Session 14: Class Survey

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

Beginner: write sentences in French to describe people in class, giving details to compare descriptions of people in the past and present

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

Advanced: say a series of connected sentences in French to describe people in class, giving details to compare descriptions of people in the past and present, 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 Class Survey. This versatile strategy was first introduced in Session Seven. See that session for a more detailed explanation of the strategy.

As explained in more detail in Session Seven, you can choose to use picture prompts, such as the ones in the example lesson, which you can download from our Teachers Pay Teachers store (CI Liftoff), or you can simply make a chart on the board or overhead projector to record students’ responses to the survey questions. You can choose any topic about which to survey your class, as long as the question elicits descriptions in the past and present. For example: Music you liked when you were 10 and music you like now, or school subjects/ activities you liked in elementary school versus what you like now. The example from our TpT store is about the topic of activities in kindergarten.

Now, on to the lesson procedures:

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. 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.

Show Me Your (Writing) Moves

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. Of course, in any Reading Workshop, you can always choose to use a text that your class wrote together in a previous lesson’s Shared Writing. This might actually be the ideal option, especially for beginners, since the texts that they co-create with you will be the most comprehensible.

As always, 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.

We will use the “Show Me Your (Writing) Moves” strategy with the Reading Workshop text today. This strategy was first introduced in Session Nine, in which you can find a more detailed explanation.

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 and use the strategy, as modeled below.

“I will read this infographic to you in French, about legal protections against discrimination. We will continue using this list of words (point to the anchor chart) to write sentences about the text.”

French Beginner Infographic

(Give the signal to start class, and have your Videographer begin filming, if you have set that job up, which I strongly suggest you do this week, if you still have not done so.)

(read the text in the course language and discuss the graphic elements, if using an infographic.)

(Speaking and writing in the course language) “In the past (pointing to the anchor chart) the law…Did the law protect against race discrimination?” Students: No?

(Speaking and writing in the course language) “the law did not protect against racial discrimination.”

(Speaking and writing in the course language) “Now (pointing to the anchor chart) the law…Does the law protect against race discrimination?” Page 281

(Speaking and writing in the course language) “now, the law protects against race discrimination.”

(You might want to give the class a check mark on the anchor chart or other location, to award a “point” for using an item from the chart.)

Repeat with a couple of other sentences, using the term(s) on your Anchor Chart to restate the information from the Reading Workshop text. After a few minutes, move into the Guided Oral Input, with a short calendar check-in and then begin the class survey.

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.

Because you will be using the Scaffolded Oral Review strategy “Who Said What?” you will need to record some specific students’ names, so that you can more easily refer back to those specific people during Scaffolded Oral Review. This is modeled below.

Display the slideshow, and briefly introduce the Class Survey.

“This is a survey about what you were like in kindergarten.”

“Class, look (gesture) at the kindergarten kids (point to the image). Think (gesture) about kindergarten (gesture).”

“In kindergarten (place your hand under the word/image on the slide), did you like (gesture) mud (slide or place your hand under the image of “mud” or sketch/write, or use realia or another way to establish meaning)? Who in the class (gesture) liked (gesture) mud (point) in kindergarten (point)?”

(counting students’ raised hands) “One, two, three…eleven people liked (gesture) mud (point) in kindergarten (point).”

“Who in the class (gesture) LOVED (gesture) mud (point) in kindergarten (point)? (counting students’ raised hands) “One, two…two people LOVED (gesture) mud (point) in kindergarten (point). Dré LOVED mud in kindergarten (writing and spelling in the course language) D-R-E-accent aigu. MaKayla LOVED mud in kindergarten (writing and spelling in the course language) Capital M-A-Capital K-A-Y-L-A.”

“Who likes (gesture) mud (point) now (point to the words on the slide or table you drew to collect responses)?”

(counting students’ raised hands) “One, two…two people like (gesture) mud (point) now (point). MaKayla LOVED mud in kindergarten and she likes (gesture) mud (point) now (point). MaKayla (writing and spelling in the course language) Capital M-ACapital K-A-Y-L-A. Dré LOVED mud in kindergarten but he does not like (gesture) mud (point) now (point). Sacha did NOT LIKE (gesture) mud (point) in kindergarten (point) but he likes (gesture) mud (point) now (point) (writing and spelling in the course language) S-A-C-H-A.”

Continue with other slides, activities, and words to describe people, as time permits.

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.

Who Said What?

Move to your Review Spot. This Scaffolded Oral Review strategy is a good way to lay the foundation for having characters think and speak, which will be a major focus of the anchor charts and literacy work in Cycle Two, Narration, which is the next phase. You are currently in the last phase of Cycle One, Description, Phase Four, Describing in the Past and Present. This strategy asks students to imagine what someone would say or think in reaction to various situations that are related to the facts you discussed during Guided Oral Input.

You will make a series of three to five statements that a member of the class may have said, based on what you learned in the survey, and ask who said, or would have said, each one.

You will say something that one of the students could have said, and ask the class, “Who said that?”, “Who would say that?”, or “Who would have said that?”

Once the class has correctly identified who would have said what, you can provide more repetitions of the language by restating the person and what they said, for example, “Sacha would have said, I don’t like mud!’”

You can choose to extend the learning by continuing the sentence with the words from your anchor chart, for example, “In the past, Sacha would have said, I don’t like mud!” For more advanced students, you can also choose to ask the class to explain why the person said, or would have said, that statement, for example, “Sacha would have said, ‘I don’t like mud!’ Why would he say that?”

“Time for a review quiz. This is called “Who Said What?” I will pretend to be someone in class, and say something. Your job is to say who might say that. You will hear the answer twice. The first time, listen, don’t talk. The second time, say the person who would have said this.”

(explaining the directions again in the course language) “I will say (gesture)…Say (gesture) means say. Show me “say” (gesture). Show me “look” (gesture). “Prefer” (gesture). “Love” (gesture). “Talk” (gesture). “Like” (gesture). “Say” (gesture).”

“I will say (gesture) a sentence in French.” “I will say (gesture) the sentence two (hold up two fingers) times. The first time (hold up one finger) listen (gesture). Do not talk (gesture).” “The second time (hold up two fingers), you will say (gesture) who in class would have said (gesture) that.”

“Number One. (hold up one finger). Who would have said (gesture) ‘I love (gesture) mud (point to the image/ word)!’…shhh! Who would have said (gesture) ‘I love (gesture) mud (point to the image/word)!’?”

Students call out: MaKayla! Dré! etc.

“Yes, MaKayla would have said (gesture) ‘I love (gesture) mud (point to the image/word)!’ Dré woukd have said (gesture) ‘I love (gesture) mud (point)?”

“Would Dré say (gesture) NOW (point to the image/word) ‘I love (gesture) mud (point)’….shhhh…or ‘I DON’T LIKE (gesture) mud’? Would Dré say (gesture) NOW (point to the image/word) ‘I love mud’?”

“Number Two. (hold up two fingers). Who would have said (gesture) in kindergarten (point to the image/word) ‘I am curious (point)!’…shhh! Who would have said (gesture) in kindergarten (point to the image/word) ‘I am curious (point)’?”

Students call out the answer, and you might ask follow-up questions as modeled above.

Ask more questions, if time permits.

Write and Discuss with an Anchor Chart

You will continue to use the anchor chart that you set up in Session 13, adding two or three new terms to it today.

Even if you used more than two or three new terms during Guided Oral Input and Scaffolded Oral Review, you are advised to limit the number of new terms that you add to your anchor chart in any given lesson. This may mean that you need to be selective, and think about what terms are the most generally useful to execute the language function on this anchor chart (specifically, describing in the past and present), and focus on those terms, adding them to the chart. You might also add completely new terms to the chart, and establish their meaning through a sketch, translation, and/or teaching a new gesture.

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:

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

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) 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 “aimait/aimais” and “aime” 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 Mud Say: The Mud I LIKED (gesture) or The Mud I LOVED (gesture)…

Students: Liked! or Loved! or The mud I loved! etc.

Say: the mud that I loved…(writing and spelling in French) A-D-O-R-A-I-S. Good job! (put a check or tally mark in the goal box because you used one of the goal words.)

Write and spell: The Story of MaKayla… Capital M-A-Capital K-A-Y-L-A…

Say and write: I am MaKayla. I’m… Say: I am 15…or when I WAS in kindergarten?

Students: 15! Kindergarten! When I was in kindergarten! etc. Write: …when I was…five (hold up five fingers)? fifteen (jot “15”)? ten (jot “10”)? Students: 5! When I was 5! etc.

Crossing out “I am” and replacing it with “I was”, say and write: When I was 5, I loved (gesture)

Good job! (put a check or tally mark in the goal box because you used one of the goal words.)

Read/Recycle: The Mud That I Loved: The Story of MaKayla. I am MaKayla. When I was five, I loved

Say: MaKayla LOVED (gesture) the mud when she was 5, or MaKayla liked (gesture) the mud when she was 5?

Students: Loved! Loved the mud! etc.

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. Then, move on to Shared Reading.

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.

Write Inside the Story

Write Inside the Story is explained in more detail in Session Nine.

Walk to your Quiz Spot. Students will need paper. Leave the Shared Writing text projected where students can look back at it, and have the Anchor Chart visible.

“OK, quiz time. I will read our writing. Your job is to find two sentences that could have more details 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 explain the activity in English and then repeat in the course language, as shown below.

(You might model with a sentence or two, as shown here.)

“We will write inside the text.” “We will use the chart.” “We will add to the text.”

Give students time to work on their writing, perhaps working with a partner, if you think that will be helpful to them.

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