Insights into Grade 9 Applied Students - A Teacher's Perspective
Discover the detailed profile of Grade 9 applied students through the lens of experienced educators Rose and Bev. Gain insights into their strengths, challenges, and characteristics, shedding light on their learning preferences and behavior in the classroom.
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OMLTA Spring Conference March 31, 2012 session G3 Rosemary McEniry & Beverly Kukhta-Jackson Hamilton-Wentworth District School Board
Rose & Bev Profile of students in our board "Where we're coming from" largely urban/suburban with a smaller rural population 18 secondary schools with populations ranging from approximately 500 to 1700 students Composite schools, academic, applied, locally developed, French Immersion, International Baccalaureate, Specialist High Skills Majors, etc.
Rose and Bev 's Specifics each over 20 years experience teaching Core and Immersion French - applied and general and academic, mostly secondary, some elementary Waterdown and Westdale are semestered schools - 75 minute periods applied classes between 19 and 23 students programs used: Quoi de neuf? (Pearson), Communi-Quete, Express 9e, Autour de Nous...
Audience profile Quoi de Neuf Communi-Qu te Autour de Nous Passages Tous Ensemble Entre Amis Voyages D'Accord Vive le Fran ais Passeport Fran ais Cours moyen de fran ais No textbook!
Who are the grade 9 applied students? (interactive audience task) What is positive? What is less positive? What is interesting?
Who are the grade 9 applied students? What is positive? (interactive audience task) their energy open to new things learn more about sex than I ll ever know!! involved Very enthusiastic if you can hook them. tell you the truth real Be kind, be gentle. hands-on they get know where you stand Teach other skills while teaching French. honesty Loyal once they trust you. funny smaller classes Energetic! creative outgoing & accepting of others participate a lot willing to seek help You can help them see that they can do it. innocence forces teacher to be creative less inhibited not to impress Needy. They need you.
Who are the grade 9 applied students? What is less positive? (interactive audience task) behavioural problems too wide a range of ability IEPs easily distracted no writing utensils very needy Don t value French. lack of persistence many have family/ personal issues harder to control/ stay quiet lose motivation quickly You need to get & keep their attention span which equals that of an ant. May take academic everything else & become distracting. Brag about making elementary teachers miserable. They suck the energy out of you. varied language levels sometimes chronic attendance problems work habits Difficult to motivate some. weak learning skills jaded language outlook classroom management weak language skills Short attention span (can be impatient) Breaking the barrier of negative past experiences. sometimes poor interpersonal skills on toes all the time Have to be sensitive. attitude about French
Who are the grade 9 applied students? What is interesting? (interactive audience task) Family struggles ? Curriculum T che Finale Board game great imaginations and more hands-on Most do really well Most do really well when you when you remove the remove the focus on grammar focus on grammar & re re- -focus on drama focus on drama (skits) and songs. (skits) and songs. Teacher rarely gets bored. no EAs to help learning disabilities teaching life facts (for example, what is a leap year) = greater interest Enjoy the French activities. & Their varied interests. Their sense of humour.
Strategies for engagement & enjoyment Structure of our classes seating, space, procedures and routines, rules Ambiance of the classroom Motivational tricks Break the lesson up to do different activities/phases (with a common focus to accomplish learning goal of the day) Be flexible and not entirely predictable
Classroom routines and organizational tips homework practices - reinforcement of class work, easy enough to complete on own, puzzles, handouts, find information (i.e. favourite food labels, what were you like as a small child) assignments - rough work and editing in class, polished work completed at home (helps avoid use of web translators). If use web translators, must do again. Will not mark translations. Finish project prior to test. Reference sheets cheat sheets created by students can be used for grammar quizzes and tests Build in time/excuse to get out of seats sometime during class every day.
Setting up the classroom stickers markers scissors chart paper coloured paper, cover stock, ledger size index cards wooden sticks (tongue depressors) lost and found pencils and pens And?...
Strategies used to engage students and to enjoy spending time with them Sense of humour - Say it with a smile or a twinkle in your eye. Differentiated instruction - limit choice to two or three options. Show that you care. Be consistent, insistent and persistent.
Differentiated Instruction 10 different ways of making choices Choice of evaluation
10 different ways of making choices 1. Choice of topic/theme. 6. Choice to work independently or with a partner. 7. Choice of members of group. 8. Choice of materials. 2. Choice of environment. 3. Choice of text. 4. Choice of questions. 5. Choice of activities. 10. Choice of time. 9. Choice of seating.
Integrating Technology Audacity SmartBoard XpressLab Senteo Smartphones and tablets
Integrating Technology Web resources: Bon Patron Le Grand dictionnaire.com Twitter Blogspot Internet game sites Wordreference.com (on their smartphone) BBC French (Ma France video program and activities) Digital Dialects Voki comic strip creators i.e. BitStrips PollEverywhere Does anyone have a web site?
Games and communication activities Vilain Lapin (Rose) 1. Create a set of flash cards for the grammar point or vocabulary under review. Make sure the flash cards are of the same size and either of a single colour or a variety of colours as long as there are at least 4 or 5 cards of each colour. In addition, create at least one or two villain lapin cards per 4 or 5 cards. Just draw a picture of a Bugs Bunny face to represent the vilain lapin . These should be of the same colour as the other cards. Shuffle into the deck randomly. 2. Split the students into two teams and line them up in a definite order. Show the top card to the first team member. If they answer correctly, they score a point. At this point, they can choose to continue or arr te . If they choose arr te the opposing team takes over. 3. If a team is shown a vilain lapin card, they lose all their points and the control goes immediately to the opposing team. This happens as well, if they answer incorrectly. 4. Option: you can add super lapin bonus point cards to motivate if students get discouraged losing all their points.
Games and communication activities (Rose) Telephone This is an excellent way to review a defined list of vocabulary words at the end of a unit. Give each student a printout of a traditional telephone keypad. 0 represents a space. The teacher spells out the vocabulary word in code using the numbers on the key pad and the students write down the word they think it is. (i.e. 76663 = pomme) Options: You can use double or triple numbers if the students are having a difficult time coming up with the correct corresponding letter (i.e. 1=a,11=b, 111=c) You can have students create the codes and they must read aloud the numbers in French.
Games and communication activities (Rose) Order of Direct and Indirect Object Pronoun Substitutions and Sentence Word(pg.1 of 2) Materials: Write sentences which contain direct objects and/or indirect object nouns and the different verb tenses which have been taught. Cut up sentences into flash cards with one word per card. Make identical sets for each team which you create. Create a separate set of flashcards which contain only the direct object pronouns and/or indirect object pronouns. Again make duplicates to match the number of teams which have been created.
Games and communication activities Order of Direct and Indirect Object Pronoun Substitutions and Sentence Word(pg. 2 of 2) Game Divide class into teams or call upon team leaders to create the teams. A team should consist of 6 to 8 persons. Each team must select a leader. Can have more than 2 teams. Have each team select one of its members to leave the roomwith a flash card set of direct and/or indirect object pronouns. Hence each team has selected one of its own members to leave the room. At the same time, distribute to the team leader of each team an identical set of sentence flashcards which have been shuffled and have them distribute the cards to their team members. The first team to place themselves in the correct sentence order (holding up their flashcards for you to see) scores a point. You can have each group read their sentence out loud if you want. Next, call in the pronoun objects that have left the room. They must find the direct or indirect object in the sentence, remove that person or persons, and then position themselves correctly before the verb in the sentence. The first team to do this correctly, scores again. You can have teams facing each other and do not go to the next sentence until you see all teams standing in the correct order.
Games and communication activities (Rose) Qui est l intrus? Find a suitable photo of a group of 5 or 6 people and make a copy for each group. Make an envelope for each group with the following texts: (on outside of envelope) Michel a invit 5 amis sa f te d anniversaire mais il y a 6 personnes dans la photo. Qui est l intrus? A tour du r le, chaque membre du groupe va lire la description d une des personnes dans la photo. Les autres membres du groupe doit identifier cette personne dans la photo. Le but est de d couvrir l intrus. (in envelope cut into separate pieces one per description) Je m appelle Raymond. J ai les cheveux tr s courts parce que j ai souvent chaud. J aime porter les v tements confortables m me en hiver. Je suis de taille moyenne mais tr s forte. Ma peau est un peu sombre. J aime la couleur verte. Je m appelle Julien. Je suis grand et m me un peu gros. J ai les cheveux qui deviennent chauves. J ai besoin de lunettes pour lire. Je travaille dans un bureau avec beaucoup de jeunes personnes. Je m appelle C line. Je suis toujours souriante. Mes parents viennent du Japon mais je suis n e ici en Am rique du nord. J ai les cheveux noirs que j aime porter en queue de cheval. Mon nom est Naomi. Je suis de taille moyenne et j ai les cheveux noirs. J ai la peau sombre. Parfois je suis un peu trop s rieuse. Je m appelle Raoul. Je suis un peu plus grand que ma petite amie ma gauche. J ai les cheveux bruns et j ai une petite barbe au visage. Je ne vois pas tr s bien donc je dois porter des lunettes.
Games and communication activities 1. Place in the centre of each table 5 labelled envelopes: ville, r sidence, colocataire, nombre d enfants, voiture. (see pg. 2 of 4 of this section of PowerPoint for ideas) 1. Each envelope should contain at least the same number of items as members of the group. (see pg. 3 of 4 of this section of PowerPoint for ideas) 2. In a clockwise manner, take turns drawing one item from each category to create the horoscope for the person on your right. 3. Use the handout Ton horoscope to prepare the horoscope you will say to the person to your right. (see pg. 4 of 4 of this section of PowerPoint for a template) 4. All verbs must be in the futur simple. The subject pronoun is tu . 5. Orally take turns reading/saying out loud the horoscopes to one another. 6. Now each person writes down their own horoscope under the heading Mon Horoscope taking notes from the person to their left as they say it. This time the subject pronoun is je . (see pg. 4 of 4 of this section of PowerPoint for template) Le Jeu des Horoscopes (pg. 1 of 4)
Games and communication activities Le Jeu des Horoscopes(pg. 2 of 4) Labels for envelopes Ville R sidence Colocataire Voiture Nombre d enfants
Games and communication activities Le Jeu des Horoscopes (pg. 3 of 4) Samples of cards to put in each envelope Nombre d'enfants Ville R sidence Colocataire V hicule Une maison de ville Dodge Caravan Toronto Brad Pitt 1 Vancouver Un voilier Angelina Jolie 2 Mazda Prot g Nissan Maxima Halifax Un condominium Paris Hilton 3 Jennifer Aniston Calgary Un appartement 4 Honda Accord Une maison d tach e Edmonton Tom Cruise 5 Ford Focus
Games and communication activities Le Jeu des Horoscopes(pg. 4 of 4) Handout for each student Ton Horoscope Tu vivras __________________ (ville). Tu vivras dans ________________ (r sidence). Tu habiteras avec __________________ (colocataire). Tu auras __________________ enfant(s). Tu conduiras une __________________. Mon Horoscope Je vivrai _______________. Je __________________________________ Je __________________________________ Je _________________________________ Je __________________________________
Games and communication activities Les livrets (folding books - Bev) http://library.thinkquest.org/J001156/makingbooks/minibook/index.htm http://www.makingbooks.com/hotdog.shtml Theme: Ma journ e d hier Create sentences together on board or overhead or computer or chart paper. Fold paper in half 3 times and cut middle section, then re-fold in booklet form. Students write title and name on front page, then choose 6 or 7 sentences that describe their day (one per page). They draw simple images or use photos or clip art to illustrate each sentence.
Games and communication activities (Bev) Making a restaurant Students create menus or signs. Bring in tablecloths, flowers, candles, table settings. Use real menus and other props (i.e. order pad). Use LCD projector or overhead transparency to create a backdrop. Give the students a reference sheet with useful phrases and vocabulary to create their dialogue (i.e. Chat Boosters by Sue Fenton). Encourage the students to wear appropriate clothing. Decide role maybe at last minute by drawing a card.
Games and communication activities (Bev)Presentations Allow time to practice in class with partners and in small groups. Assign practicing at home - ask them to keep track of how many times they rehearse and encourage use of live audience and recording self . Allow final rehearsal in class then have them present to you at your desk or a "presentation corner" instead of for the whole class. Give all students a puzzle or worksheet. Consider using technology i.e. iPod to record and submit.
Games and communication activities (Bev) Other fun stuff FOOD!!! Cr pes Vin faux, Vrai fromage D gustation du chocolat Le comparatif/ le superlatif Les pommes rouges, vertes, jaunes Autre fruits Les bonbons Les croissants, le pain au chocolat, une baguette
Success vs. Survival Sometimes success is survival. Student success versus teacher success. Take care of yourself.
Success = Positive attitude I can t believe class is over already! I just realized that I actually look forward to this class. Can we have more of that cheese? I still don t like French, but I like you. This is the first time in 3 years that I have passed French. Look! I did my homework!
la fin!! rosemary.mceniry@hwdsb.on.ca beverly.kukhta-jackson@hwdsb.on.ca also: Twitter (Bev) search by email address and: Bev s blog: www.ms-k-j.blogspot.com (this is aimed at students and parents)
