This book has given me so many ideas for implementing the Core Practices. (Some may say that it's too heavy on theory, but the more I teach, the more I realize how important to know how we acquire language and to help students do so.) In the book, Glisan and Donato present the IMAGE Model for teaching culture in the target language.
Since I've been working with the Core Practices and trying them out in my classroom, I can't say that I've mastered them all. However, I have moved to 100% authentic resources, more interpersonal communication between students, teaching grammar in context, and giving appropriate feedback. I was already doing some backward design, so I was okay with that. The one Core Practice that kept alluding me was the 90% target language goal. I'd do great and then hit a wall when it came to teaching culture. I was finding that the students generally understood culture, but sometimes their imaginations got away from them and I was hearing all sorts of absurd things later. I lamented the lack of 90% for some time, but last summer I found what I hope is the solution!
This book has given me so many ideas for implementing the Core Practices. (Some may say that it's too heavy on theory, but the more I teach, the more I realize how important to know how we acquire language and to help students do so.) In the book, Glisan and Donato present the IMAGE Model for teaching culture in the target language.
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Here is my last vendredi vidéo post for this school year, I think. Bienvenue Chez les Ch'tis is always a favorite and though it has some inappropriate scenes (alcohol) and language, it is a great for addressing stereotypes. I did most of the work on this unit this year and I have to give credit to my good friend and colleague, Karen Morgan. She had a unit that she wrote after I shared other film units with her and so, I borrowed from her a wee bit. Merci Karen!!! (Especially the last lesson. It's the end of the year, and let's face it, I just copied your idea.)
At the beginning of this school year my school changed its grading policy. I won't get into too many details about it, but I will say that we went from a traditional grading system to a 20% formative assessment / 80% summative assessment model. We were also encouraged to do away with final exams. That part made my day, not just because it was going to save me hours in December and May when I could be doing other things, but also because I'm constantly assessing students and could tell where every student is on their paths to proficiency. However, since successfully achieving National Board Certification, I know how important it is to reflect on learning and I frequently make my students do it. Therefore, what used to be finals is now a reflection on the semester.
Since AP French Language and Culture begins in level 1, I wanted student reflections to show that. Below is what I came up with. I adapted it for different levels and the results were outstanding. The students really did a wonderful job. I will add some student comments later. I was blown away and I felt good about what we had done for the semester and the feeling of community that I established.
I love this film and my students do too. I do show it in French 2, but we have a lot of conversations about it. We compare and contrast the lives of modern celebrities to Edith's life. We talk about the positives that keep us going when life stinks. There are some great discussions.
I also find that French 2 can be a bit stressful for me and my students, since I have students who come to me from the high school and middle schools. The beginning of the year can be a little rough and the upperclassmen have to put on a happy face for a time, but as we finish first semester, everyone knows what I expect from them. I make sure to tell students that we are watching this film because I trust them and they mature enough to handle it. As we get closer to the end of the year, sometimes I think I have this film to thank for my maturing students. :) This film is a student favorite and really sticks with them. I hope you enjoy the unit I've created!
Each year my juniors tackle Le Petit Prince. They love it, though I have to admit I think it's because my passion rubs off a little bit.
As we read the novel, we continue to have vendredi vidéo each week. We need little brain breaks! I was excited a few years ago to see that the theme of Mon Meilleur Ami is friendship, but there is a quote from the book! (Also, there is the bonus of seeing Ugolin (Daniel Auteuil) from Manon des Source. My students can't unsee the ribbon scene!) In any case, here is the contextual unit I put together for my classes. Check it out and let me know what you think!
We explore a lot of themes in French 4 that will prepare students for the AP test, reading Le Petit Prince, and life. One of my favorite films in Le Huitième jour. I have to admit that the first time I watched it I sat on my couch and bawled. It's delightful, but has a serious ending. Please be sure to watch it before showing to a class. The ending could be very traumatic for some students.
The main theme that we explore with this film is friendship and family. Georges is a man with Down's Syndrome who has lost his family as they passed away or moved on. Harry is a professional man who has lost sight of what it means to be family and loses his own. The film explores what each can do for the other. It's very sweet in parts, but as I said, the end is very sad when Georges dies (either by accident or suicide, it's not super clear to students). Students hate the ending, but appreciate the film for the lessons it teaches them. And let's be honest, many French films don't have happy-ever-after endings, so students really should have seen it coming. ;-) Though I believe this film is Belgian.... Throughout the quarter that it takes to watch the film, I use it to get my students talking. I have a daily prompt at the beginning of each hour and students might work to answer it using different tenses or structures. I especially like it for hypotheticals, like: If Harry could..., If Georges were.... You get the drift. For a while this film was quite difficult to find, but I think that may have changed. I know my copy came from Amazon.ca. It wasn't too expensive and it's worked great for me!
By the time my students arrive in French 4, I've had them in class for at least one year before. Inside class jokes abound by this time and as we shift to more francophone films (as opposed to French films), I noticed this one also contributes to those jokes.
If you aren't familiar with La Grande Séduction, I highly recommend it. It takes place in a small Canadian fishing village (on an island), where the villagers have fallen on hard times and they plan a crazy, crafty scheme to improve their lives. I've been showing the film for vendredi vidéo in French 4 for about 7 years now and it's a favorite! The accent is wonderful and students improve in their comprehension after a time.The story line keeps students engaged and wanting more. I do have to warn you that there are a couple of scenes in which there is mature content. There is a scene in which several doctors take drugs, another where he is pulled over for the drugs, and then a suggestive sex scene. I don't shy away from the film because of these. I've very frank in the beginning and I explain I'm not promoting or condoning these practices, rather it was a way for the drugs are a way to move the story on in the right direction and the suggestive sex scene.... Well, sometimes Madame does a crazy dance in front of the screen when it's on. My classes just call it "playing jenga", we all chuckle, and we move on. (And bonus: the title has nothing to do with sex. The villagers need a doctor on this tiny remote island, so they need to seduce him, in a way.) You know your students best, so permission slips are up to you. Fair warning: There is an English version of this. I saw it on Netflix and it was the same, exact script and everything. Just in English. And it wasn't as good. Don't tell the kids! This is one of the first vendredi vidéos units I put together. There is a listening script at the very end. Check it out and let me know if you have questions!
Jean de Florette et Manon des Sources: Contextual Film Studies and the Vendredi Vidéo Process2/17/2017
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AuthorFrancophile. French teacher. National Board Certified Teacher. Traveler. Bibliophile. Techie. Movie marathoner. Generally awesome person. Archives
October 2017
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