Session 12: Heroes Picture Talk

Objective: By the end of class, you will be able to…

Beginner: say phrases or sentences in French to describe the heroes that people in class submitted, using words to describe their internal AND external traits

Intermediate: say sentences in French to describe people’s heroes, using words to describe their internal AND external traits

Advanced: say a series of connected sentences in French to describe people’s heroes, using words to describe their internal AND external traits, and using transition words to say more

Preparation

You will want to have students prepare their “baby pictures” for the next session, Baby Picture Talk, and submit them to the class slideshow or other discussion tool. Please see Session 13 for more information.

The Guided Oral Input strategy you will be using today is a variation on Slide Talk called Heroes Picture Talk. You can use the slideshow from our Teachers Pay Teachers store (CI Liftoff) as I used to make the demonstration lesson, or you can quite easily also make your own. You will need to have students complete their slide prior to beginning the Guided Oral Input for this session, perhaps as homework or at the end of class in a lesson prior to this one.

Continue to greet the students in English review expectations, etc., and share the lesson objective.

If you have not yet set up your Videographer, I urge you to do so now, or at the latest before you move into Session 16, the first session in the Narration cycle (Cycle Two). See the HR Manual in the Appendices for more information on setting up this and other student jobs.

You might make your own Reading Workshop text, use the ones in our Teachers Pay Teachers store, such as the example below, or work with a Shared Writing text from a previous lesson. First, distribute or project the text. Then, share the lesson objective if you have not already done so, check in with your Class Starter (and perhaps Videographer), and begin the lesson.

Write Inside the Story

This strategy is explained in more detail in Session 9, when it was first introduced as a Student Application and Assessment strategy. In this sample lesson, I use a beginner reading from our Teachers Pay Teachers store (CI Liftoff) for Cycle One Phase Three, shown below, in French. The texts for this phase are “Personal Profiles” about contemporary people who have made an important contribution to the world.

As always, the lesson notes are written in English. The course language is in black. The class’s stronger shared language is grey.

First, tell the class what the topic of the reading is, most likely speaking in the class’s stronger shared language, and then read it aloud in the course language.

Write Inside the Story is a strategy that helps students practice and “play with” the new language on the Anchor Chart that you introduced so far in this phase. This strategy is an effective way to review/reinforce previous learning. You will ask students to copy sentences from the Reading Workshop text and add sentences or phrases, using terms from the anchor chart (words to describe people’s external and internal characteristics) to “improve” the text.

French Beginner Text - Personal Profile

French Extension Resources - Video French Extension Resources - Website

“I will read this personal profile to you in French, about Stromae, a musical artist who performs in French.” (read in the course language)

“Let’s read the text again and look for a part that could have more facts about Stromae as a person, and then “write inside” the sentence. You will copy it and then we will use the chart to write “inside” the sentence, to add more details about Stromae, inside and out.”

(Model with a sentence or two, as shown here, and then perhaps - especially for upper-level classes, ask students to choose another sentence and, working independently or with a partner, add details to that sentence in their own work.)

Reading Workshop only lasts about six to eight minutes (slightly longer in a block schedule), so after a few minutes of work time, you might have volunteers share out to the whole group, or read their sentences to a partner, and then move into the Guided Oral Input, with a short calendar check-in and then the Heroes Picture Talk.

Quick Calendar Check-In

It is suggested to continue the routine of a brief (2-3 minutes) calendar check-in, which (1) creates an opening/transition routine and (2) continues to reinforce, daily, and in a meaningful context, important vocabulary such as the names of the months and days, weather, numbers, preferences, and activities. For guidance on how to gradually introduce new topics/vocabulary into this daily routine, please see Session Five.

Move on to the Slide Talk - Heroes Picture Talk. Display the slideshow where students have submitted pictures (and perhaps a short description in the stronger shared language or - especially for upper levels - the course language - of their heroes.

“Class, look (gesture) at this person (place your hand under a picture that a student submitted).”

Is this person athletic (teach students a gesture for this term, and/or write it in the course language and the stronger shared language if it is not a very obvious cognate, and/or make a quick sketch to establish meaning)?” (students may call out, “Yes!” or “Athletic!”) “Yes, this person is athletic. Her name is Wanda Butts. (pointing to the letters on the slideshow and perhaps spelling in the course language) Capital W-A-N-D-A-space-capital B-U-T-T-S.

“Is Ms. Butts wearing a swimsuit (gesture to the image or sketch/write to establish meaning) or a ski hat (gesture, sketch, write, or use an actual hat/realia to establish meaning)?” (students may call out, “Swimsuit!” or “No!”)

“Yes, she is wearing a swimsuit. Look (gesture) and think (gesture). Think (gesture) about Ms. Butts. She is athletic. She is wearing a swimsuit. Is she a happy (use your body language, facial expression, and tone of voice to convey “happy”) person? Is she optimistic (or any other term that you are pretty sure students will remember from previous lessons)? Or is she a sad person? Is she a pessimist?” (students may call out, “Happy!” or “Optimistic!” or “No!”)

Continue in a similar manner, working your way through several slides, time permitting. You will not get to all of the students’ images; that is OK. You might “park” on this session for another lesson or two, in order to discuss more slides. Or you can simply move on. If you want to, you might use the students’ information to create personalized resources, such as a class text with all the pictures. You can create the text by downloading the slides as a PDF. Before you do this, you might want to format the slides and edit the information that students submitted, and/or translate the information they submitted in their stronger language(s), to make a simple reading that you might use in future lessons’ Reading Workshop, or put in your classroom library for an option when you begin Free-Choice Reading later in the year.

After about 12 to 15 minutes of Guided Oral Input, regardless of how many of the slides you covered, even if you found that the discussion of the first slide was so interesting to your students that you spent the entire Guided Oral Input time on one slide, you will move on to Scaffolded Oral Review.

Quick Quiz

Move to your Review Spot. For a detailed explanation of this strategy, see Session 1.

“Time for a review quiz. Remember, you will hear the question TWO TIMES. The first time, LISTEN. Do NOT talk. Just listen. The second time, answer.”

“Number One. (hold up one finger) Class, Ms. Wanda Butts …. shhhhh…is athletic and optimistic….shhhh….or Ms. Wanda Butts is…..shhhhh….timid and pessimistic…shhhhhhhh? Shhhhh! Ms.

Select “Export as PDF.”

Wanda Butts …. shhhhh…. is athletic and optimistic…shhhh…or Ms. Wanda Butts is….shhhh….timid and pessimistic? (The class calls out, “athletic and optimistic! or “Athletic!” or “Optimistic!”) “Yes, class! Ms. Wanda Butts is athletic and optimistic.”

“Number Two. (two fingers) Dr. Massimo Galli …. shhhhh…is pessimistic and timid….shhhh….or Dr. Massimo Galli is…..shhhhh….optimistic and hard-working…shhhhhhhh? Shhhhh! Dr. Massimo Galli …. shhhhh…. is pessimistic and timid…shhhh…or Dr. Massimo Galli is….shhhh….optimistic and hard-working? (The class calls out, “Optimistic and hard-working!” or “Optimistic!” or “Hard-working!”) “Yes, class! Dr. Massimo Galli is optimistic and hard-working.”

Ask more questions, if time permits.

A “Goal Box”

Write and Discuss with an Anchor Chart

You will continue working with the anchor chart that you set up in the previous lessons. As you use the chart in this lesson, you will add two to four terms to the growing list of language that can be used to execute the language function that undergirds this phase: describing people inside and out. You might want to make a “goal box” on the top of your Shared Writing text and write one or two terms from the chart in the box (either the new terms, as pictured in the example, or terms that you wrote on the chart in a previous lesson (to reinforce them). During Write and Discuss, you can then “challenge” the class to use the “goal words” in the class’s writing, as modeled below.

The actual contents of Write and Discuss will, of course, depend upon your class’s discussion from the lesson. Furthermore, the actual contents of your Anchor Chart and Goal Box may well vary from the example, depending on what fit your lesson and goals. Within the “writing goal” of “describing people inside and out” (i.e. using adjectives to describe internal and external characteristics), there are, of course, many possible words or phrases that might be used.

As you are still getting your sea legs (or is that your “CI Legs”?) under you, especially in regards to using anchor charts during Shared Writing, you will likely continue to find that you only have time to write two or three sentences. That is OK; you are still building the foundation, and you are learning to use a very powerful literacy tool: the Anchor Chart.

Please see the first eight instructional sessions for more details on Write and Discuss in general.

Your Shared Writing might sound something like this today:

Draw a box and write/sketch the word “Goal” in the course language. Page 265

Note: Some teachers like to make pre-printed Shared Writing sheets that already have the goal box and clip art of a basketball, soccer, or other goal.

“Our goal (point to the word “goal” in the course language on your Shared Writing paper or digital file) is to describe people inside and out (point to the words on the chart) and today our goal is to use these words (write “athlétique” and “travailleur.euse” in the course language in the box). We will get a point every time we use one of these words, so look for ways to use them in the sentences. OK, let’s go!”

Write: The Heroes that we Say: The heroes that we like (gesture) or the heroes that we love (gesture) or the heroes that we admire (gesture)…

”admire” (gesture) means “admire.” Show me “admire” (gesture). Show me “likes” (gesture). “Loves” (gesture). “Prefers” (gesture). “Admire” (gesture).”

“The heroes that we like (gesture) or the heroes that we love (gesture) or the heroes that we admire (gesture)?” Students: Admire! or The heroes that we admire!

Giving students a brand-new option like this during Write and Discuss is very gratifying, for both teachers and also for students, as explained in more detail in the note below.

Note: Students, when given a brand-new, novel, more interesting, and possibly more-complex option, generally choose the new, more complex option. After observing this phenomenon in many classes over the years, with students from all kinds of language backgrounds, at all levels, even beginners, I can only surmise that it is actually human nature to choose a challenge. I assume that it makes students feel smart.

This is truly child development expert Lev Vygotsky’s “Zone of Proximal Development” in action. The “Zone of Proximal Development” refers to the “zone” of learners’ performance that is just above the level of what they could do on their own. On their own, students would, in all likelihood, not know the word “admire” and thus they would not be able to choose that word. However, you are leading the Shared Writing and assisting students to work slightly above their independent level, within the Zone of Proximal Development, in effect “stretching” them to the next level, before they are capable of performing at that level on their own.

This is excellent teaching, and it has the added benefit of restoring your faith in humanity, as it is extremely encouraging to see your students choosing a challenge. It helps you to see them for who they really are — eager, curious learners who want to grow and develop. Even the most sluggish class of utter lazybonses will generally, and enthusiastically, call for the new, more challenging terms when you have set them up for that Page 266

feeling of success that comes from working in the Zone of Proximal Development with a skilled instructional leader (that’s YOU!).

Say: Heroes we admire…(writing and spelling in French) A-D-M-I-R-E.

Write and spell in French: Ms. Capital W-A-N-D-A-spaceCapital B-U-T-T-S is a person Say: Ms. Wanda Butts is an athletic person? Is she a hard-working person? Is she an optimistic person, or a pessimistic person? What is her personality? What’s she like on the inside?”

Students: Optimistic! or Athletic! or Hard-working! Write: a hard-working person

Good job! (put a check or tally mark in the goal box because you used one of the goal words.) Say: Is Ms. Wanda Butts a hard-working person AND an athletic person? Students: Yes! or Athletic! or Hard-working and athletic person!

Write: and an athletic person. Reading/Recycling: The heroes that we admire. Ms. Wanda Butts is a hard-working person and an athletic person. Good job! (put a check or tally mark in the goal box.)

Write and spell in French: Dr. Massimo Galli Capital M-A-S-S-I-M-O-space-Capital G-A-L-L-I is a person Say: Dr. Massimo Galli is a timid person? Is he a hard-working person? Is he an optimistic person, or a pessimistic person? What is his personality? What’s he like on the inside?” Students: Optimistic! or NOT timid! or Hard-working! Write: Dr. Massimo Galli is a hard-working person Good job! (put a check or tally mark in the goal box.) Say: Dr. Massimo Galli is a hard-working person…or Dr. Massimo Galli is a hard-working person ALSO? Students: ALSO! or Hard-working person also! Write: also

Reading/Recycling: The heroes that we admire. Ms. Wanda Butts is a hard-working person and an athletic person. Dr. Massimo Galli is a hard-working person also.

Continue as time permits, accumulating points in the goal box as you go. If another word to describe a person comes up naturally as you write, you can add it to the Anchor Chart.

The “Go-To” Daily Strategies

Shared Reading is not modeled in this lesson in detail, as you are simply continuing to use the “go-to” strategies explained and modeled in detail in the previous sessions.

Write Inside the Story

Walk to your Quiz Spot. Students will need paper. You can have them work in a notebook or folder, in their portfolios, or on a piece of paper that they can turn in on the way out the door after class. Leave the Shared Writing text projected where students can look back at it, and have the Anchor Chart visible.

Write Inside the Story is a strategy that helps students practice and “play with” the new language on the Anchor Chart, and (in later lessons when you have accumulated a list of more terms on the Anchor Chart) to review/reinforce the previous language. You will ask students to copy the Shared Writing text (if they have not already done so during Shared Writing) and add to the class’s writing, using terms from the anchor chart to “improve” the text.

“OK, quiz time. I will read our writing. Your job is to find two sentences that could have more facts in them, and then “write inside” the sentence. You copy it and then use the words/phrases on the chart to write “inside” the sentence, to add more.”

(You might model with a sentence as shown above.)

Give students time to work on on their writing, perhaps working with a partner, if you think that will be helpful to them. As noted in previous sessions, you might notice as students work that are re-engaging with the written language by referring to the text and/or chart(s).

By re-organizing and re-using the language, and using it to create new original phrases and sentences, students are (1) processing the language input again, in a deeper way and (2) reinforcing and practicing the literacy move that you are modeling by using the anchor chart during Write and Discuss. This builds crosscurricular literacy and, perhaps most importantly, helps students to develop a more confident self-concept as a learner: someone who can learn new “tricks” or strategies and then use tools (such as a “mentor text” in the form of the class’s Shared Writing text or tools like anchor charts) to deploy those “moves.” This is a very valuable experience for students, and especially for those students for whom literacy in their content-area classes (e.g. English Language Arts or Economics) is challenging.

Many students who are not reading on grade level have, by the time they arrive in a secondary classroom, spent years of their educational careers attempting to decode and comprehend texts that are far above their independent reading level. My years working with Reading Intervention students in middle school showed me, beyond a shadow of a doubt, how little confidence students can have when their confident reading level is languishing two, three, or even four or more grade levels behind their chronological age and grade.

For these students, it can be an especially valuable experience to “start over” on their literacy journey and get a “clean slate” or a “fresh start” with an entire class of peers who are also beginners in the new language. It may well be the only time in their entire educational careers that they were in an entire class that was focused on the foundations of reading, together. This is because, by fifth grade and above, most students whose reading level lags behind their age or grade find themselves feeling left out, confused, and - honestly - like a major loser when the class seems to be confidently and easily reading a passage that they cannot hope to tackle on their own.

The feeling of being “one of the crowd” in a beginner language course can be incredibly freeing to such students. They have told me so! Once, a student, whose reading level was actually not behind his grade level, and who did not appear to be experiencing any academic difficulties, told me, with great enthusiasm and wonder, “Ms. Hargaden, this class is the only one where I understand EVERYTHING! And you’re talking in SPANISH!”

The amazing thing I realized was that this student did not demonstrate any “warning signs” or “red flags” to indicate that they might be feeling lost in six out of seven periods of the school day. But they are, in fact, feeling lost. My students have shown me over the years that they deeply appreciate how comprehensible they are finding the lessons in Spanish, and that they feel strongly supported by the instructional approach in Spanish class.

It’s such important work that we are doing, and it has far-reaching ramifications for students’ general level of academic confidence and ability, far beyond the scope of acquiring Spanish or Hebrew or French or Mandarin. This is education of the whole person, and it’s just really great teaching!

At the end of the period, you might debrief on what went well, and perhaps setting or reviewing goals.

Instructional Session 13

Objective: By the end of class, you will be able to…

Beginner: say phrases or sentences in French to describe the pictures that people in class submitted, giving details to compare descriptions of people in the past and present

Intermediate: say sentences in French to describe the pictures that people in class submitted, giving details to compare descriptions of people’s internal AND external traits in the past and present

Advanced: say a series of connected sentences in French to describe the pictures that people in class submitted, giving details to compare descriptions of people’s internal AND external traits in the past and present, and using transition words to say more

Preparation:

The Guided Oral Input strategy you will be using today is a variation on Slide Talk called Baby Picture Talk. You can use the slideshow from our Teachers Pay Teachers store (CI Liftoff) or make your own. You will need to have students complete their slide prior to beginning the Guided Oral Input for this session, perhaps as homework or at the end of class in a lesson prior to this one.

As an alternative, or in addition to, using students’ baby pictures, you can round up baby pictures of school staff, or from the larger culture who are well-known to the majority of your students. You can include pictures of the people when they grew older. It is fun to have students guess who is who and then show the baby pictures side-by-side with the recent pictures and compare/contrast. You can also simply use Google Image Search to find baby pictures. “Funny babies” usually results in some really amusing images. Look!

Continue to greet the students in English review expectations, etc., and share the lesson objective. If you have not yet set up your Videographer, I urge you to do so now, or at the latest before you move into Session 16, the first session in the Narration cycle (Cycle Two). See the HR Manual in the Appendices for more information on setting up this and other student jobs.

You might make your own Reading Workshop text, use the ones in our Teachers Pay Teachers store, such as the example below, or work with a Shared Writing text from a previous lesson. First, distribute or project the text. Then, share the lesson objective if you have not already done so, check in with your Class Starter (and perhaps Videographer), and begin the lesson.

Find That Cognate

In this sample lesson, I use the beginner reading from our Teachers Pay Teachers store (CI Liftoff) for Cycle One Phase Four, shown here, in French. The texts for this phase are infographics about important contemporary issues, with a particular focus on Anti-racism and Black history.

The lesson notes are written in English. The course language is in black. The class’s stronger shared language is grey.

Hand out (or project/display) the Reading Workshop text, and then proceed.Since the Reading Workshop texts “pivot” to a new text type (i.e. in Cycle One Phase Three, we provide “Personal Profiles” and in this phase, we provide infographics), we are returning to a familiar instructional strategy to allow students some time to “settle in” to this phase and text type, if you are choosing to use our resources. Because this strategy has been explained in detail in Session One, we will move on to the lesson procedures right away in this session.

First, tell the class what the topic of the reading is, most likely speaking in the class’s stronger shared language, and then read it aloud in the course language. Because the example is an infographic, it bears mentioning that you will probably not “read” it through as you would a less graphic-oriented text. You will most likely “walk through” the infographics, reading the words and phrases and then discussing them, describing some of the pictures/graphics, etc.

French beginner examples

“I will read this infographic to you in French and talk about some of the images, in French. This infographic will teach you about terms that are important when discussing racism. There are a lot of cognates in this infographic, and after we read it, we will find some of them, so be on the lookout as we read it.” (read and discuss in the course language)

(Once you have read the entire text, point to or circle a very obvious cognate and ask for its meaning in the class’s stronger shared language.) “Class, ‘exclusion’ in English?” (Students answer. Then you write the English on the text, and spell it, saying the letters in the course language, as demonstrated below.) “Yes, exclusion in English, is exclusion. E-X-C-L-U-S-I-O-N.” (This sounds like: “Oui, exclusion en anglais est eclusion. uhhh-eeks-saay-ell (saying letters in French).”)

(Because these words might not be familiar to your students in English, or their stronger language(s), you may need to establish meaning of the ENGLISH. You can ask students to turn and tell a partner the word’s meaning, in English, and circulate to listen in and assess the general level of understanding of these terms, and, if needed, teach them by briefly sketching and/or giving some examples. This is modeled below.)

French beginner example

“Class, turn and tell a partner what “exclusion” means. Go!” (students talk as you listen in to assess their understanding of the cognate)

(if you have determined that they need extra reinforcement of the term in the stronger shared language)

“Class, look (gesture). Exclusion. (spelling in French) E-X-C-L-U-S-I-O-N. One person. Two people. Three, four, five people. A group. Another person. The group excludes the person. They don’t talk to the person. They don’t look at the person. They EXCLUDE the person. Class, look (gesture) and think (gesture). The group is excluding this person. Is this excluded person happy (gesture) or sad (gesture)?”

(Moving on to another cognate,) “Class, ‘segregation' in English? Yes, segregation in English, is segregation. S-E-G-R-E-G-A-T-I-O-N.”

“Class, turn and tell a partner what “segregation” means. Go!” (Listen in to this brief turn and talk, and if students seem to need further clarification, teach that word as well, perhaps using a similar process to the one depicted above.)

(Asking a more open-ended question, if time permits:) “Class, look (gesture). Other (gesture) cognates?” (Students answer, probably in English.) “Yes, racism in English, is racism. R-A-C-I-S-M.”

E-X-C-L-U-S-I-O-N One person, two people, three people, four people. A group. Another person

The group EXCLUDES the other person. The group does not talk to the person. The group does not look at the person.

The group EXCLUDES the other person.

Look at this person. Think about the person. Think...is this person happy?

After a few minutes, move into the Guided Oral Input, beginning with the calendar check-in and then the Baby Picture Talk.

It is suggested to continue the routine of a brief (2-3 minutes) calendar check-in, which (1) creates an opening/transition routine and (2) continues to reinforce, daily, and in a meaningful context, important vocabulary such as the names of the months and days, weather, numbers, preferences, and activities. For guidance on how to gradually introduce new topics/vocabulary into this daily routine, please see Session Five.

Display the slideshow, and move on to the Baby Picture Talk, showing one of the slides that you or the students prepared.

“Class, look (gesture) at baby Sophie! AWWWWWWW! Sophie was so LITTLE (gesture)!!

When Sophie was a baby (point to the picture), when she was little (gesture), she LOVED (gesture) Barney.”

“Sophie…”

(When you ask one student a question, or address them directly, you are advised to make sure that the student is not on the spot by using the trick outlined below.)

Speak to the student in the course language… but don’t QUITE finish the utterance… Ask the class in the stronger shared language, “What am I asking/saying?”” The class will usually call out in the stronger shared language what you said to the student. Now that the student knows what you are asking, beyond any doubt, repeat the utterance in the course language.

“Sophie, look (gesture) at the class — what am I telling Sophie?” (the class yells, “Look at the class!” or “Look!”)

“Sophie, look (gesture) at the class.” “Who in the class (gesture) loved (gesture) Barney when they were little? One, two (counting in the course language)…Sophie, look (gesture)! Eight people LOVED Barney when they were little! Who in the class (gesture) did NOT like (gesture) Barney when they were little? One, two (counting)…Sophie, look, 23 people did NOT like (gesture) Barney when they were little.”

“What did I just say to Sophie?” (students call out, “23 people did not like Barney!”) “Yes, Sophie, 23 people did NOT (gesture) like Barney when they were little! Class, look (gesture) at Sophie. Think (gesture) about Sophie. Is Sophie sad (gesture) because 23 people in the class do NOT like (gesture) Barney? Look (gesture) at Sophie, and think (gesture) … you think (gesture) that Sophie is sad (gesture)?” (students call out “NO!”)

“You think (gesture) that Sophie is NOT sad (gesture)? Sophie, are you sad (gesture)? What did I ask?” (students call out, “Are you sad!”) “Sophie, are you sad (gesture) because 23 people do not like (gesture) Barney?”

Continue on in this fashion, covering as few or as many slides as feels natural and engaging in the eight to 20 minutes that you have scheduled for the Guided Oral Input. You can return to the slides in the next lesson, which is what is “scheduled” on the sample phase outline, which has three lessons scheduled to discuss your students’ slides or other variations on Baby Picture Talk — see the “Preparation” notes at the beginning of this session for other options.

Refer back to Session 12 for suggestions on making a class book out of the slideshow.

After about 12 to 15 minutes of Guided Oral Input, regardless of how many of the slides you covered, even if you found that the discussion of the first slide was so interesting to your students that you spent the entire Guided Oral Input time on one slide, you will move on to Scaffolded Oral Review. You will probably want to plan on spending at least one more class period on this strategy, and discuss more slides then.

Quick Quiz

Move to your Review Spot. For a detailed explanation of this strategy, see Session One.

“Time for a review quiz. Remember, you will hear the question TWO TIMES. The first time, LISTEN. Do NOT talk. Just listen. The second time, answer.”

“Number One. (hold up one finger) Class, when Sophie was little …. shhhhh…she loved Barney….shhhh….or Sophie loves Barney…..shhhhh….NOW…shhhhhhhh? Shhhhh! when Sophie was little …. shhhhh…. she loved Barney…shhhh…oor Sophie loves Barney….shhhh….NOW? (The class calls out, “Little! or “When she was little! ”etc.) “Yes, class! When Sophie was little, she loved Barney.” “Number Two. (two fingers) Now Sophie is age …. shhhhh…16….shhhh….and NOW Sophie loves Barney…..shhhhh….or Sophie hates Barney now…shhhhhhhh? Shhhhh! Now Sophie is age …. shhhhh… 16….shhhh….and NOW Sophie loves Barney…..shhhhh….or Sophie hates Barney now? (The class calls out, “Hates! or “Hares Barney now! ”etc.)

“Yes, class! When Sophie was little, she loved Barney. But now she is 16 and she hates Barney.”

Ask more questions, if time permits.

Write and Discuss with an Anchor Chart

You will set up a new anchor chart for this phase to collect a list of terms that are useful for describing people and places in the past and present. See the sections on Reading Workshop and Shared Writing in Session Nine for more detailed information on setting up anchor charts and goal boxes during Shared Writing.

Your Shared Writing might sound something like this today:

First, draw a box and write/sketch the word “Goal” in the course language. Some teachers like to make pre-printed Shared Writing sheets that already have the goal box and clip art of a basketball, soccer, or other goal.

A “Goal Box”

“Our goal (point to the word “goal” in the course language) is to describe in the past (point to the word “past” on the chart) and present (point to the word “past” on the chart). Today our goal is to use these words (write “au passé” and “au présent” in the course language in the box). We will get a point every time we use one of these words, so look for ways to use them in the sentences. OK, let’s go!”

Write: Barney the Dinosaur that Say: Barney the dinosaur that we LIKED (gesture) or Barney the dinosaur that we LOVED (gesture)…

Students: Liked! or Loved! or The dinosaur we loved! or Hate!

Say: the dinosaur that we liked (gesture) in the past (writing and spelling in French) A-U-espace-P-A-S-S-E-accent aigu. Good job! (put a check or tally mark in the goal box because you used one of the goal words.)

Write and spell: Sophie…S-O-P-H-I-E…

Say: Sophie LIKED (gesture) Barney or Sophie LOVED (gesture)

Students: Loved! or Loved Barney! or Sophie loved Barney!

Write: …loved Barney. Read/Recycle: Barney, the dinosaur that we loved in the past. Sophie loved Barney.

Say: Sophie LOVED Barney IN THE PAST (point to the word “past” on the chart) or Sophie loves Barney NOW (point to the word “present/now” on the chart)? Students: In the past! or Loved Barney in the past! etc.

Write/Say: In the past …(writing and spelling in French) A-U-espace-P-A-S-S-E-accent aigu. Good job! (put a check or tally mark in the goal box because you used one of the goal words.)

Say: In the past, Sophie loved Barney a little (gesture) or a lot (gesture)? Students: A lot!

Say: Sophie, in the past, you loved Barney a little (gesture) or a lot (gesture)…what am I asking Sophie? Students: Did you love Barney a little or a lot!

Say: Sophie, in the past, did you love Barney a little (gesture) or a lot (gesture)? Sophie: a lot? Write/Say: In the past, Sophie loved Barney a lot.

Reading/Recycling: Barney, the dinosaur we loved in the past. In the past, Sophie loved Barney a lot.

Continue as time permits, accumulating points in the goal box as you go. If another word to describe in the present and past comes up naturally as you write, and you think it is important to remember and use in the future, you can add it to the Anchor Chart.

The “Go-To” Daily Strategies

Shared Reading is not modeled in this lesson, as you are simply continuing to use the “go-to” strategies explained and modeled in the previous sessions. Refer to Sessions one through ten for more details.

Written Quick Quiz

Note: For a more detailed explanation of this strategy, please see Session 5 in which it was first introduced.

Walk to your Quiz Spot. Please note that, even for a written quiz, it is highly recommended that you still use gestures, facial expressions, or even walk to the board or Shared Writing text, to point out visuals that might make the questions more comprehensible.

You might find that, since you have used the strategy of a Quick Quiz several times in past lessons, and since you are using positioning (moving to your quiz spot) to signal to students that you have moved on to a familiar, predictable part of the daily instructional framework, Student Application and Assessment, which happens every day at the end of class, that you do not need to use English to transition and explain the next activity.

One of the great advantages of using a daily instructional framework is that you will be able to use less and less English to transition, since the structure of class is similar each day. Students should come to expect certain directions, after you have done them several times. So, you are encouraged to begin experimenting with giving more directions in the course language. One way to do that is to give the directions first in English, and then in the course language, repeating them so that students are able to understand them in the course language, so that you can gradually use less English and eventually transition to giving directions fully in the course language. This is modeled below. Note that the directions are given in English, but you would be speaking in your course language.

“Quiz time. You will need paper and pencil. You will hear the question TWO TIMES. Listen SILENTLY and write a word, a phrase, or a sentence in French to answer. Spelling does NOT count; you will get an A if you can show the correct answer, in French, with any kind of spelling that you think is best, as long as it shows that you know the answer.”

“We will take a quiz.” “You need paper and a pencil or pen.” “You will hear a question. Listen in silence.”

“I will repeat the question. Listen in silence.” “Write the answer on your paper.”

(re-explaining in the course language and sketching to reinforce comprehension)

Number One. (hold up one finger) Class, in the past did Sophie LOVE (gesture) Barney…. shhhhh…. or did Sophie HATE (gesture) Barney in the past? Shh…in the past, did Sophie LOVE (gesture) Barney or did Sophie HATE (gesture) Barney in the past…. shhhhh….?”

“Number Two. (hold up two fingers) now does Sophie LOVE (gesture) Barney or does Sophie NOT LOVE (gesture) Barney now…. shhhhh…. now does Sophie LOVE (gesture) Barney or does Sophie NOT LOVE (gesture) Barney now….shhhh?”

Continue in this manner, perhaps asking three to five total questions, making sure to leave about five minutes at the end of class to grade them. For more details on suggested ways to use the in-class grading as a learning opportunity (as students listen to you restate the questions and check their answers, or a partner’s answers), please see Session 5.

At the end of the period, you might debrief on what went well, and perhaps setting or reviewing goals.