Teaching Grade 9 Applied French

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1 Teaching Grade 9 Applied French
OMLTA March 22, 2013 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board Bev Materials to bring: markers, plain paper, one piece of ledger paper folded into a booklet, sticky notes, masking tape, samples of student work, resource books (i.e. Sue Fenton). Have teachers put names on popsicle sticks as they arrive (voluntary).

2 Rose & Bev each over 20 years experience teaching Core and Immersion French - applied and general and academic, mostly secondary, some elementary Waterdown and Westdale are semestered schools - 75 minute periods applied classes of between 15 and 23 students programs used: Quoi de neuf?, Communi- Quete, Express 9e, Autour de Nous... & stuff we borrow and adapt and share Rose

3 Notre but d’apprentissage:
We are learning how to improve connections with the learning styles and interests of students in grade 9 applied French. B

4 FSF 1P profile (minds on)
What are your grade 9 students’ interests? How do they learn best? Rose table groups/elbow partners - record on placemats – groups of 4 – sticky notes (if not in tables) or directly on the placemats. Gallery walk to read other’s work. Then, pull popsicle sticks to ask about what noticed the most. (short discussion – whole group) our notes re: learning styles - kinesthetic, repetition, verbal - spontaneous - more auditory than visual, but try to appeal to all 3 styles for the best mix, not reflective, like to talk and participate, but on their own terms, like to play, playful , routine and structure

5 class management and discipline
keep actively involved and engaged through structured activities with good scaffolding to reduce discipline problems address their interests short, focused activities make it practical and useful (CEFR) not perfect, always situations to deal with, but helps a lot Rose

6 CEFR (Common European Framework of Reference)
CEFR as a lens l’approche actionelle What can they really use? Bev

7 Voudriez-vous des frites avec ça?
Grade 9 students can use the conditionnel.

8 Classroom materials stickers markers pencil crayons scissors
chart paper glue sticks coloured paper, cover stock, ledger size index cards wooden sticks (tongue depressors) (lost and found) pencils and pens and?... Rose – even though they are computer-literate, they enjoy working with their hands and creating things

9 Edmodo http://www.edmodo.com/ communication for students and parents
internet based and universally accessible sample letter to parents (next slide) Rose

10 Sample letter to parents re: Edmodo

11 ideas to generate groups
random and quickly kids really like to work together and learn a lot from each other - think about ways to make traditional, teacher-centred activities into group learning coloured popsicle sticks SmartBoard: random group generator     matching cards - opposites - to reinforce vocabulary Rose talks, Bev shows fake class. If time, talk with elbow partner about your favourite way to make groups

12 Notebook software – random group generator

13 We are learning how to talk about ourselves.
Mon introduction/l’introduction de mon ami (oral) Bev

14 We are learning how to talk about ourselves.
vocabulary audio & visual   vocabulary development: Chart papers labelled with topics such as: les traits physiques, la personnalité, la famille, les animaux de compagnie, l’école/les matières, les sports, les passe-temps, les amis, la maison, les vacances Le dictionnaire personnel Bev: Collaborative Inquiry bring cards and photos of Nadia’s posters, and sample dictionnaire personnel

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18 We are learning how to talk about ourselves.
placemat activities j’aime, je n’aime pas mes activités (présent, passé) etc… Mod36_coop_placemat.pdf

19 We are learning how to talk about ourselves.
Mon autobiographie Format: kids can produce own by writing, booklet, PowerPoint, on- line scrapbook etc. encourage them to add images Rose

20 Mon autobiographie Projet: Mon Autobiographie First: Do the in-class pre-activity in which students in groups complete a sample Fact Sheet: (Cut up the sample sheet given into squares and have the students categorize them and glue them onto a blank fact sheet.) Then: Each student will plan his/her own personal profile using the established categories. This will constitute the “rough copy” which will be done on a second blank Fact Sheet. Upon approval of the rough copy (with a minimum of 4 items under each heading), the students will write their own “Mon Autobiographie” in paragraph format, with each category constituting a paragraph. The students are encouraged to use photos or illustrations to make their project more attractive The students will present their autobiographies orally to the class. Due Dates: Rough Copy: ______________ Good Copy: ______________ Rose

21 Mon autobiographie (fact sheet)
MA FAMILLE ET MES ANIMAUX MES TRAITS PHYSIQUES J’AIME / JE N’AIME PAS INTERETS / PASSE-TEMPS MES MATIERES PREFEREES Rose

22 Mon autobiographie (fact sheet)
MA FAMILLE ET MES ANIMAUX MES TRAITS PHYSIQUES J’AIME / JE N’AIME PAS INTERETS / PASSE-TEMPS MES MATIERES PREFEREES quatre personnes  les yeux bleus manger de la pizza faire de la cuisine la géographie un appartement les cheveux bruns écouter de la musique alternative jouer au soccer les arts dramatiques parents divorcés  fort faire la grasse matinée faire de l'ordinateur les maths  un frère le nez percé regarder les comédies faire du cyclisme l’éducation physique   un poisson petit faire les devoirs jouer de la trompette  le français une voiture noire  les appareils dentaires écrire les tests jouer aux jeux vidéo l’informatique  Rose

23 Mon autobiographie Rubric: Mon Autobiographie
Nom: __________________________________ Level: Total: /50 Categories Level 1 (5-5.9) Level 2 (6-6.9) Level 3 (7-7.9) Level 4 (8-10) Total Thinking/Inquiry All categories Details Pictures or Illustrations Neat and organized Application **Rough Copy completed as instructed Vocabulary Correct applicaton of faire and jouer Full sentence construction Verbs are correctly conjugated Communication Level of Language Pronunciation Expression Rose

24 Les diseuses de bonne aventure (le futur simple)
Step 1. Have each student make one cootie catcher/fortune teller. *** (Brightly coloured photocopy paper is a nice touch here.) *** Can’t remember how to make fortune tellers? afts/origami/fortuneteller/ Rose Because second language acquisition is one of the few areas where memory work is still (shhhh!) required, I’ve always tried to sugar coat the pill by packaging difficult grammar into intelligent games and activities. Students and new teachers generally love this reinforcement activity for le Futur Simple! Enjoy!

25 Les diseuses de bonne aventure
Step 2. Ask the students to write 8 generic predictions of their own. (au futur simple, naturellement.) Once you have proofread their work, have each student make his/her own “diseuse de bonne aventure”. Here are some sample predictions to get them started: Tu gagneras un match important. Tu auras 85% à ton test! Ton prof de français te donnera beaucoup de devoirs aujourd’hui. Tu entendras/recevras des nouvelles fantastiques! Oh, oh! La directrice téléphonera bientôt à tes parents! Une certaine personne voudra sortir avec toi. Tu seras très surpris(e) par un(e) ami(e). Ta mère fera ton repas préféré ce soir. (If you’re just introducing the concept, you might choose to substitute regular verbs for the 5 irregular verbs underlined above.) Rose

26 Les diseuses de bonne aventure
Step 3. Have your students work in pairs using the “diseuses de bonne aventure” to predict each others’ futures.

27 Les livrets (folding books)
ndex.htm Create sentences together on board or overhead or computer or chart paper. Fold paper in half 3 times and cut middle section, then re-fold in booklet form. Students write title and name on front page, then choose 6 or 7 sentences that describe their day/vacation/celebration etc. (one per page). They draw simple images or use photos or clip art to illustrate each sentence. Bev & Rose Show samples. Demonstrate how to fold. Form small groups to discuss other ways to use these booklets. Make notes in own booklet titled: Les livrets audience discussion: What other topics could you use for this booklet?

28 Rose

29 Ma fête préférée How to start :
Title Page : Ma fête préférée a été à l’âge de ___________ans. Write simple sentences in the passé composé. Illustrate what you say. J’ai invité…. J’ai reçu……….. Nous avons joué……. Nous avons mangé….. Rose

30 Ma fête préférée (oral)
FSF 1P Dialogue: Invitation to a Birthday Party French.blogspot.com (French Lesson 77) As you listen to the video, complete any missing words. Speaker 1: Salut _______________ Speaker 2: Salut _______________ Speaker 1: Ça va bien? Speaker 2: Ça va très _______________, merci. Speaker 1: Mes parents organisent une _______________ ce samedi pour célébrer mon _______________. Speaker 2: C’est vrai, c’est _______________ ça! Speaker 1: Je voudrais t’inviter à venir à la _______________. Tu peux venir avec ta _______________, si tu veux. Speaker 2: J’en serai ravie, Je suis sûre que ma _______________ aussi. Elle adore les _______________ d’anniversaire. Speaker 1: Génial. Tiens, voici l’_______________ avec mon adresse. Speaker 2: Est-ce que c’est loin d’ici? Speaker 1: Pas du tout, c’est à _______________ minutes seulement. J’habite près du centre commercial. Speaker 2: Ah! D’accord. Speaker 1: Il y aura beaucoup de _______________, de la _______________ de la _______________ et un grand _______________ au chocolat. Il y aura beaucoup de _______________ aussi. Tout le monde va bien s’_______________. Speaker 2: As-tu invité beaucoup de _______________? Speaker 1: Pas vraiment. Juste mes _______________ et quelques _______________. Speaker 2: Dis-moi, c’est quand ton anniversaire exactement? Speaker 1: C’est _______________, le _______________ janvier. Speaker 2: Joyeux Anniversaire, Antoine. Speaker 1 : Merci, Juliette. Speaker 2 : Tu peux compter sur ma présence. Speaker 1 : C’est très _______________. Rose Good website for lots of activities.

31 Presentations Allow time to practice in class with partners and in small groups. Encourage practicing at home - ask them to keep track of how many times they rehearse and encourage use of live audience and recording self . Allow final rehearsal in class then have them present to you at your desk or a "presentation corner" instead of for the whole class. Give all students a puzzle or worksheet. Consider using technology i.e. iPod to record and submit. Bev

32 filling in a form from magazine, other real-life situations Bev

33 Prof du Jour coloured popsicle sticks
give them tools i.e. les questions personnelles (next slide). Change with theme and curriculum. “prof” sits at front, says “Bonjour” to the class, can ask date, weather etc., then asks 5 specific questions (given by teacher and relevant to topic/theme). chooses student to answer by drawing popsicle stick. Rose

34 Prof du Jour Questions Personnelles Comment t’appelles-tu?
Quel âge as-tu? Quand est ton anniversaire? Comment vas-tu aujourd’hui? De quelle couleur sont tes yeux? De quelle couleur sont tes cheveux ? Où est-ce que tu habites ? Combien de frères as-tu ? Combien de sœurs as-tu ? Qui est ton chanteur ou ta chanteuse préféré (e) ? Quel est ton groupe de musique préféré ? Quelle est ta matière préférée ? A quels sports joues-tu ? Est-ce que tu préfères jouer or regarder les sports ? Que fais-tu après les classes ? As-tu un animal de compagnie chez toi ? Quel est ton animal préféré ? Quelle est ta nourriture préférée ? Comment viens-tu à l’école ? A quelle heure est-ce que tu arrives à l’école ? Rose

35 La chaise chaude A student is chosen to be on the “hot seat”.  The student selects a popsicle stick and the student selected must ask one of the questions from their prepared activity sheet   I normally do 4 to 5 questions per day.  Again the questions can be changed as the curriculum evolves. students prepare questions ahead of time as a group on a handout teacher chooses student to ask person in “hot seat” the questions Rose – opposite of Prof du Jour – but prefer Prof – works better. Maybe do later in course when they are more comfortable.

36 We are learning how to tell people to do something (l’imperatif)
Simon says - can get rowdy, careful! relay race model then produced own, small groups photos in Comic Life SmartBoard Notebook software version 11 - easy to record voices Bev

37 Les directions Communi-quête 3: Mission Survie (trip in Montreal, how to get to various popular tourist sites) real maps move around classroom / school - have one student direct another for how to get from own desk to door CEFR kit (Thames Valley) kids’ play carpet and Matchbox cars - great idea but didn’t work SmartBoard brainstorm with kids’ recorded voices Bev

38 SmartNotebook 11 – sample – class brainstorming and then students recorded own voices – use “insert sound”

39 We are learning how to talk about events in the past
after a weekend or holiday - brainstorm ideas on the board (black or white) or as a placemat, creating an anchor chart to help them remember vocabulary talk with partner form a circle, toss a beanbag or Koosh ball - student says something they did.  Can repeat what someone else said. Bev

40 Other ideas For last year’s activities from our workshop, sign in to OMLTA site, members only - Spring 2012, workshop G3: Teaching Grade 9 Applied French

41 la fin!! rosemary.mceniry@hwdsb.on.ca
also: Twitter or search by address and: Bev’s blog: (This blog is aimed at students and parents and is usually updated daily.)