Adamo+GLT+2+Plans

GLT 2 Ideas



 * Plan- November 10-21st**

Students will be able to 1) utilize the present tense of regular and irregular verbs in speaking and writing; 2) recognize and manipulate the present tense of regular and irregular verbs in reading and storytelling; 3) describe personality traits of people, and common activities; 4) utilize the present tense in creating compound, complex sentences.
 * Language objectives:**

Connecting the target language to the students' personal lives. Study of French culture through the film, "L'argent de poche" and through poetry.
 * Content objectives:**

State Standards: Communication 1.1.M.SL.a- Use the target language with culturally appropriate gestures to greet one another and engage in conversations about various activities 1.1.M.SL.c- Request, offer, and invite using simple sentences and providing rational. 1.1.N.SL.k- Sharing opinions and preferences in the TL 1.1.M.RW.c- Request, offer, invite, and reply appropriately in writing using simple phrases/sentences, and provide rationale for the request and/or reply 1.2.M.R.a- Understanding written classroom language 1.3.M.S.a- presenting skits in the TL 1.3.M.W.b- create original journal entries/compositions in the TL Culture 2.2.M.C.b- Discuss the significance of historic cultural icons (through poetry) Comparisons 4.1.M.a & 4.1.M.b- dealing with idiomatic expressions, false cognates, etc. (As you can see it has a high focus on communication, but with other content areas, it is somewhat lacking)
 * MI Standards:**

-Incorporate lots of circling into the lessons (more input with correct present-tense use). Also, I want to provide opportunities for the students to practice using present tense (with lots of feedback). -Use dictées and other controlled grammar practice to improve their listening comprehension and writing skills.
 * Goals:**

• Journals- students are given 10 minutes each day to write on a specific topic, or one of their choosing. Some days this will also include grammar correction activities. • Vocabulary and Structures- due to the nature of TPRS, we place a high focus on vocabulary and grammar being learned through the context of the story. • All About Me Presentations- students will create a 2-3 minute presentation using current vocabulary to talk about their families, homes, likes and dislikes, and future goals. (Due Monday, November 10th) • Creating a story in groups- after we create a story in class using the target structures and vocabulary, the students will be given the opportunity to create their own original story. To do this, they are given a blank storyboard with 12 boxes. They are to create their story and draw pictures to represent it. They are only allowed to use pictures to guide their story- no words allowed. When they have finished, they will present it to the class. • Reading the written story in class- at the end of the lesson, we create a different two-page story that incorporated all of the target vocabulary and structures from the lesson. Then we read this aloud in class and the students translate it line by line. • Reading “Le voyage de sa vie”- The students’ homework consists of reading TPRS-based stories each night. These readers are at an appropriate level and should be 85-90% comprehensible for each student in the class. The students are responsible for reading one chapter per week (about 4-5 pages).
 * Major Learning Activitie**s:
 * Poetry- students will read a French poem and discuss the meaning in groups. Then we will discuss as a class and students will have the time to write and recite their own poems.

• Journals- each journal is worth 5 points. I read the journals every other week to check for quality and completion. I also choose one journal to check for grammatical errors and the students will be responsible for re-writing that designated entry. • Vocabulary and Structures- instruction is completely in the TL, so I do frequent comprehension checks during this time. Students need to show that they understand by the number of fingers that they hold up. (5- I understand everything 1- I don’t understand at all) This is a non-threatening way to have students say that they are not getting the material • Storyboard- graded for quality and completion. They earn participation points for staying on task during partner work. (Telling their story to partners is a good practice for their oral exams.) • Quizzes- students are given weekly quizzes on Monday based on their reading: “Le voyage de sa vie”. These are reading comprehension quizzes, so if the students read the story, they will be able to do well on the quiz. Students are also given pop-quizzes on the vocabulary and structures. This are usually matching, translating French into English. This shows if they were paying attention during the lesson. (All tests and quizzes are self-generated) • Participation- like most FL classes, participation counts as a substantial portion of the grade. During class, I mark positive participation with a check on the seating chart and negative participation with a minus sign, S for sleeping, T for talking, U for uniform, etc.
 * Assessment Strategies:**

Target Structures- Elle resent- she feels Elle s’engage envers - she commits herself toward/to Elle fait confiance à _- she trusts __Il tombe amoureux avec__ __- He falls in love with__ _ Ils se fiancent- They get engaged Ils se marient- They get married
 * Unit 1: L1.4**

Review Structures- Elle rêve de _- She dreams of/about Aller- to go Elle porte- She wears

Additional Vocabulary- Charmant- charming Affectueux(euse)- affectuate Émotif(ive)- emotional Jaloux(ouse)- jealous Les amants- lovers

• During this unit my students will create original stories based on a combination of reviewed and newly acquired grammar and vocabulary. • They will evaluate their interests and goals for the future. • They will analyze level-appropriate readings by understanding the characters, setting, and plot. • They will apply grammatical concepts to brand new words and be able to manipulate them in context. • They will share their original stories with their peers during class. The will also share information about their families, personal interests, and goals for the future through their All About Me Presentation.
 * Reflection**

Feedback
How to incorporate culture/other content without seeming random? Since we do not follow a textbook and I create all of the materials- How can I keep my stories fresh and interesting? Are the assessments grade level appropriate? Should I just be testing their recognition or should my students be pushed to take tests with more higher level thinking?

__Partner Feedback:__
//How to incorporate culture/other content without seeming random?// I know this is so hard to do within the culture of a TPRS classroom because of the need for the stories to be interesting, abnormal, and bizarre (not the exact terms, I know.) If you wanted to incorporate culture in the classroom, are you aware of any 'Bizarre News' sites in French? (This is sort of like how we have Weird News in the US - I always enjoy reading about how a woman fell in love with a dog and wanted to marry him but the courts wouldn't let her!) Of course, this always incorporates our culture, and you could quite possibly print off these stories and give them to the class, and then make a story out of it using this as the context of your story, and there is your content and context all wrapped up into one. It might be hard to find these stories, but it would be well worth the look!

Also, the journals could start being culture/content related. I do realize you try to do this, however, what about making an 'Interesting Fact of the Day' where students would read it, interpret it, and then discuss it in their journals? This would be a way to introduce things you think they should know about the culture of France that they did not know and might just have an opinion about. Writing about would secure it in their minds. You could teach comparisons this way for the class, and introduce new vocabulary that they might want to know!

//Since we do not follow a textbook and I create all of the materials- How can I keep my stories fresh and interesting?// See above.

Could you have the students write down ideas for stories, and then draw out of a hat everyday? Or maybe have the students come up with their own stories that they want learn or research something interesting that they think a good story would come out of. How do you pick your vocabulary words that the students are learning?

Do you have the students shape their own story, or do you form it for them? Give them the reigns and let them guide the story into existence by asking them the "W" questions.

Here is a short read on it: http://www.tpr-world.com/tpr-storytelling.html

Let me know if there is anything else I can do. Also, could you talk to Aubrey about how she goes about this? It might give you another perspective - maybe you could get her LPs and see how she outlines the story?

//Are the assessments grade level appropriate? Should I just be testing their recognition or should my students be pushed to take tests with more higher level thinking?// I am not quite sure what you mean by the second question. I understand your concerns that the students are very behind in the level of thinking that they are at, however, you in my opinion you should test them the way they learn, and it seems as though that is what you are doing and they are quality assessments. How do your exams go? Is it a speaking exam - and I think it is, so that seems like it is appropriate!

Last week I thought it was excellent that you gave them the test just like they did their journals, which is exactly what teachers should be doing! user:litwins5

How to incorporate culture/other content without seeming random?

This is the eternal TPRS dilemma, right. . . Although I know some TPRS folks insist that stories must be bizarre -- I think the more important principle is for the stories to be interesting. I wonder if you could tell some true stories from your experiences in France that illustrate French culture? I think your students would find them interesting, especially if you also showed some pictures. Plus, then you don't have to always be creating crazy tales. What do you think?

Since we do not follow a textbook and I create all of the materials- How can I keep my stories fresh and interesting? See above. How about telling some true or "true to life" stories that are set in France and have French characters?

Are the assessments grade level appropriate? Should I just be testing their recognition or should my students be pushed to take tests with more higher level thinking? This all depends on your desired outcomes. I would imagine that by French 3/4, they could be working with more difficult tasks. Just be sure to prepare them for whatever assessment you give. Here are a few alternatives for assessing reading comprehension, for example: using what you understood from the story thus far, predict what you think will happen next; what surprised you in this chapter?; in your opinion, why do you think x did y?; place the following events in order; jeopardy style questions (you supply the answer, they write the question). (By the way, I really like how you are evaluating the journals.)

user:Anny1