and pass this around the room. I teach high schoolers, so I don’t let them touch it. However, I’ve seen pre-schoolers and elementary students play this and not peak inside.

An item to hide in the bag/box. This can be from home, an item related to your unit of study, something they really should know about, etc. Be creative!

How to Play “Le Sac”

I get ready at the beginning of the day and put all the objects in my bag ahead of time.

I hold up the bag and ask the class “What’s in my bag?”

Students can only ask questions in the target language.

I give them a “core vocabulary” sheet with questions on it at the beginning of the year, but they are free to build upon it. I let them use Wordreference.com with their Chromebooks to look up new words.

You can play this one of two ways yourself:

  • Answer their questions with exactly what it is and does. This is how my predecessor did it. It goes much quicker this way.
  • Answer their questions with more difficult vocabulary – use synonyms. I start very general and move to more specific as the questions are asked. This is how I play it and it gets them really thinking.

1336500120730

For instance – a passport is used to:

  • transport
  • regulate
  • enter
  • document
  • impede travel
  • protect people
  • get places
  • travel

And a passport is made of paper and cardstock. It has a photograph and plastic or tape on it to protect it. There are stamps inside. It’s thin and light. It cost $80. It came from Seattle (for me). It’s blue and gold.

If you want to use wikipedia or wiktionary to look up words, it can be helpful to get a full explanation of a thing: how it’s made, what it’s made of, what it’s used for, etc.

Variations

I let students choose an object while I leave the room and wait in the hallway. I then ask the questions. They love to stump me. This works well for modeling the questions themselves for first year students.

Students can find something in their own backpacks and play with partners.

Conversations & Interpersonal Communication, French Fourth Year, French Third Year, Uncategorized

Impressionism: Monet Conversation

Building off of Madame Shepard’s Impressionism Unit, (see her first unit here, her post-impressionists update here, and her most recent version here).

I created one for Degas and now I’ve got a conversation for Monet. I switched it up and have the same/different activity first.

Note: you can download and manipulate the files from my dropbox by clicking the “Download” button in the upper right hand corner.

Introduction

You will have a conversation where you describe different artwork by Claude Monet.

Objectives

I can…

  • describe what I see
  • use information to negotiate meaning

Leçon

Make a copy of the table to work through while you discuss.

Look at either Partenaire A or Partenaire B and your partner will look at the opposite. (Note: I made the images clickable so you can view them larger, simply click on the image to enlarge in a new tab)

Activité 1

  1. Discuss your pictures in order to decide if each one is the same (même) or different (différent).
  2. Fill in the table on your google doc with either an “M” (même) or “D” (différent).

Activité 2

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table on your google doc with your partner’s  number that corresponds to your number.

Activité 3

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table on your google doc with your partner’s  number that corresponds to your number.
Conversations & Interpersonal Communication, French Fourth Year, French Third Year

Impressionism: Degas Conversation

Building off of Madame Shepard’s Impressionism Unit, (see her first unit here, her post-impressionists update here, and her most recent version here).

She uses images she’s gathered throughout her career to build her conversation manipulatives in class. I have some, but not near enough to build the conversation manipulatives.

Here’s my contribution using Degas. Note: you can download and manipulate the files from my dropbox by clicking the “Download” button in the upper right hand corner.

 

Introduction

You will have a conversation where you describe different artwork by Edgar Degas.

Objectives

I can…

  • describe what I see
  • use information to negotiate meaning

Leçon

Make a copy of the table to work through while you discuss.

Look at either Partenaire A or Partenaire B and your partner will look at the opposite. (Note: I made the images clickable so you can view them larger, simply click on the image to enlarge in a new tab)

Activité 1

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table below with your partner’s  number that corresponds to your number

Activité 2

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table below with your partner’s  number that corresponds to your number.

Activité 3

  1. Discuss your pictures in order to decide if each one is the same (même) or different (différent).
  2. Fill in the table on your google doc with either an “M” (même) or “D” (différent).

 

French, French Fourth Year, French Third Year, Instructional Design, Teaching Online

France: Regions, History, Famous People

I’m creating a unit through my course about the regions of France, the symbols of the French Republic, famous French people and French speakers, and basic French history.

This unit is intended for Intermediate-Low students and designed for online instruction but my plan is to use it in my face-to-face class as well.

So far, I’ve worked on it through backwards design: I’ve created objectives and aligned course and lesson objectives. I’ve mapped out what the lessons will be. I’ve described what sort of assessments I’ll be using and created the assessment rubrics for them.

Upon successful completion of this course, students will understand the basic geography of France and its overseas regions; basic historic events and people of historical importance, as well as identify French symbols.

Please let me know what you think and if you have any suggestions or activities that would go along with this! I’ll update when I’ve got more!

France_base_map_18_regions
Image source: By Chessrat at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=50060468

Module 1: Les symboles de la République

Objectives

  • Following the completion of the first module, the learner will be able to identify symbols of France with 80% accuracy in 30 minutes or less.
  • Following the completion of the first module, the learner will be able to describe the symbols of France in French using a series of connected sentences.

Description

Module 1 will consist of readings and listenings which will help students understand the iconography of the French Republic.

Students will play a drill-and-practice game where they use explanations in French to match to the French symbol described and play a game outside of the course to review what they know about French symbols. They’ll take an assessment that focuses on identifying the French symbols.

Students will explain the different symbols used in art and everyday objects. In a writing assignment, they’ll describe the symbols of the French Republic and what they represent. They’ll share their own artwork utilizing French symbols.

Finally, they’ll share out their feelings about French symbols and American symbols. They’ll compare and contrast the two cultures in a discussion post.

Project Plan - Module 1

Activities

Absorb-type

  • Readings: learners read information from various websites/readings about French symbols.
  • Presentations: learners watch instructional videos about French symbols.

Do-Type

  • Game from Logicieleducatif.fr on the symbols of the French Republic. There are 10 questions in French, true/false, fill in the blank, multiple choice that learners must answer.
  • Drill-and-practice: learners drill the symbol with the explanation in French.

Connect-Type

  • Scavenger hunt: find information from a series of websites/readings for the explanations or images of the French symbols.
  • Original work: learners draw or create a symbol
  • Ponder: Students make connections between France’s symbols and the United States symbols in an online discussion board.

Module 2: Les régions françaises

Objectives

  • Following the completion of the second module, the learner will be able to identify key words, supporting details, main ideas, and organizational features in French geography and history readings and videos with 85% accuracy in 50 minutes or less.
  • Following the completion of the second module, the learner will be able to infer the author’s perspective, the meaning of words in context, and cultural perspectives in French geography and history readings and videos with 85% accuracy in 50 minutes or less.
  • Following the completion of the second module, the learner will be able to compare and contrast a French region with where the learner lives in French in clear, organized connected sentences generally understood by those accustomed to the writing of non-natives with 85% accuracy in 50 minutes or less.
  • Following the completion of the second module, the learner will be able to describe what the learner will do in a region in French in clear, organized connected sentences generally understood by those accustomed to the writing of non-natives with 85% accuracy in 50 minutes or less.
  • Following the completion of the second module, the learner will be able to identify geographical French regions with 85% accuracy in 30 minutes or less.

Description

Module 2 will consist of readings and listenings which will help students understand the regions of France and over-seas France. They’ll take notes and answer comprehension questions. There will be a reading and listening comprehension assessment given after they’ve finished with the readings and listenings.

They’ll play games reviewing the French regions on a map and the most recognizable features of the region. They’ll take an assessment identifying the French regions.

Students will take notes about where they live now and they’ll write a composition comparing where they live with a selected French region. In a conversation with a peer, compare where they live with a given French region.

Project Plan - Module 2

Activities

Absorb-type

  • Readings: learners read information from various websites/readings about French regions.
  • Presentations: learners watch instructional videos about French regions.

Do-Type

  • Game: correctly place the regions on the map.

Connect-Type

  • Original work: the learner compares and contrasts a French region with where they live in French.
  • Original work: the learner describes what they will do when they will visit a French region.

Module 3: Les célèbres francophones

Objectives

  • Following the completion of the third module, the learner will be able to describe a current French celebrity and explain what made them important and how they will be important in the future in clear, organized connected sentences generally understood by those accustomed to the writing of non-natives with 85% accuracy in 1 week or less.
  • Following the completion of the third module, the learner will be able to discuss who is the most important or influential French person from history in easily understandable French using new vocabulary words and relevant information about the target culture with 80% accuracy in 30 minutes or less.
  • Following the completion of the third module, the learner will be able to identify French symbols, geographical French regions, historical events, and people of historic importance with 85% accuracy in 50 minutes or less.
  • Following the completion of the third module, the learner will be able to discuss what groups are most valued by the French and compare that to the learners’ culture in easily in standard American English with relevant information about the target culture with 80% accuracy in 1 week or less.

Description

Module 3 will consist of readings and listenings which will help students understand the regions of France and over-seas France. They’ll take notes on who is the most important French person from history. They’ll play games to match the historical person with the historical event. They’ll take a quiz to identify the French historical person and/or event. They’ll have a conversation about who the most influential person from French history is, defending their opinion with evidence. Finally, they’ll make inferences about what group is most important for French society and compare that to America’s famous historic people.

Students will research someone who is currently alive. They’ll review their future lesson and add future perfect. They’ll review past and imperfect tenses and write a composition describing why their celebrity will be important for the French.

Students wrap up the unit with a unit assessment.

Project Plan - Module 3

Activities

Absorb-type

  • Readings: learners read information from various websites/readings about historic people of France and the regions.
  • Presentations: learners watch instructional videos about historic people of France and the regions.

Do-Type

  • Game: match the historical person with a description of what they did/contributed to history
  • Discovery: scavenger activity where learners must find information to discover who were the most influential people from French history. Learners will infer who the French value the most by grouping them based on their contributions (presidents, war heroes, scientists, etc.)

Connect-Type

  • Ponder: learners discuss who is the most important French person from history using examples from their readings/videos.