Instructional Session 27
Objective: By the end of class, you will be able to… Beginner: say strings of sentences in French to answer questions in French about the Grand Est region, and use topicspecific vocabulary that we have learned in this cycle Intermediate: say strings of sentences in French to answer questions in French about the Grand Est region, and use topic-specific vocabulary that we have learned in this cycle, and use transitions to organize your speech Advanced: say a series of connected sentences in French to answer questions in French about the Grand Est region, and use topic-specific vocabulary that we have learned in this cycle, and use transitions to organize your speech
Preparation: The Guided Oral Input strategy you will be using today is the Word Card Review. This strategy is closely related to the Thought Bubble Review, explained in detail in Session 21. Please refer to that page for more details. You will begin by “Reading the Walls” to review the information from the Input chart you made in Session 26. “Reading the Walls” is a strategy that uses any artifact that you have put on the walls, such as the Kid Grid, an Input Chart, the Cognitive Content Dictionary, a One Word Image, student artwork, the calendar, etc,, to provide review of that day’s learning. This strategy can also be used as the day’s Guided Oral Input, if you have plenty of material to review. To prepare, you will write 8-12 key terms in dark marker, each word or term on a different card, or prepare digital “cards” like those in the example lesson. These terms might be already written on the chart, or they can be words that are useful to explain or describe more abut the topic on the chart. There is really not any special formula for selecting the words, but I do like to prioritize academic terms that are specific to the topic of the topic I am reviewing, such as “agricultural product” and “metropolitan area”, in the case of, for example, a map that shows some economic regions of a country, and also less-specific, higher-frequency terms that I know are useful in other contexts, such as “compared to” or “contains” or “location”. Then, for review in class, you simply go through the stack of words and talk about them, standing by the chart and affixing them to the chart near a place where the term is useful. Perhaps, as you put the cards on the chart, if the terms are already written on the chart, you are simply sticking the card right on top of the term that was already there, written on the chart when you made it with the class. That’s OK; using the new card to “pop out” the term highlights it and helps to imprint it neurologically on students’ brains.
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