Tired of monsters? Try the FSF1D

Monster Unit using a CEFR lens

Beverly Kukhta-Jackson Hamilton-Wentworth District School

BoardOMLTA, November, 2013

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.

The theme: 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, Special Assignment,

facilitator• 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 actionnelleAction-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 GOALSStudents 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

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 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. 

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 building Reference sheets

Chat 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 monstreCreate 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. 

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 réflexion

La compatibilité Mon monstre est le

plus compatible avec _________ parce que ________________________________________.

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

Mon auto-évaluation J‘ai fait un bon

travail avec ___________________________________________________________.

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 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…

La fin!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