Tired of monsters?

Tired of monsters?

Try the FSF1D Monster Unit using a CEFR lens

Beverly Kukhta-Jackson Hamilton-Wentworth District School

BoardOMLTA, H9, March, 2014

Tired of monsters? Please note: the files for the handouts are quite large, so instead of having them in 2 places, refer to the OMLTA Fall 2013 conference section of this OMLTA website to find them.

You can also email me bkukhtaj@hwdsb.on.ca and I will send them to you.

Qu’est-ce que c’est qu’un monstre?

This workshop will outline how to adapt the Monster Unit from our old program to better suit CEFR “l’approche actionnelle” and the revised curriculum with an emphasis on oral interaction and integrating language structures in a practical, fun way.

la thème: Qu’est-ce que c’est qu’un monstre?

Le but d’apprentissage

Nous apprenons comment employer nos ressources dans une façon plus communicative.

Bev’s background• over 20 years experience teaching Core and

Immersion French - applied and general and academic, mostly secondary, some elementary

• department head, facilitator,Special Assignment

• Westdale is a semestered school - 75 minute periods

• program used: Sans Frontières & stuff I borrow & adapt & share

• Co-author of Tu Parles 1, RK Publishing

l’approche actionnelle

Action-oriented and communicative approaches to teaching FSL focus on meaning over form; emphasize meaningful interactive activities; centre on communicative language needs; and, when possible, highlight authentic tasks within the context of a classroom environment. While the communicative approach centres on communicating in the target language, the action-oriented approach requires students to perform a task in a wider social context. (pg. 31 Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)

Vision and Goals for French as a Second Language Core, Extended, and Immersion, Grades 1 to 12(Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)

VisionStudents will communicate and interact with growing confidence in French, one of Canada’s official languages, while developing the knowledge, skills, and perspectives they need to participate fully as citizens in Canada and in the world

GoalsIn all French as a second language programs, students realize the vision of the FSL curriculum as they strive to: Use French to

communicate and interact effectively in a variety of social settings

Appreciate and acknowledge the interconnectedness and interdependence of the global community

Life-long language learning

One of the 7 enduring ideas of revised FSL curriculum:Authentic Oral Communication: Reception, Production, and Interaction

(pg.10 Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)

La lecture (la Compréhension écrite)

Sans Frontières: Les Monstres à travers les siècles - photocopied - pre-reading discussion, then used 3 colours of highlighters - one for words that resemble English, one for words that you already know in French, and the third for words that you will need to look up in dictionary. 

Checked dictionary words (wrote definitions on side of page), then read in groups and answered questions orally. 

Talked briefly about how monsters reflect the fears of society.

Sans Frontières listening activity/handout - Le rêve du monstre -

followed by speaking/writing - questions 

reading/speaking activity/handout: Les monstres, ça t'amuse?

écoute - des descriptions des monstres - Finished handout in groups - vocabulary development

écoute - Le loup à la porte & Les dents de la mer – formative assessments

écoute: la Lagune noire - assessed

Vocabulary building

Vocabulary building poster activity in groups – graffiti

Vocabulary buildingReference sheets

Chat Boosters (Tralco)PuzzlesTES connect: Think, Educate, Share

http://www.tes.co.uk/ various other sources

la définition d'un monstre

Watched a variety of monster movie trailers from a playlist collected on my YouTube channel (check under my email address), then worked in groups

"Qu'est-ce que c'est qu'un monstre?" 

Un monstre est...     Un monstre n'est pas...

Made poster on ledger paper then presented it to the class.

Mon monstreCreate your own monster.  Lots of possibilities - be creative.DrawingPhotoshopMake-upModelPuppetModification of toy…etc…

La semaine de mon monstrehandouts - idea/planning sheet and

reference sheets and explained. Students had work time in class. Told to follow directions carefully and encouraged them to help each other with planning and ideas. 

Checked idea/planning sheet and gave feedback.

Le brouillon (draft) checklist for peer editing and went over together carefully - be critical and kind. 

(pg. 120, expectation D2 The Writing Process, Ontario Min. of Ed. FSL revised curriculum, elementary, 2013)

La semaine de mon monstre

mon monstre

La semaine de mon monstre

La semaine de mon monstre

La semaine de mon monstre

La semaine de mon monstre

La semaine de mon monstre

Je vous présente...reference handout - vocabulary

useful in talking about monsters, and then did introductions of monster to group - like at a party introducing a new person.  Practiced over a couple of days in different ways – i.e. with partner, with small group, inner/outer circle, then did formative assessment with feedback.

Les meilleurs monstresLes Prix de l’Académie !!

Le plus beau (beautiful) monstre ____________________ Le plus petit (small) monstre ____________________ Le plus grand (big) monstre ____________________ Le monstre le plus effrayant (scary) ____________________ Le monstre le plus créatif (creative) ____________________ Le monstre le plus bizarre (strange) ____________________ Le monstre le plus original (original) ____________________ Le monstre le plus drôle (funny) ____________________ Le monstre le plus laid (ugly) ____________________ Le monstre le plus chouette (cool) ____________________ Le monstre le plus mignon (cute) ____________________ Le monstre le plus versicolore (colourful) ____________________ Le monstre le plus réaliste (real) ____________________

Les meilleurs monstres

Les rendez-vous à vitesse

Reference sheet (Chat Boosters) “Puis-je t’interviewer?”

Les rendez-vous à vitesse

Watched BBC French, Ma France: le Turbo-dating video A le Turbo-dating video B le Turbo-dating video C did comprehension handout

Les rendez-vous à vitesseSpeed-Dating Rating form Nom:

Question Classement 5 4 3 2 1

Commentaires:

Nom:

Question Classement 5 4 3 2 1

Commentaires:

Notebook software – random group generator

Les rendez-vous à vitesse

Les photos…..Takes a full class – set-up, 5 – 6

interviews of 3 – 5 min each + 1 minute or so for final notes on compatibility, reflexion/self-evaluation/exit card at end, put room back together.

Lots of fun!

Les rendez-vous à vitesse:une réflexionLa compatibilité Mon monstre est le

plus compatible avec _________ parce que ________________________________________.

Mon monstre est le moins compatible avec _________ parce que ________________________________________.

Mon auto-évaluation J‘ai fait du bon

travail quand ___________________________________________________________.

Je pourrais mieux me préparer par ____________________________________________________________.

Parler, décrire, regarder, rireAvez-vous déjà vu …?Grodzilla à la mer

https://www.youtube.com/watch?v=qlMz7c5hN1UGrodzilla à la neige

https://www.youtube.com/watch?v=HBtSxPXIFCoGrodzilla écrivain

https://www.youtube.com/watch?v=HwZQ2vnk9yAUn monstre avec plein de bras qui fait une blague à un monstre avec plein de z’yeux

https://www.youtube.com/watch?v=1iPi93WpyOs

Monster films for FSF 1DShrek

Monsters Inc.Godzilla

King KongLe Bossu de Notre-Dame (Est-ce que

Quasimodo est un monstre?  Qui sont les "monstres" de cette histoire?)

(Twilight)

…Etc…

Additional ideas proposed during the workshop on March 29, 2014 Students make short trailer (about one minute) for a

monster film (own ideas or adaptation of a real film) then take on roles of director, lead actors, etc. Do a “red carpet walk” with interviews by the media. Can research real Canadian directors and actors for this. Scaffolding required.

Reading: find film critiques on-line in French. Read for comprehension and also can use in a group speaking activity to decide what film they would like to see. Add constraints such as the rating and preferences to make the task more “l’approche actionnelle”

La fin!bkukhtaj@hwdsb.on.ca

(Former email address: beverly.kukhta-jackson@hwdsb.on.ca)

also: Twitter (Bev @bevkj) or search by email address

and: Bev’s blog: www.ms-k-j.blogspot.com (This blog is aimed at students and parents and is usually updated daily.)

Instagram : bevkukhtaj