dr. roselyne pirson world languages department … · roselyne pirson world languages department...

From our classroom to the world: bridging the gap.

Un pour tous, tous pour un: How to

create an “esprit de

corps” around the 5 C’s in your

classroom?

DR. ROSELYNE PIRSON

WORLD LANGUAGES DEPARTMENT

PALMER TRINITY SCHOOL, MIAMI

Un pour tous, tous pour un: How to create an

“esprit de

corps” around the 5’s in your classroom?

Empowering students to

bridge the gap

between the classroom

and the world

Un pour tous, tous pour un: How to create an

“esprit de

corps” around the 5’s in your classroom?

Esprit de corps &

Intercultural competency

Interculturality involves being

open to and empathetic towards

people from other cultures, and

using this heightened awareness

of otherness to engage and

interact with others and to act

together for common purposes.

( Michael Byrman, Multicultural

Societies, Pluricultural People and the

Project of Intercultural Education)

Un pour tous, tous pour un: How to create an

“esprit de corps” around the 5’s in your

classroom?

-The spirit of a group that makes

the members want the group to

succeed.

-A common spirit of

camaradeship, enthusiasm and

devotion to a cause among the

members of a group.

-A sense of unity and of a

common purpose among the

members of the group.

Un pour tous, tous pour un: How to

create an “esprit de corps” around the 5’s in your classroom?

What are the skills

& talents you

would need to

reach Esprit de

Corps?

Collaborative Work (group spirit)

Work Ethics ( devotion to a cause)

Making choices (common purpose)

Flexibility ( to create a sense of

unity)

Critical Thinking (common purpose)

Finding Creative Solutions (willing to

succeed)

Les medias

- C’est quoi une information?

( What’s a news item?)

- Qui a inventé la pub?

(Who invented advertising?)

- Décryptage d’une publicité?

( How to decrypt an ad?)

- [L’harcèlement sur les réseauxsociaux?]

( cyberbylling)

2017, Commencer l’année avec de bonnes resolutions?( How to start the year with great resolutions?)

- 1917, l’année où tout bascule.

(1917, the year that toppled the world

over a cliff)

- Les bonnes résolutions. (Good

resolutions)

- La second vie des sapins.

(Recycling Christmas trees)

Thematic Essential Questions.

Start your unit with a session about writing essential questions with

your students.

Step #1

Share a visual statement to help students generate questions about the

theme to be investigated.

Thematic Essential Questions.

Step # 2

Ask students to work in small groups to create as many

questions as possible (without stopping in each group to

answer questions).

Step #3

Categorize questions in

Closed-ended questions ( y/ n)

Open-ended questions ( free response)

Essential Questions.

Step # 4

Ask students to choose a closed-ended question and change it

into an open-ended question

Can we be manipulated by social media news ?

How can we be manipulated by social media news?

Ask students to choose an open-ended question and change it

into a closed ended question.

How do we stay informed every day?

Is it important to stay informed every day?

Essential Questions.

Step # 5

Ask students to present and share 2 top priority questions to the

class and select three or four questions common to all groups.

What is media?

How do media affect lifestyle in different countries?

How do we use them without being manipulated?

How do we understand them?

Thematic Unit: Media

and their influence in

our daily environment

Activity #1: C’est quoi une

information?

Learning objective: Understanding the criteria of an

information

- Material: France Education TV video

- Modes of communication: Interpretive

- Task : Communication, Connection, Culture, Comparison, Community.

Essential questions

What is media?

How do media affect lifestyle in

different countries?

How do we use them without

being manipulated?

How do we understand them?

Activity #1: C’est quoi une information?

Material: France Education TV video

Tasks: Collaborative mode between teacher(T) and students (S).

Presentation of the main idea of the video with illustration to activate media vocabulary (T)

Presentation and discussion of the task to complete (T-S)

Screening #1 collective (T-S)

Screening #2 individual (S)

Exchange of information between students (S)

Correction (S-T)

Expansion

Thematic Unit: Media

and their influence in

our daily environment

http://education.francetv.fr/matiere/education-aux-medias/cinquieme/video/c-est-quoi-une-information

Essential questions

What is media?

How do media affect lifestyle

in different countries?

How do we use them without being manipulated?

How do we understand them?

Activity #1C’est quoi une information?

Activity #1: C’est quoi une information?

Vrai ou Faux

____ l’information doit être nouvelle.

____ l’information doit être quotidienne.

____ l’information doit être anecdotique.

____ l’information doit être cool.

____ l’information doit être certaine

___ l’information doit être vérifiée.

___ l’information doit avoir des conséquences.

Activity # 1C’est quoi une information?

Personnes Nouvelles du weekend

1. Romain a. a fait du skate avec son chien.

2. Leonard b. a acheté des disques vinyl.

3. Léa c. a vu le professeur de français

avec un homme.

4. Fama d. a annoncé qu’on va construire

un nouveau cinéma.

Activity #1: C’est quoi une information?

Novice

Activity guide :

1. Matching people and activity

2. Deciding whether the criteria is correct or incorrect during answer

sharing time.

Expansion

Tell a true of false information.

Activity #1: C’est quoi une information?

Intermediate

Activity guide:

1. Matching people with correct activity using correct verbal

form ( past tense) with explanation and analysis during answer

sharing time.

3. Filling the blanks in the list of information criteria.

Expansion: Present a news event

http://giveme5.phosphore.com/?actu=4829

Activity #1

C’est quoi une information?

Advanced

Activity Guide: Free response with correct verbal form for each

situation.

Complete the list of information criteria with word bank.

Expansion

http://giveme5.phosphore.com/?actu=4829

Thematic Unit: Media

and their influence in

our daily environmentLearning objective: Understanding

the historical background of

commercials and ads.

Material : Un jour, une question – France

Info TV

Essential questions

What is media?

How do media affect lifestyle in different countries?

How do we use them without being manipulated?

How do we understand them?

Activity #2Qui a inventé la pub?

Activity #2.

Qui a inventé la pub?

http://education.francetv.fr/matiere/actualite/ce1/video/qui-a-invente-la-pub

List of information about advertising.

How would you use the information in relation to the essential questions for each level ( novice, intermediate and advanced)

For all proficiency levels

Re/activation of vocabulary according to proficiency

levels: publicité, publicitaire, annoncer, tract, affiche,

emballage, packaging, réseaux sociaux

Activity # 2

Qui a inventé la pub?

Your suggestions

Activity # 2

Qui a inventé la pub?

Novice

2. Using a typical French ad and ask basic questions

about the content and a basic opinion question. ( As-

tu envie de …?)

Activity # 2

Qui a inventé la pub?

Activity #2Qui a inventé la pub?

Intermediate

1. Use the list of information as filling in the blank

statements with a word bank.

La publicité existe depuis ___________.

2. If necessary re/activate of vocabulary: publicité,

publicitaire, annoncer, tract, affiche, emballage,

packaging, réseaux sociaux and verbal forms of -re

verbs rendre, vendre , prendre, surprendre and ..faire

Activity # 2 Qui a inventé la pub?

Intermediate / Advanced-Expansion

3. Introduce both the Lacoste and the lowcost logos and

ask students to compare and contrast them and explain

in their ideas in class.

Activity # 2 Qui a inventé la pub?

Advanced

1. Ask students to work in small groups to create a fill in

the blank activity based on the information of the video

and then have them exchange their quiz.

2. Ask students to write a chronological summary of

advertising strategies and have them present with

supported details during correction.

Activity # 2

Qui a inventé la pub?

Advanced level / Expansion

2. Introduce both the Lacoste ads and have students

analyze the ad content on the logo on the right.

Thematic Unit: Media

and their influence in

our daily environment

Activity #3 : Décriptage la

pub?

Learning objective: Understanding the strategies

involved in the making of an

ad (intermediate / advanced

levels)

Material : France.TVEducation.

Essential questions

What is media?

How do media affect lifestyle in different countries?

How do we use them without being manipulated?

How do we understand them?

Activity #3 : Décriptage d’une publicité

Intermediate / Advanced Level

1. Check the new vocabulary and expressions you identify during the

screening #1 :

Ramolir - décryptage - décevant - publicité mensongère - truqué – séance -

seyant/seyante – nickel - - tricher - appétissant – chouette - se faire avoir.

http://education.francetv.fr/matiere/actualite/cinquieme/video/decryptage-de-la-

publicite-l-exemple-des-burgers

Activity #3 : Décriptage d’une publicité?

Intermediate / Advanced level

1. On a besoin de deux personnes professionnelles pour

faire une publicité sur les burgers : une ___________

__________________ et un ____________.

2. Le présentateur compare la création de la publicité

sur les burgers à une séance de _____________________.

3. Pour prendre une photo d’un burger, il faut entre

_________ secondes et _________ minutes.

Activity #4 : Décriptage d’une publicité?

Intermediate / Advanced level

4. L’expression « Il faut que le burger soit nickel » veut

dire qu il faut que le burger soit _________.

5. La personne qui prépare le burger avant de prendre

la photo met de _______ sur la salade pour la rendre plus

___________.

6. Les personnes qui travaillent au département des « -

____________ » éliminent les dernières imperfections du

burger.

Activity #4 : Décriptage d’une publicité?

Intermediate & Advanced levels

Expansion

- Describe the reaction of teenagers after watching the

“trickeries” of a burger photo shoot.

- Give examples experienced by students who have

been had by a commercial message.

- Expand the discussion with deceptions experienced by

students in class.

- Ask students to create deceiving and truthful

commercials.

Les médias

- C’est quoi une information?

- Qui a inventé la pub?

- Les dessous d’une publicité?

- L’harcèlement sur les réseaux sociaux?

- http://education.francetv.fr/matiere/education-civique/cinquieme/video/victoire-17-ans-a-vecu-quatre-annees-de-cyberharcelement

Thematic Unit: 2017

New year and new year

resolutions Activity #1

- 1917 - 2017

-Activity #2

- The New Year resolutions.

Activity #3

- Recycling the Christmas trees

Essential questions

How do we want to start a new

year?

How important are new year

resolutions?

How do we keep new year

resolutions.

Thematic Unit: 2017 :

A new year and new

resolutions

Activity #1: 1917, the year when the world swings

Learning objective: Understanding how today’s world is still connected to events of 1917.

- Material: TV5Monde- 7 jours de la planète

- Modes of communication: Interpretive, interpersonal and presentational

- Task : Communication, Connection, Culture, Comparison, Community.

Essential questions

How do we want to start a new

year?

How important are new year

resolutions?

How do we keep new year

resolutions?

Activity #1: 1917 –The year that the world swings.

Expansion

Use your classroom to organize a small size exhibit that

showcases how 1917 events still resonate with today’s

world.

Have a group create a poster to advertise the show

and to invite students ftom the French Program and

other departments.

La Déclaration de Guerre La Révolution Russe

La Naissance de JFK Le Premier Disque de Jazz

Un Monde en movement : 1917

La Première Femmedans la Marine Américaine

Thematic Unit: 2017

New year and new

resolutions

Activity #2 : New year resolutions

Learning objective: Discovering and understanding the cultural practice of new year resolutions.

Material: Native French Speech

https://nativefrenchspeech.com/fr

- Modes of communication: Interpretive, interpersonal, presentational

- Task : Communication, Connection, Culture, Comparison, Community.

Essential questions

How do we want to start a new

year?

How important are new year

resolutions?

How do we keep new year

resolutions.

Thematic Unit: 2017

New year and new

resolutions

Activity #3 : Recycling Christmas

Trees.

Learning objective: Discovering how to recycle

Christmas trees through

community service in France

Material: France TVInfo.fr

Modes of communication:

Interpretive, interpersonal,

presentational

- Task : Communication, Connection, Culture, Comparison, Community.

Essential questions

How do we want to start a new

year?

How important are new year

resolutions?

How do we keep new year

resolutions?

Activity #3Une seconde vie pour les sapins

Novice High/ Intermediate / Advanced

1. Check the new vocabulary and expressions you identify during the screening #1 :

sapins – décorations de Noël – le Père Noël – des arbres

artificiels – la mer – la plage – le sable – un tracteur – un

cheval – des conifères – des enfants – des baigneurs – un

policier – des bateaux – des cadeaux – des branches – une

barrière – une dune – une montagne – un phare – des vagues

– un parasol.

Activity #3Une seconde vie pour les sapins

Novice High/ Intermediate / Advanced

http://www.francetvinfo.fr/monde/environnement/recyclage-la-seconde-vie-des-

sapins-sur-l-ile-de-re_1274975.html

Activity # 3 une seconde vie pour les sapins

Novice High /Intermediate / Advanced Level

1. Pendant l’opération de recyclage des sapins sur l’ile de Ré les

enfants ont le droit_____.

A. de ne pas aller à l’école

B. d’apporter des arbres de la ville

C. de marcher sur la dune

2. On place les sapins sur le sable des dunes pour ________.

A. avoir plus de pluie

b. grossir le volume des dunes

C. arrêter l’océan pendant les tempêtes

Activity # 3 une seconde vie pour les sapins

Novice High /Intermediate / Advanced Level

3. Après cette opération, _________ .

A. les dunes ont grandi de plus d’un mètre et demi

B. les dunes ont grandi de 5 mètres

c. les dunes ont arrêté de grandir

4. On peut apporter des sapins naturels et ________.

A. des sapins artificiels

B. des arbres sans feuilles

C. des arbres avec feuilles

Activity # 3 une seconde vie pour les sapins

Novice High /Intermediate / Advanced Level

5. Avec cette opération de recyclage, les enfants de L’ile de Ré

______.

achètent plus de sapins

apprécient le rôle des dunes dans l’environnement

donnent de l’argent à l’organisation dunesattitudes.com

Activity #3Une seconde vie pour les sapins

Novice/Intermediate / Advanced

Expansion

- Have students connect to dunes attitudes.com to tell how they

leearned about the project and what they think of it.

(https://www.facebook.com/dunesattitudes/?fref=ts)

Activity #3Une seconde vie pour les sapins

Novice/Intermediate / Advanced

Thank you!

rpirson@palmertrinity.org