A “Message in a Bottle” Podcast

Podcasts are great!! I recently explored a few and found them to be GREAT listening comprehension tools for the classroom.  You can find podcasts to meet almost every level as well although I think they may be better suited for high school levels since most of the conversations in the podcasts are fluid and continuous which could be more stressful to 7th and 8th grade levels, (or lower!)

Daily French Pod is a great site which offers an array of podcasts with REAL native French speakers in them.  The few that I listened to all contained the same main French man, Louis as the main narrator.  You can tell he is truly French and he spoke very slow in review sections and reiterated vocabulary and used different terms to explain the given vocabulary. This is an excellent podcast site!

French ETC  is another site you can use to find interesting French podcasts, many of which are in the form of video so that provides a more alluring visual for the students.  I listened/ watch the Au Cafe  video and it was excellent!  The French was much faster however so this video may be better suited for an upper level French class but could still be used for lower levels if you greatly modified the lesson and instruction.  Edith Piaf, a very famous French singer sang in the background which could also be pointed out to the students during learning.

The podcast I chose to use to show an example lesson with is the Daily French J’ecris podcast. This podcast was only about 5 minutes long and contained some great vocabulary with one of the key phrases for teaching being “EN TRAIN DE”.  (In the process of…) This would be of course a listening comprehension exercise aimed at a high-school level French.  The questions could be modified depending on the level.  For my purposes, I am going to pretend this was a 10th grade class. For this activity, I would first explain in French what they would be listening to, a French man who narrates the situation and then a very short conversation between he and a woman discussing what she is doing.  I would provide follow along questions and fill-in the blank type questions for the students to complete while listening.  I would plan to play the recording at least twice.  The first time, students would be told to focus on listening and taking notes on the back of their sheet on what they heard.  The second time, students would attempt to answer questions, and fill in exercises.  The third and final time, if needed, would be played for students to finalize any missing information.  Some of the questions could be answered after listening, using knowledge they gained from hearing it three times and from their overall comprehension.  The follow-along questions would look something like the following:

1. Qu’est-ce que Marie fait au bureau?

__________________________________________________________________________________

2. A QUI est-ce que Marie veut envoyer (ce qu’elle fait) ?

___________________________________________________________________________________

3. Est-ce qu’elle va bien?

MARIE: Mais non…, j’ai  “____________  ______  ___________”

4. Où est-qu’elle va envoyer (ce qu’elle fait)?

___________________________________________________________________________________

5. Pourquoi est-ce que Marie fait ce qu’elle fait? Pour quelle raison?

______________________________________________________________________________________________________________________________________________________________________

Les expressions: Ecrivez les expressions semblables où nécessaire.

Définition: EN TRAIN DE-___(In the process of)__________

Que fais-tu? =____(Qu’est-ce que tu fais?)______________

Tu es sur(e)? =_____(tu es certain(e)?)________________

Je vais très bien. = ___(Ça va très bien)____, ____’J’ai toute ma tête.”__

Mettre= ___(Déposer)__________

La mer = _____(L’Océane)______

Comme ca. = _____(Sans aucun but)___, ___(Pour le plaisir)___

For the second section, I would explain to the students that they were to write in similar expressions that mean the same thing IN FRENCH.  The definition for “En train de” would be discussed as a class.

My main goals for this activity would be for students to be able to:

1. use their knowledge of French to comprehend what is being spoken in the recording in order to successfully answer the 5 questions.

2. use their listening comprehension skills in French to find like expressions of phrases or words. If they are unable to do so, I would hope they can use their knowledge of French to find similar expressions from their PRIOR knowledge in French, not necessarily the phrases mentioned in the recording.

3. use the expression EN TRAIN DE accurately in at least 3 sentences.

As homework, students would write THREE sentences using the expression EN TRAIN DE.

Depending on the level of the class, I may save the following follow-up activity for 11th grade classes but I do personally think it could still for for 10th graders:

Students would write a letter meant to be sent to an unknown person, just as Marie did, with the intention to put it in a bottle and send it off to the ocean.  Instead, this letter would randomly be given to another student in the class.  (I would put all the letters in a box and students would randomly pick one.  Students would be told to glance at it first to make sure they did not pick their own.)  I would also count to make sure that every student would get a letter.  If say two students did not hand in their letters, they would still be required to pick a letter but I would write letters myself to make sure there were enough letters for every student.

Later on, the class would read their letters from the unknown student aloud to the class.  Therefore, students would be well informed that these letters they were to write would be read aloud so they should be sure to do a good job on them.  As a class, we could openly guess who we thought wrote each letter.  It could be difficult, and the student who’s letter was being read aloud would NOT be required to admit it was their letter being read.  The directions for these letters would be pretty open ended.  They would have the leisure to write about any topic, (as long as it was appropriate) and pretend they were whoever they wanted to be, (They could pretend they were Leonardo DiCaprio writing this letter, as long as they did not put down their real name.) The letters would need to contain:

-The expression EN TRAIN DE
-At LEAST 8 FULL sentences. (For example: “Oui”, “merci”, “Bonjour.” “C’est bon” do not count as FULL sentences)
-Le Passe compose, (at least twice)
-Correct Grammar!!
-A signing off of sorts: They would not need to leave a name, but at bare minimum, they would need to leave “un inconnu” or “Une personne (ADJ.-amoureuse, contente, mechante, rigolo…etc…)”

They would need to print the letter and make TWO copies of it, one to be sent out anonymously to another student and another with their REAL name written on the back, for the teacher’s copy, (so the teacher could grade it).

I think it would be a really fun activity and a good way for students to practice their speaking skills when reading their letters aloud. I hope to do this activity one day and I will certainly be using podcasts in class for listening comprehension practices!!

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Comic Creations in Class

Dvolver  is a free online tool in which you can create short “comics” of dialogue between 1-2 characters.  You can have a song in the background, pick from a small selection of backgrounds and characters and have them talk to eachother.  The words are visible but they do not actually speak the lines.

Here is the short video I made about a brother a sister discussing a present for their mother for Christmas:

A Present for Christmas or Here if the first doesn’t work.

Strip Generator is another site you may use to create comics and this site gives you a much more options when creating your comic but it is also more time-consuming and less animated than the prior. You have to manually insert your characters and dialogue into the boxes.  This site offers more characters and varieties of frames.  You can also insert items into the frames, such as a baseball bat, a camera, an umbrella, and many more. In order to get even more options or features, you can pay a membership fee.  The prior comic creating site also allows you to create your strips without even “signing up” or creating an account.

Here is the comic I made with Strip Generator   :   Cadeau pour Noel

One of the problems with both of the generation sites is that they do not correct your grammar and do not recognize French accents.  I would have to print the comic and write in the accents for the comics before making copies of it for the class.

For both comics, students would answer questions that I would supply them about the events in the comic.  For example, one question could be “What gifts does Margaux end up buying her grandmother and sister?” (Cadeau pour Noel )  I would ask questions in English for lower level French classes and in French for upper levels, (French 2-5). Students would be expected to respond in French for all levels.  For lower levels, I may supply the answers in the form of multiple choice.

A follow-up activity would include the students making their own comics.  Depending on the technology in the school, this may need to be done by hand.  Let’s pretend the school is equipped with computer labs and/or tablets for all students.  I’d provide a day of class time for students to complete their comics on one of these sites.  They would be required to have at least two characters and to use vocabulary relating to the current unit/chapter, such as holidays, gifts, and shopping expressions. After they have completed their comic they would get into pairs and read their comic to their partner.  After, the reader would ask their partner at least 3 simple questions about their comic, using the TL. My goals of this assignment would be for students to:
1-enjoy the fact that they are free to use their own personal ideas and creativity to create their comic.
2- use the target vocabulary in a meaningful and appropriate way through the dialogue between characters.
3- successfully answer the follow along questions to the comics I created, using their knowledge of French and their target vocabulary.
4- communicate in French with a partner about each other’s finished comics and be able to successfully answer the questions their partner asks them.

I could certainly have students create their own comics using either of these sites.  After trying out both, I might prefer the second site because of the more options you have. However, both have their own pluses and minuses.  I do really like the animation component of Dvolver.  I would probably test out using both in the classroom and survey the students on their preference.

Teaching with photos using ANIMOTO

Animoto is a tool in which you can create videos which contain only pictures, a few words and very short video clips. It’s pretty neat, handy, easy to use and I would definitely use it in the classroom.  The one major downside, (for me) is that the video contains this annoying “ANIMOTO” lingo in the background of all of your photos, text and videos.  This is particularly annoying because it makes it hard to read what you may write in a “text slide”.  I also did not like how the pictures seemed warped and didn’t display the entire image.  Here is the video I made, meant for any French level, it contains photos of many of the cities I visited in France, (all photos and the one video were taken by me.)

Voyageons en train

For this activity, I would show this video to the class and tell them to have out a sheet of paper for taking notes on the cities that stand out to them.  Then I would show the video a second time and have them take notes on certain images they saw that caused these cities to be appealing for them personally. They would also be required to note one city that looks least appealing to them, or perhaps totally unappealing.  If you watched the video I made, you will notice that I did NOT include Paris as one of the cities so that the students can get exposure to the other parts of France. One of my major ideas for using this video would be as an opener to a bigger project for the students.  After watching the video and jotting down their top 2 or 3 favorite cities, students would:

–> discuss with a partner their favorite city and why ( J’aime _(insert city)_ parce que (j’aime la mer/ les batiments sont beaux…etc)
–> present the city that their partner liked and disliked the most.  ( Mon partenaire, Emily aime Marseille parce qu’elle pense que cette ville est la plus belle. Emile n’aime pas Bordeaux parce qu’il pleut trop la bas.  )
**Students would be encouraged to make something up about the city simply by their impressions of the pictures shown of the city.  I would tell the students that it was OK to be “wrong” and in a way they can’t be wrong because everyone is entitled to their own impressions.  One person may love the ocean and another may hate it, for example.

After students talked about the cities that their partner liked/ disliked, I would take a tally on the board of what cities were in each student’s top 2.  This would be interesting to see how the results varied between classes and what cities seemed most appealing simply by the few photos shown.  Marseille looks beautiful to me through photos but it was not one of my favorite cities.  It’s interesting because Avignon did not photograph super well in my opinion but it WAS one of my favorite cities.  I could possibly discuss this with the class as well…the qualities of some of the cities that can’t be captured via photo.

SAM_1985SAM_1954

The project to follow this activity would be for students to select one of the cities mentioned in the video, (not Paris) and create a presentation on the city with the following formats being possible:

-poster
-tourist brochure/ pamphlet
-PowerPoint presentation
-essay
-another idea that the individual student may have, to be discussed with teacher

The students would have 2 weeks to complete this project and would present their city to the class.  In levels French 1-3, students would be permitted to use a combination of French and English.  For upper levels, 4 and 5, students would be expected to present the project in French only.  Students would be required to mention at least 3 interesting facts about the city, at least 3 key tourist attractions, where it is located in France and other information pertaining to touristic elements.  Some of my goals would be for students to discover one of the cities in France other than Paris and as a result, be able to talk about this city to their peers, playing the role of the instructor.  The students would also be able to learn from their peers through their presentations of cities that they didn’t do.  The students who would be watching their classmate’s presentation would be required to write down at least one question about the presentation or city.

I really liked this site and would definitely use it in class however the two major negatives that I mentioned before would definitely be a factor.  I enjoyed creating this video though since I am quite passionate about France and I love to share the beauty of the country that is beyond Paris.  I will use this video in class one day.

A French lesson using TED

TED is an awesome internet tool similar to YouTube except that its goal is to provide only educational resources and videos.  I created a lesson using the tool and I must say it is pretty fantastic and definitely worth a try!  You can create lessons with this tool using a video as your base and posting questions for viewers to respond to after watching the video.  There are also discussion components and space for students to react.  The lesson I created would be used for an upper level French class-French 5, maybe French 4.

Le port du voile or the wearing of the Islamic veil is one of the major political issues in France and was the topic I chose to create my lesson on. I used a video from a French TV channel, 24 and asked 4 follow along questions to be answered by students when and after viewing the video. These questions would ensure students are paying attention and grasping the big ideas of the clip.  It is also advantageous for the students to be able to pause and restart the video at their leisure while answering the questions.

For the “Dig Deeper” section, I displayed 3 different links to newspaper articles discussing this topic.  These are available to interested students and could also be used as a follow-up assignment later in the week.  The “Discuss” section allows students to ask questions to the teacher as well as give their over all opinion of the topic and discuss it with their classmates in a chat-type environment.  Finally the last section summarizes the lesson and topic, concluding the lesson.

Some learning goals for this lesson would be:

-Students will be able to identify important terms such as “le port du voile” and “la laicite” as it pertains to the given topic of the Islamic veil.  They will use this knowledge to discuss the topic with a partner in class as well.
-Students will be able to express their opinions in French on the Islamic veil, as a part of the discussion and as a part of their final question to the “Think” section of the lesson.  Students will also use their knowledge of French to discuss this opinion in class or with a partner.
(If using alternate links as a follow-up activity)-Students will read one of the 3 articles and identify, in French, at least 3 things that they learned from it and 2 things that directly related to the video displayed in this lesson.
-General goal: At least 80% of the students will be able to interpret what they saw/hear in the video in order to successfully answer the first three multiple choice questions.

I absolutely adored the idea of making a lesson using this site.  I can not wait to try it in class one day.  I may even use this exact lesson if I am to teach an upper level French class.  This is definitely a unique lesson that would stand out among other lessons.  Overall, I am feeling quite excited about all of the different internet tools I have discovered these past three months.  There are so many possibilities!

Flipping your Classroom and Rethinking Homework

I recently read an article about the Flipped Classroom and one on why we should rethink and question homework.  As discussed in an earlier post of mine, the flipped classroom is essentially reversing the typical lecture and homework elements in a classroom.  The “video lecture is often seen as the key ingredient in the flipped approach.”  Students would view a video or podcast created by the teacher at home before coming to class and the class time would be spent discussing the video/podcast and doing other hands-on activities.  The teacher plays more of the role of a coach or facilitator.  The class becomes a workshop of sorts where students can inquire about the video lecture.  There are various approaches to this type of classroom.  Some teachers may implement certain aspects such as having quizzes and homework online or the occasional video lecture where others could do a full immersion flipped classroom.

 

One advantage students have with a flipped classroom is the ability for them to replay the video lectures if they misunderstood something.  Students can pause, rewind, and fast-forward as needed.  Being able to pause and reflect on what the teacher said is something that may not occur in a classroom lecture.  Captions can be provided for those with a hearing impairment and the ability to control the pace of the video is of particular advantage to ESL students.  The teacher could also post online quizzes in which students could receive instant score reports after completing.   As there are advantages, there are also downsides.  One of the major disadvantages is the fact that flipping a classroom requires a great deal of preparation and extra work for the teacher.  The students may also be reluctant to spend so much time on schoolwork outside of the classroom.  This could also be tricky if the entire school has a normal classroom except your flipped one.  I personally think the entire school should be on board if the goal was to have a fully flipped room.  It was also mentioned in the Flipped Classroom article that students tend to complain about the “loss of face-to-face lectures, particularly if they feel the assigned video lectures are available to anyone online.”  The processing and delivering of the video could also vary depending on home, some having slower internet speed than others, which could be frustrating to some.   If certain students do not have access to the internet, an even greater challenge is at hand.   Overall the student-led feel and the change of role of instructors in a flipped classroom can be interesting to experience for any instructor.  I hope to test out a semi-flipped classroom for a given amount of time, perhaps for one or two chapters and see how the class responds, (as I stated in my earlier post on the (INSERT LINK TO PRIOR FLIPPED CLASSROOM POST)

The article about rethinking homework was an excellent and quick read that I recommend to all teachers to give a glance at.  The French teacher who wrote it made some excellent points.  She proposed the idea of making homework more tailored to a variety of student’s needs by giving options of homework assignments.  I think this is an intriguing idea and it really made me rethink the concept of homework.  It is true that this would probably mean a bit more work for the teacher, but what would be the result?  If students were to take homework more seriously if they had the choice between three options, I would say it was worth the extra work.  I believe in general giving students a CHOICE in the classroom is very important.  When students feel they can choose the “better” of the 3, personally for them, they may complete that assignment better than if they were to do another one that they had no interest in.  Some students may prefer multiple choice or fill-in type work where others could prefer written work, (personal writings, short paragraphs or of the like.)  Either way, the next day when going over the “homework”, the teacher could choose to go over 2 of the 3 and those who did not complete choice A for example, would just follow along and act as if this was an assignment being done in class, therefore they would still be expected to participate.  It could keep students on their toes wondering which homework assignments would be gone over the next day.  Depending on the day and what was accomplished, and if the material was new or a review, all of this would make a difference in the type of homework assignment/task it was.  If the material was being reviewed, the homework would expand their knowledge whereas a new topic would be reviewed in the homework.  It is too difficult for me to say how I would structure my homework as I have not yet had my own classroom, but one thing that is sure is that I would try my absolute best to keep it engaging, informative, and fun if possible.

The Magic of Tube-Chop

TubeChop  is a handy little tool in which you can “chop” or shorten a youtube or TED educational videos to later be used in the classroom. For my first test using this tool, I decided to use a video that I’ve already used in the classroom and that I plan to use over and over again because I find it absolutely adorable and such a perfect short video to use when learning animal vocabulary.

Une petite fille raconte une histoire is the name of the video and here it is in it’s full length.

Here is my Chopped video

The vocabulary students would be learning/reviewing in this video are:

un singe- monkey

un hippopotame- hippo

une crocodile- crocodile

un chauve-souris- bat

une girafe- giraff

une grenouille – frog

un lion – lion

Verbs and expressions:

se réveiller- to wake up

manger- to eat

payer- to pay for

se perdre – to get lost

Qu’est-ce qui s’est passé? -What happend?

sauter – to jump

se bagarrer- to fight/ struggle

Other vocabulary terms:

une boite- box

pauvre -poor

les arbres- trees

les montres – monsters

les phantomes -ghosts

haut- high

les fraises – strawberries

un casque- helmet

une epee- sword

un bouclier- shield

les pouvoirs magiques- magical powers

The goal of the activity I would do in class with this video is to have students practice their listening and writing skills in FRENCH.  (They would notice the english translation accompanies the video.)

The first time watching the video, students will write down in French at least 8 vocabulary terms they already know and any other terms they hear.

After watching the clip twice, we will then go over the vocabulary terms that the students wrote down.  I will provide them with other terms mentioned in the clip, (above).

To test the student’s understanding, they will then watch the clip for a third time and will use their knowledge of French vocabulary and the use of context clues to be able to answer the following questions in French: (The questions would also be asked in French.) Students will watch the clip 2 more times in order to answer the questions.

1. The story the girl is telling is from a child’s book and TV show you way know, what is it? What is this show called in French?

-Winnie the Pooh, “Winnie l’oursin”

2.  In the beginning, she mentions baby monkeys.  What happend to them and where were they?

-They were lost in the trees.

3. Why could the animals in the box not eat?

-They were poor and couldn’t pay.

4. Why did winnie l’oursin and Tigre go into the woods?

-To find strawberries.

5. Who did Winne and Tigre meet in the woods and why was she mad about what they took? (answer to number 4)

-Winnie and Tigre met a witch and the strawberries were hers that Winnie and Tigre took.

6. Who won the battle and name three things he was wearing.

-The lion won the battle and he was wearing a helmet, a sword and a shield.

  

Therefore as a result of this activity, students will have thouroughly reviewed animal among other vocabulary terms in order to answer correctly at least 5/6 of the questions.  To practice their speaking, I could have students speak with a partner the answers they came up with and then express their opinions of the video.  As another follow-up activity, students could be asked to create an alternate ending. Instead of the ending with the lion, students would need to insert another animal into the final scene and explain what this animal did to either save the day or either be defeated by the witch.  The anternate ending would be a good activity for an upper level class, maybe French 2 or 3.  This video could easily be used with even a 7th or 8th grade French class since the vocabulary terms are quite simple and because of the English subtitles.