Transcript Tired of monsters? - Ontario Modern Language Teachers

Tired of monsters?
Try the FSF1D Monster
Unit using a CEFR lens
Beverly Kukhta-Jackson
Hamilton-Wentworth District School Board
OMLTA, 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 [email protected] 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)
Vision
Students 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
Goals
In 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
ça t'amuse?
activity/handout: Les monstres,
 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 building
 Reference
 Chat
sheets
Boosters (Tralco)
 Puzzles
 TES
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 monstre
Create your own monster.
Lots of possibilities - be creative.
 Drawing
 Photoshop
 Make-up
 Model
 Puppet
 Modification of toy
 …etc…
La semaine de mon monstre
 handouts
- 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 monstres
Les 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
France:
le
BBC French, Ma
Turbo-dating video A
le Turbo-dating video B
le Turbo-dating video C
did comprehension handout
Les rendez-vous à vitesse
Speed-Dating Rating form
Nom:
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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 réflexion
La 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, rire
Avez-vous déjà vu …?
Grodzilla à la mer

https://www.youtube.com/watch?v=qlMz7c5hN1U
Grodzilla à la neige

https://www.youtube.com/watch?v=HBtSxPXIFCo
Grodzilla écrivain

https://www.youtube.com/watch?v=HwZQ2vnk9yA
Un 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 1D
Shrek
Monsters Inc.
Godzilla
King Kong
Le 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!
[email protected]
(Former email address: [email protected])
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