Instructional Session 21
Objective: By the end of class, you will be able to… Beginner: write phrases or sentences in French to retell a story we studied on (day) and say what the characters thought or said, or what they were feeling. Intermediate: say sentences in French to retell a story we studied on (day) and say what the characters thought or said, or what they were feeling Advanced: say a series of connected sentences in French to retell a story we studied on (day) and say what the characters thought or said, or what they were feeling, and using transition words to say more
Preparation: To prepare for Session 22, you will want to ask students to submit pictures to the class slideshow (if you choose to do Slide Talk) or think about three or four sketches they can draw on a card for the first lesson in Cycle Four (for Card Talk). You might set aside time at the end of a lesson in this session, Session 21, for students to brainstorm and/or submit/draw their images. In order to choose the topic of the pictures, you will need to decide on the topic of your Information cycle. The example lessons will use the topic of “Regions of France,” but you can, of course, choose to address any other informational topic in Cycle Four. You are advised to read the introductory section of Session 22 before you assign this task to students, so you can “angle” the pictures to elicit students’ prior knowledge of the topic you will address. The Thought Bubble Review uses “thought bubbles” or “speech bubbles” to provide a review of a story that you told previously in class. This lesson will use the example from Session 20, the story of Renart. See Session 20 for the first lesson example that serves as the foundation for this review lesson. The example lesson uses digital thought bubbles, but you can also make them on paper. You might simply take a stack of brightly-colored Post-It notes and, prior to class, write 8-12 thoughts or speech that a character in your story could have said or thought at various points in the plot. You might want to use one color of notes for thoughts and a different color for speech. You could draw thought bubbles and speech bubbles around the words, and write the sentence in the course language, in dark marker. I like the Post-it notes that are 3 x 5 inches, lined, and neon colored like the ones in the picture. You can also prepare the thought/speech bubbles on paper and use tape to affix them to the story. To make the preparation of these paper cards easier, you can draw a thinking bubble and a speech bubble in thick, dark marker on a sheet of plain copy paper, and then run off a good supply of them on the copy machine, perhaps using bright-colored paper, and then cut (or have a student worker cut) around the marker, so that the bubbles have a thick, dark outline and room to write inside. (Teacher tip: I have wasted a bunch of time Page 381
