Thursday, 23 November 2017

All About Unit Planning



I got a couple requests on Facebook, to write a post about unit planning.  I am NOT an expert in unit planning.  I do my best.  What I am, is a hyper-organized, teacher who likes a solid plan before diving in and teaching my classes something, but I like to have enough flexibility to add and take away as I teach.  Here, I will share what I've learned (so far) about unit planning, and a unit plan that I have used a few times, and that has worked well for me in my core French classes.

What I've learned about unit planning (so far):


Start with the “skills” you want your students to learn in mind:  This is different than starting with the end product in mind, since maybe the learning that will be displayed may not be a physical product.   For example, you will see with my unit plan “Je me presente” I don’t have one final task or product, but several tasks focused around skills.  One example is being able to talk about what you like to do in your free time.  Another skill looks at voicing agreement, or disagreement.  These skills are transferable, and are included in the skills required for level A1 expectations for the DELF exam.  For me, measuring the students’ ability, is more important than measuring a student product.  For me, the end is usually a series of skills in line with the CEFR foci, which become our learning goal and success criteria.  I always plan to answer the question, “Why do we have to learn this?” If I can’t answer that, then I don’t have a solid goal in place for the students.  My end goals always have purpose and relevance to my students lives.


Assessments for days: Assessments are woven in throughout the unit: I think that assessment (especially in languages) has moved past the unit plan ending with something tangible to mark.  Assessment should be woven in throughout the unit, so by the end of the focus, the teacher should be able to chart the students’ improvement through the series of assessments.  In my plans, the curriculum expectations each activity covers is included in the plan for each section of the unit.  I also include how the students will demonstrate their knowledge. 

Create activities/ lessons that help students meet your objectives: I get my activities and lessons from anywhere!  Sometime theres a good reading in a resource I have, and I can use that.  Sometimes, I will make the resource up for the students to use.  Once, I used a Tim Hortons job application in French and we did a lesson about filling in forms in French! 

Figure out what resources you want/ need to use: Do you have a great reading resource?  Did you buy a really cool looking game?  Students bugging you to make slime in class?  Use what you have, trade with colleagues, gather what you can, and this can help you plan your lessons.

Plan your materials: What is the progression of the lessons?  They have to have the vocal before jumping into a procedural activity.  Think about every lesson building on the one before.

When possible, plan something interdisciplinary: For one unit, my colleague was doing a shoe collection and fund-raiser for Senegal.  I planned with him to add a shipping vocabulary and  letter component for the kids my students were already invested in helping.  And the letters were a hit!  The students in Senegal loved having someone in Canada to write to.  Totally authentic because the student needed to work in French to ship the shoes and explain the project to the corresponding charity in Africa. 

My example unit plan:


My plans have changed a lot through the years.  And they change every time I write a new one.  I don’t usually use a template: I use a 3 column table to plan my activities in my unit.  I used to be very detailed in writing down my unit plans.  I made sure that I had ALL the information I needed written out, and I NEVER deviated from the plan.  This was very difficult to maintain because teaching does not always let you follow your plan— especially in terms of timelines. So you will see in my two examples, how different my plans have become.  (Click the image to see the plan- Prêt à voyager, Grade 7 and 8 Core FSL)

Templates:


Template are a really good way to write a unit plan, and as a newer teacher, I used this template often to write my plans for Core French.  It was helpful to me for a number of reasons:
  • If I used the template, I knew that I wouldn’t miss any of the important parts of planning.  
  • The template helped organize and streamline my thinking when planning.  Kept planning from being overwhelming.
  • Having a template that I had on my computer, made it easier to change part of the unit that may not of worked, or the timeline I had initially put.  Which made it easier for me to follow the plan.
Now that I feel more comfortable teaching, and more confident with the Core French curriculum, I just type out what I think is needed to get to the ending skills.  Now, most of the time, I plan out the big lesson activities (especially if they take a lot of preparation) and the little practice games/ strategies based on Oral communication are not included in the unit plan.  But, as I was learning to be more comfortable and confident in unit planning, I found a few ready made templates really helpful.
  1. Lakehead universtiy template- I didn’t go to Lakehead, but this was a great comprehensive template with tons of information on it.  No guesswork in creating a good plan.
  2. TLC Unit Planner UOIT This was great for me to get my thoughts down, and figure out the process to which I would get my students to the end result.  It can be hard to figure out what lessons you need to plan, and how to break down teaching each step.  And this helped me see the progression of my lessons into an overall cohesive unit.  
  3. My own template: is a mixture of the templates that I had used in the past.  It has all the information I need, and its not too rigid.  I can add to it when I need to.

Secret sharing time!: I don’t always sit down and plan a whole unit at once.  Sometimes, I know where I want the students to end up, so I plan lessons based on where the students are.  I collect them, and they become a unit for me to use at a later time for my classes.  There is no rule saying that your units have to be completely planned before you teach them.  You can try things, and then add them to your plan.  Sometimes, you’ll have a winner of an activity, and you will add it to the unit.  And sometimes, you’ll try and make a weird game that was too confusing and not fun… And you won’t add it to the unit.  

Like much of teaching, unit planning is about creativity, adaptation and meeting your students where they are.  You can have the most amazingly written and meticulously planned unit, and it can flop.  Or, you can have fun with it, keep it loose, and come up with some pretty great activities and units.  

What does your unit planning process look like?  I would love to see what other teachers think in the comments below!


Friday, 3 November 2017

Oral Communication Activity: Les montres

Its tricky finding ways to get early Core FSL students (Grades 4 and 5 in this case) to speak to each other in French.  That's why sometimes I get students to make props to facilitate those conversations.

One of the lessons we were working on was telling time in French.  We did a few lessons learning about the clock and how to tell time from both analog and digital faces.  Then to practice, we did this activity I call for students to have authentic conversations in French.


For the first part of the activity, I had students make a faux-lex watch (a joke they found very hilarious. Every old can be new again...) Each student got half of this page; they coloured and decorated it, and wrote a time on the face.  Then they cut it out and voilà!... a fake watch to use.

Then students walked around the room asking each other the time.  A conversation went like this: "Bonjour (nom)!  Quelle heure est-il?"  "Il est six heures"  [The student writes down the time on their tracking sheet] "Merci beaucoup! Au revoir!"  And the student found another person to talk to until their page was complete.

And that's the activity!  Students really enjoyed making their watches, and talking to each other.  They were really proud that they could have a conversation in French.


Here is what the worksheet looked like:







Want to try it in your class?

If you are interested in downloading a PDF to use in your class, you can find the worksheet here

...and the watch reproducible here.

How do you get students to practice telling time in your class?  What activities have worked for your students?

Thursday, 5 October 2017

New school year, new school! New activity: Connect 4

Wow, quite a long absence from this little blog!  Désolée! I changed schools this year, and everyone knows what a task that can be.   But, I'm starting to settle into the swing of things here at my new school, and slowing changing the students' attitude about FSL education!


I thought that I would share a numbers review and introduction activity that I did with my grade 4/5 classes.  We started with numbers 1-20, and this was a little game to get them practicing their numbers and simple addition in their heads.  Math and French!

This quiz game only needs this worksheet, and 2 dice for each pair and a different color pencil crayon or highlighter for each player.

The rules are really easy, students play in pairs.  I always say the youngest person goes first.  Player one rolls the dice, and reads the numbers on the dice in French.  Then they must say the equation in French (For example: a player rolls 5 and 2.  They must say "cinq plus deux font 7").  Whatever the total is, that student can choose one circle with a 7 in it and shade it in their color.  Then player two repeats the process.  The goal is to colour 4 circles in a row to win the game.   That's it!

My students loved this game.  They ask to play it.  And they do it in French!  So it was a winner.



For the older students, I created a similar board for our Je Me Présente focus questions.  They also
enjoyed the game too.  And it got them talking.  For the older students, I added squares that say "Extra!" so that they got a free space.  I have a difficult student, who threatened his French teacher last year, who comes in now and sits with a friend and PLAYS THE GAME, in FRENCH!





So if you would like to try it, you can download the worksheet here.  You can save paper by
printing a class set, and using counters or something instead of colouring the sheet.






If you would like to use the Je Me Présente version, you can download it here.

Monday, 27 March 2017

French Beyond France: Intercultural Resources for La Francophonie

It has been a while since I have posted-- but with good reason!  I have been working with a group of teachers on a TLLP, a Teaching Leading and Learning Project for the past 8 months.  The title is French Beyond France: Intercultural Resources for La Francophonie.   In essence, it is a document that catalogues free resources that teacher may want to use to support their teaching of intercultural awareness and understanding in FSL class.

There are some really great free multimedia resources out there, but who has the time to sort through it all to see how it can be used in class, and whether or not it supports the curriculum?  So, part of our project was to look at those free resources and make them useful to teachers.

This weekend our team will be presenting our findings and our project at the OMLTA spring conference in Toronto.  We are presenting on Friday, so if you are at the conference, and are interested in learning more about teaching intercultural understanding, come on out!


With permission, I have created a page for our TLLP on my blog.  It is under the tab French Beyond France.  On that page, you will find a brief introduction to what our project entails, and a PDF viewer and download to the actual document.  If you do read or use it, please let me know.  I would love to hear your feedback!    



Saturday, 7 January 2017

My students, My kids

This year was… difficult for me.  I had taken a break from reflecting and my blog because in a few cases it was too hard to think of how I wanted to talk about what this year has done to cement my feelings on what my students are to me.  Of course they are my students.  But they are much more than that in most cases.  


The first time I introduced myself to the Parent Council at my school I said, “I’m Stephanie and I teach French.  I don’t have any kids, or on the other hand, I have 300 kids depending on your point of view.” I was referring of course to my students.

Most teachers I know refer to their classes as “their kids.”  When I was a newer teacher, I didn’t really understand why that was.  I mean, we teach these students for a year, maybe two and then they move on.  The parents of the students are the people who have the most impact on these kids, and care for them throughout their lives.  They are the people that can call their children, “our kids.”  

But I was wrong.  I’m their teacher.  And they are “our kids.”

After 7 years, and 500+ students, I get it.  I get it.  

At the beginning f my career, I was transient, and never stuck around a school longer than 3 months.  Such is the life of the Long-term Substitute Teacher.  I loved my classes early in my career, but I thought that since I was there for such a short time, I was a blip in the education of the students I taught.  

I was wrong.

In 2010-2011, I taught a class of girls in Toronto.  They were all gifted, an had amazing parents and support in their lives.  I taught them as a Maternity-leave sub for one year.  Professionally, it was a great year.  I was able to try many pedagogical ideas like inquiry; no set schedule for subjects; student-driven learning projects; and social-justice infused lessons.  They kids were so eager to learn and do anything.  I felt I was my freest and most creative as a teacher that year.  Private school can be a gift like that.  I had great relationships with the parents, and they were very involved and supportive of all my ideas.  We had a fun year.  But at this school, students usually had the same teacher for 2 years, and once my year was up, they regular teacher would return, and our fun education adventure would end.  They would be enthralled with whatever their regular teacher did, and I would move on to the next chapter.  

Of course the last day, the girl cried- but eight and nine-year-old girl do, so we said goodbye, I cleared out my room and looked for work again. They weren't “my kids” anymore.

Except they are “my kids.”  In 2016, in June, I got an email: 

Hi Stephanie,
I don't really know if you remember me. I'm Kate, you taught me grade 3 at the linden school. Well anyways, me, Sara, and Lia all just graduated grade 8 and I've been really sad and thinking about grade 3 a lot. I just re-read "the past is Present" and some stories I wrote with friends that year. I found a bracelet you gave me and a painting of the letter S that you did in class. I'm leaving this school not by choice and I'm never going back so I wanted to thank you for such a memorable year and I can't believe it's over and was 5 years ago!!!!!!!!
Thank you so much,
Kate 

As soon as I saw the email address I knew exactly who it was, albeit a nine-year-old version of who she is.  I remember changing her lessons to be more challenging for her, and her struggle of learning to challenge herself.  I remember the tears of frustration and anxiety when she was overwhelmed, and how proud she was when we decided to send her project on flight to the city-wide science-fair in Toronto.  She loved painting, especially on canvas.  That year she climbed the CN tower to raise money for WWF.  And so on.  

She emailed me because she was nervous about moving on to high school.  Moving from private to public school, and not knowing anyone.  I could see how she changed, citing her parents “irrational reasons” for making her change schools. I smiled as I read the emails, because she’s talking like a teenager.  

It clicked.  My students are “my kids.”  They contact me when they need reassurance.  And I keep tabs on them.  And I care about them.  Long after I teach them.

I’m writing this reflection because I saw this story in the news this week:
http://www.torontopolice.on.ca/newsreleases/36854  A former student of mine was shot in Toronto in October [(warning graphic video)
http://toronto.ctvnews.ca/watch-suspects-seen-in-pizza-pizza-murder-video-1.3125675], and they arrested the men responsible.  I heard the story in October, and was numb at that time, as I had two former students (in the town I live in now) die tragically in the summer.  Having three (former) students die in their youth was a tragic thing to go through.  I was very upset for a long time.  Some friends and family did not understand my sadness.  “You were just their teacher” is something I heard often when I tried to explain my feelings.

Yes, I was their teacher.  For a year I saw them every weekday, and helped them struggle with new ideas and concepts while they were learning.  I celebrated with them when they accomplished something.  I comforted them when they were hurt.  I became involved in their lives by necessity— because how could they learn if there were challenges in their lives?  If we found they were hungry, as a school we found ways to feed them.  So when I say that teachers feel that these are “our kids,” we mean it in the sense of the community/ village it takes to ensure that our kids grown up healthy and happy and educated.  

So I was more than just their teacher.  I was responsible for their education, and much more.  When they hurt, I empathized with them AND help them find solutions.  When they are scared, I try to assure them that they have the skills to succeed.  And when they die, I hurt.  


My students are my kids too.  They are part of my village.  And I won’t let anyone tell me differently.

Friday, 26 August 2016

Instant Feedback for Students- Using Google Forms, Google Sheet and FormMule

Howdy mes amis!

I have been asked by a couple of teachers to share how I provide instant feedback to my students.  Its actually pretty easy with the right tools.  My school uses Google Apps for Education, but even if your school doesn't you can still use these Google applications to send results to your students instantly!

Because I find videos easier to follow when I'm learning something new, I recorded a short (under 5 mins!) screencast showing step-by-step how I install and set-up FormMule to send students results to them.



In this video I will be sending quiz results, but in the past I used it to send results of major projects and other assignments.  Its a handy tool to have in your kit.  I hope you find this video helpful!


Wednesday, 10 August 2016

CEFR Practice Centres


I use the CEFR to guide my teaching practice, quite a bit.  And even though many of the elements included in the CEFR are practiced through my own lessons, sometimes students need some extra time to fine tune their confidence and abilities in these skills.  Most of my student fall into the level A1 category, a beginner speaker who needs highly structured interactions with a fair bit of support.

Some of my grade 8s are approaching a level A2, still a beginner, but with a little more skill and confidence to converse in French, still with some support and preparation.

In order to give them a little more independent practice, I created some practice centres using the amazing and free resource found here.  This document was created for FSL teachers in Ontario, when we were just beginning to use the CEFR to guide our practice in earnest.  Not only is the explanation of how and why using the CEFR is a great idea, there are resources for level A1 included in the doc.

I took the resource, and printed it out in color, and then created practice centres by separating the activities and housing them in page protectors in a box, so students can grab an activity and go somewhere to work on them.


Above is an example of a reading practice activity.  Students take the cards out of the bag and have to match them to a headline.  To assess this skill, I cut up a real French newspaper and magazine, and the students had to match the headline to the photo.   To make the centre, I printed out the descriptors from the online package, printed the graphics from the package, and I made a quick cover for the centre to show students the expectations of the activity.  I made the covers to help students choose centres at their level.  


Most of the activities are meant to be done in partners with and interviewer and an interviewee, so students got a chance to be both roles, but there are a few that can be done individually.


For the partner activities I created peer evaluation sheets, so that students could give constructive feedback to their partners.  Students kept that feedback to give to me when assessing them, and I could see if they used the feedback to improve.  It was a great tool.


For the writing activities, I laminated some postcards and greeting cards I bought that were in French.  Students then wrote their notes in wet erase marker, documented their writing in a photo and sent it to me and their partner for feedback.  Then they erased their card, and it was ready for another student.

The students enjoyed the activities, and got some good practice doing them!  I will be using them again this year!  (If you are interested in any of the handouts I created for this activity, contact me and I can post them. )

How are other ways you use the CEFR to guide your teaching practice?

Wednesday, 25 May 2016

Guided Inquiry Project: Using Music to Learn French- Part 3 (Sharing and Assessing)



For part 1- Provocation and Criteria,  click here.  
For part 2- Research and Writing, click here. 

For the last part of this blog-series, I will review how the students shared the information they found and how I assessed their projects.  As a bonus, I will include how I provided instant feedback by completing my assessments on an iPad, and then emailed the results to my students.  A major component of the inquiry process is the sharing and communication of the research, as well as any conclusions and further questions.  



To share the students research and work, we had a French Music Expo in our class.  The students were responsible for completing a presentation about their song, and they presented to the FSL students in our school.  


We are a dual track school, so we have French Immersion and Core French students that were happy to come and visit our expo.  I invited the other French teachers to bring their classes when they could accommodate a visit.  For sign-up, I used a Google Doc and table, and had a class sign-up for each block (so that the room would not be too crowded.)  Then throughout the day, each of my classes presented to another class.

I created a form for student visitors to complete:


Students presented and answered questions.  it was great to see the FI students and the Core students interacting in French.  My Core students were nervous about speaking with the FI classes, but they did a great job.  

Assessment- My assessment of this project was 2-fold; one mark for speaking, and one mark for writing.  The rubric the students got at the start of the project was this to guide their written component:


So this was the rubric I used when marking their written copies.  I marked them as the students finished them, the old-fashioned way with a rubric and a pen.

For the oral communication component, I marked the assignments as the expo occurred.  I took my OC rubric, I use the same ones depending on what part of the CEFR I'm focus on, and created a Google form to use as I walked around.  That was I could assess projects on my iPad.


All the components of the rubrics were typed out in the Google Form so all I had to do was check one for each focus.  In the form I added a section for the student's email so that the results would be emailed to the student as I submitted the results to my spreadsheet.


I added a script to my Google Sheet in order to have the students marks email directly to their email addresses.  You can see that my emails have been sent according to my spreadsheet.

There are many add-ons that you can use to do this.  I used Form-emailer which is not available as an add on (directly) anymore.  There are some other straight-forward mail merge programs for sheets though, and some great tutorial videos to guide you!  One great program is Autocrat- available as an add-on.  To add an add-on, click on "Add-ons" in the top menu, and you will get a screen like this:


Browse through and find which add-on will work for you.  Autocrat is the most popular with teachers, and has the most support.  Here's a great tutorial from Amy Mayer to show you how to use the Autocrat Add-on:


(If you want me to do a video on adding scripts to Google Docs, and using FormEmailer and Google sheets, let me know in the comments, and I will create a video tutorial.)  

Not only do I have a handy spreadsheet for my grades, but the feedback has been handed back promptly.  My students were able to look at my feedback on their phones.  On their end, their feedback looked like this:


Students get all my notes and their grade as a fraction, as well as a message for their next steps.  My students did appreciate getting their feedback right away.  I like that they get the feedback while their work is fresh in their minds.  

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So there it is- Our latest Inquiry project from start to finish.  I'm sure that there are parts of these posts that may be unclear- or that I have overlooked, so please feel free to ask questions in the comments!  Hopefully I was able to demystify the process of this type of learning in FSL class.  

If you are interested in seeing a shorter Inquiry activity in FSL, click here.  Want the basics? Click here.



Tuesday, 24 May 2016

Guided Inquiry Project: Using Music to Learn French- Part 2 (Research and Writing)


Bienvenue to part 2 of my mini-series on Guided Inquiry for FSL- this project was focused on music. I wanted to write these posts to show how I developed and lead an inquiry exercise in FSL class.  After I spoke at the Spring OMLTA conference about inquiry in FSL classes, and the concerns that many teachers have, I got a few questions about how I lead inquiry for students in their second language.  So I thought that posting exactly how I use inquiry would be useful to teachers who are interested in learning more, and wanted to peek as to how I have done them.

Before I taught French, I laugh enrichment for grade 4 students in 2010, and we completed a term-long inquiry for geography, language and math about creating an environmentally friendly community that resulted in creating a green roof at our school in downtown Toronto.  That was the first inquiry-based learning I lead.  Disclaimer: I do like this approach.  I think that project-based learning is a great strategy or method to get kids making connections and thinking different ways; its not the only thing we can do in FSL class but it is useful to get kids invested in their own language learning.

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Alright, onto part 2- how to get the students to research and write in the target language during their inquiry.  I will outline some strategies for getting the student to research in French, manage the class, and guide students writing in preparation for the sharing stage of the inquiry.

After developing the criteria with the class, students break off and work on their own to research different songs.  They choose the songs on which they want to focus based on taste, the criteria and their abilities.  There is differentiation built into this activity, because students choose what they can handle in terms of comprehension.  As this is a guided inquiry, students are guided in where they look for their music.

For this, I had to do a little leg-work before my students took over.  I did an internet search for blog posts that suggested music and songs for helping people learn French.  There are many posts about using music; all the posts I found said that pop music was a great strategy for language learning.  What was not the same in each post, was which songs were the best for FSL learning.  Every blog post I found had a different list of songs and strategies.  This was great for purposes of our inquiry-- we were looking for the best song.  To help the students start their search, I printed lists of URLs and QR codes for students to search and read some blog posts, and listen to examples of songs.


Students were also able to visit my YouTube channel, where I have playlists of French music videos that we have listened to in class, or that I had found online.  Students also could look at my Twitter (available on my class blog) where I retweeted a new song everyday from Tweeter Étudier le français.

In a guided inquiry, the teacher should provide guidance in the focus of the study, as well as the resources used for study.  This is especially important in FSL as students are expected to research in French.  For this project, students looked at both English and French sources, but all the songs they listened to were French.  Some of the sites that students explored were:


Once students found a song that they wanted to focus on, they signed up for the song using a Google form.  Then all the song choices were organized onto a neat spreadsheet for me to refer to.

For students to organize their research, they were given a project booklet to guide their research and writing.  (Click the link for the document.) Here are the guiding questions students followed:


Students used this page to focus their writing in French.  Since they were going to share their information in conversation, they were not expected to write too much,  just a short presentation to give a little information to their audience, after which they would answer questions.

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My next blog post in this series will look at how the students shared the information they wrote about their songs, as well as how I assessed their reports and presentations.  If you would like to find all the documents that I created for this activity,  click here.



Wednesday, 18 May 2016

Guided Inquiry Project: Using Music to learn French- Part 1 (Provocation and Criteria)

I have probably said before that I use a lot of pop music in my FSL classes.  Because I do.  We have "mercredi musicale" once a week where we watch a music video in French and complete a short warm-u activity connected to that song.

So when I came across this blog post on FluentU:


I thought it would be a neat thing to try out in class.  This blog post has some great ideas on how to use French pop music as a learning tool for language studies.  

This blog post breaks down a simple method for incorporating music into you language study:
  1. Choose this right kind of songs.  The author notes that he likes rap-- but that French rap was not the best choice for learning.  The rhymes were to fast, which made listening for understanding difficult.  He notes listening to a song, and if you can't make out any words, that song is too difficult for you.  For my students, I made it even easier to choose songs- I adapted a reading strategy from when I taught grade 4; students listen to a verse and a chorus and if there was more than 10 words that they didn't know or recognize that song was too difficult to use as a learning tool.
  2. The blog post outlines a few methods for using music as a learning tool.  The most important method according to the blog post is repetition is the key for successful learning using music.  
  3. Last, the blog post recommends that you like the songs you choose!  If you have to listen to the songs over and over, it shouldn't be a chore.  
The post also includes a list of 7 songs that helped the author with his French along with an explanation as to why these songs were helpful.

I thought that this was a cool idea, so as a class we read this blog post without the song suggestions.  As a class we talked about why pop music would be a great learning tool for FSL students.  Students created graffiti charts with reasons why music could help one learn a language.  Unfortunately, I don't have any pictures of that activity-- but the students came up with some great reasons:
  • Good for listening for comprehension skills
  • Can learn slang to sound more like a natural speaker
  • learn about the French culture through the videos
  • Fun
  • more likely to listen to it over and over
  • tunes and words get stuck in your head
Because this blog post generated some great discussion, I thought it would be a neat inquiry project.  And that's how inquiry projects are born!  This activity was like a provocation-- it got the students thinking about music as more than solely an entertainment medium, and more as a piece of culture, and learning tool.  

The next step was to have the students think about our question:  Quelle est la meilleure chanson d'apprendre le français?  

This question is broad and unanswerable on purpose.  Students have to think of criteria of what makes a song useful for learning about another language; they have choose a song based on that criteria; and then they have to defend their choice of song.  Having to create, follow and defend criteria is HOT skills, and therefore an inquiry project.  

Our first class activity was to create the criteria on which we would base our choices.


We had a brain-storming session as a class, and the students copied notes into their own books as we discussed the criteria.  Students used a lot of circumlocution to come up with their ideas, but in the end, they were happy with the list of criteria we created.  For a copy of this worksheet (.doc) click here. 

This criteria gave students a framework from which to find a song that would be a good tool for FSL students.  The criteria also gave the students somewhere from which to create a defence for their choice.

 To be continued in part 2!


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My next blog post in this series will look at how the students researched and found their songs, as well as how they recorded the information they found, and how they created their reports and presentations.  If you would like to find all the documents that I created for this activity,  click here.



Inquiry Activity: French Pop Music and French Language Learning


Phew!  What a term!  I know that it has been a long time between my blog posts, but I have been working on a HUGE project with my students that has taken a couple months- but it was worth it!

So I am breaking up my post on these projects into 3 parts: a blog mini-series of sort.  I'm going to go through the steps of our pop music inquiry project starting with the provocation activity in part one; the development and complete of the project in part 2; and the sharing of the work in part 3.

I will make sure to share any documents that I made and used to complete the inquiry project.  If you use them, please let me know, I love feedback!


Monday, 14 March 2016

Listening Activity: Lyrics Sort (Où vont les paroles?)

Our focus in class lately is "Pop Culture;" that is we have been talking about and looking at movies, music and culture (dance, art, etc.)  It has been very interesting and engaging for the students!  They have been able to talk about their preferences and opinions in French!  One thing that I noticed we were not doing as often was dedicated, and explicit listening activities.  Music is a great tool with which to do dedicated listening activities!

To continue our look (or listen) to "Soulman" by Ben L'Oncle Soul, I have my students complete 2 listening activities "Comment va la chanson?"
To prepare this activity, you will need to print out the lyrics of the song and cut each line into a strip, and mix them up.  You will need strips with lyrics for each group or student

1.  Give the students the strips, and have them read them in groups.  Before playing the song, have them predict how the song will go by placing the strips in certain order.  (I take a picture of the order for comparison later in the activity.

2. Play the song.  Have the student rearrange the strips as the song plays.

3. Compare their prediction to their ordering after they heard the song.  How did it change? (Sometimes I ask the students to try and sing their version of the song.  It gets pretty funny.)


To make this activity a little shorter (for time), I gave each group one verse or the bridge or chorus.  Students had to arrange the lyrics, and then tell me which part in the song it was.  The students were pretty good at listening and arranging the lyrics.  Some of the students arranged them, asked to hear the song a second time, and sang along to make sure it was write.  After students had the lyrics in order, they started trying to figure out the meaning of the lyrics they had while they waited for other groups.

It was a fantastic activity.  We have been working on this song for 3 classes now, and we haven't even started the culture part!  I'm looking forward to what they find out about the singer in our next lesson.

How do you use music in your class?  Want some more ideas for using music in FSL?  I have a post on using pop music in FSL right this way.