Instructional Session 23

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

Beginner: say phrases or sentences in French to give information about four regions of France

Intermediate: say a series of connected sentences in French to give information about four regions of France, using transition words to say more

Advanced: say a series of connected, well-organized sentences in French to give information about four regions of France, using transition words to say more

Preparation:

The Guided Oral Input strategy you will be using in this session is a Picture Inquiry chart. This strategy was first introduced in Session 7. See that session for a more detailed explanation of the strategy.

The Picture Inquiry chart is a series of images that show four to six examples of each of the subtopics that you created when planning your Process Grid for this topic study. You will not speak about the Shape and Concept Categories in this session; you will simply use the images in your slideshow (or other format) to describe aspects of the subtopics, in general terms. You will begin to teach about the Shape and Concept Categories in Session 26, when you use the Input Chart strategy to teach about the first subtopic on your Process Grid.

The Picture Inquiry chart is a GLAD (Guided Language Acquisition Design) strategy that falls under a collection of strategies called “Focus and Motivation.” These strategies are designed to be used at the beginning of a topic study, to rally students around the topic and, especially in the case of the Picture Inquiry chart, draw out their prior knowledge and understandings (and perhaps their misunderstandings). Therefore, you will not use the images to teach specific content, but rather to pique students’ curiosity about the topic and draw them into the Information cycle in a student-centered way.

You can choose to use a prepared series of images, 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 collection of four to six images about each of your subtopics, or use a resource from any other source. The example series of lessons that I will use in this book is from our materials. The topic of the example lessons is regions of France, and the subtopics are four specific regions: (1) Le Grand Est , (2) Normandy, (3) Corsica, and (3) La Nouvelle-Aquitaine.

Continue to greet the students in English review expectations, etc. Share the lesson objective if you have not already done so, check in with your Class Starter (and perhaps Videographer), and begin the lesson.

Pronunciation Practice

See the notes in Session Three for detailed instructions on how you might conduct this Reading Workshop strategy. In this sample lesson, I return to the E-Lit reading from our Teachers Pay Teachers store (CI Liftoff) for Cycle Four Phase One, in French. Of course, you can always choose to use a text that your class produced in a previous lesson during Shared Writing, which is, in many ways, the preferable option, since the text will be customized to the class’s experiences and - because they helped to create it - highly comprehensible, even for beginners.

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.

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

French E-Lit text

German E-Lit text Spanish E-Lit text

“I will reread this text to you in French, about visiting Paris.” (read in the course language)

“Let’s practice our French pronunciation. I will read a sentence in French and then we will all read it together. Your job is to pronounce the words as closely to how I say them as you can. We will really ‘French it up’ and try to use the ‘Frenchest’ pronunciation you can.” (Read a sentence from the reading aloud in the course language, really emphasizing the pronunciation so students will stretch their speech articulation muscles when they repeat the sentence in the same fashion.)

“OK, let’s read that together, and ‘French it up’ as much as we can.” (Read with the class, modeling very clear and almost overly-articulated pronunciation in the course language.) “Good job. But I bet you can ‘French it up’ even more. Like this. Listen.”

(Read the same sentence aloud in the course language, really emphasizing the pronunciation, perhaps even more than the first time.) “OK, let’s read that again, and ‘French it up’ even more.” (Read with the class, modeling very clear and almost overly-articulated pronunciation in the course language.)

Repeat with a couple of other sentences, if time permits. After a few minutes, move into the Guided Oral Input, with a short calendar check-in and then begin the Picture Inquiry chart.

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.

See the graphic below for the lesson procedures.

After about 12 to 15 minutes of Guided Oral Input, regardless of how many of the slides you covered, you will move on to the Scaffolded Oral Review. Please note that you will want to talk about at least one image for each of your subtopics.

You can spend more time on the pictures in the next lesson, if you want. If you have had time to discuss a sufficient amount of information, then you will move on to the next part of this strategy: the Observation Report, as shown in the images above. If you do not have time to move on to that part in the first lesson, you can plan to, in your next class session, review the images, perhaps continuing on to examine additional images, and then proceed to the chart during the Guided Oral Input time in that lesson.

You could spend as much or as little time in this session as you wish, as long as your students are engaged in the discussion of the images and in adding their noticings and thoughts to the chart.

True-False Quiz

Move to your Review Spot and continue. The True-False Quiz is a very simple review strategy. For more information, please see Session Two, where it is explained and modeled in detail.

“OK, time for a review quiz. It is true (gesture thumbs up) and false (gesture thumbs down).”

You might use a visual aid to reinforce the meaning of the words for “true” and “false” in your language, and/ or ask students, “Show me true, show me false” to help them learn and recognize the thumbs-up and thumbsdown gesture you are using.

“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) True (gesture or use visual aid) or false (gesture or use visual aid) …. shhhhh…. Corsica is located beside the Atlantic Ocean….shhh….True (gesture/visual) or false (gesture/visual)… shhh…Corsica is located beside the Atlantic Ocean.” (The class calls out, “FALSE!”) “Yes, FALSE! (gesture or use visual aid). Corsica is. NOT located beside the Atlantic Ocean. Which regions ARE located beside the Atlantic Ocean?” (Some students may call out, “La Nouvelle-Aquitaine! or “La Normandie!”) “Yes la Nouvelle-Aquitaine and la Normandie are located by the Atlantic Ocean. Is Corsica located in the Mediterranean Sea or in the Pacific Ocean?” (Some students may call out, “The Mediterranean Sea!”)

“Question two (hold up two fingers). True (gesture) or false (gesture)? The American cemetery in Normandy is from D-Day during World War II …. shhhhh…. The American cemetery in Normandy is from D-Day during World War II.” (The class calls out, “TRUE!”)

“Yes, TRUE! (gesture or use visual aid). The American cemetery in Normandy is from D-Day during World War II. How many people in class are interested in history? Nine people in the class or ONE person in the class is interested in history?” (Some students may call out, “NINE!”) “Yes, nine people in the class are interested in history.”

Repeat with more true-false questions if time permits.

You will continue using the anchor chart you set up in Session 22, perhaps adding a few new terms to state the topic sentence and/or give details (“first,” “also,” etc.). See Session Nine for more detailed information on setting up anchor charts and goal boxes during Shared Writing. Below you will find a series of images showing how Shared Writing might go if you only had time to review the images in the lesson. These images are followed by a series of images showing how your Write and Discuss might go after you complete the entire strategy, using the Picture Observation Report chart.

How Shared Writing might go if you only had time to review the images

How Shared Writing might go after you complete the Picture Observation Report

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.

Q and A Game

Note: For a more detailed explanation of this strategy, please see Session 6 in which it was first introduced. Students will find a partner, or you will partner them up. It might sound something like this:

“Get with a partner.” (Students get with a partner in whatever way you have chosen.) “Decide who is Partner A and who is Partner B. Partner A will raise their hand.” (repeating the directions in the course language) “You will decide who is Partner A and who is Partner B. Partner A will raise their hand.” (once half the class is raising their hand) “I will ask a question to Partner A. Partner B will listen and count the words and gesture like this to encourage Partner A to say more. You get a point for every word you say.” (repeating the directions in the course language) “I will ask a question to Partner A. Partner B will listen and count the words and gesture like this to encourage Partner A to say more. You get a point for every word you say.”

“Partner A, three important things to know about France are….? Three important things to know about France are….?” (Partner As are talking, Partner Bs are counting. After about 20 seconds, it is usually time to move on.)

“Partner B, three important things to know about CORSICA are….? Three important things to know about Corsica are….?” (Switch back to Partner A and continue on in this manner if time permits.)

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