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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
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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
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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)
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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.
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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)
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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)
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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)
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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.
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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)
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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?
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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?
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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?
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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
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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?
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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.
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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.
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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.
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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
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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
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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?
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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)
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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?
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Your suggestions
Activity # 2
Qui a inventé la pub?
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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?
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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
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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.
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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.
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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.
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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?
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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
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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.
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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.
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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.
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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
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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.
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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?
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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.
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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
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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.
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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?
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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.
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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
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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
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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
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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
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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)
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Activity #3Une seconde vie pour les sapins
Novice/Intermediate / Advanced
Thank you!