Enhancing Oral Communication Through Technology

Myria Mallette @mmem27Jaclyn Myers @mmejmyersLaura Daniel @mmedan6Stacey Rowsome @stace013

wHY uSE tECHNOLOGY? ● increases student talk time● student accountability● being able to re-record - submitting best work● performance - takes away anxiety of presenting in front of a live audience - in a Core French classroom, we are

not teaching them presentation skills - focus is on using the language in meaningful situations● improves assessment and evaluation - can relisten, more accurate, not on the spot marking fast and forgetting,

meta-cognition● supports ‘inquiry based learning’● students will participate even if they normally wouldn’t raise their hand because they’re more comfortable● feedback - can be given more specifically - can point out things done well and where improvements can be made● these are tools they are used to - engages them, life skills, problem solving● evidence - students & teachers can share progress with parents ● access to and sharing with real life audiences

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support

student learning in FSL.Page 49 FSL Curriculum

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. Current technologies are useful both as research

tools and as creative mediaPage 49 FSL Curriculum

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

SmartBoardPicture Dice

-learn vocabulary

-build the foundation for asking & answering

questions

-model and guide students in small group conversations

-use as prompts for shared partner and small group

work

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Photo Dice-create custom dice with 6

different images

-share .pdd files (email, then upload to google

drive)

-add several different dice on same platform to

interact withPlease click on the pictures of the dice on the following pages to go to a folder with pre-made dice for the Photo Dice App.

To open on your iPad, make sure the Photo Dice App has been installed. click on the file (or download), and click ‘open in’.

Select the ‘Photo Dice’ app.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● identify and give directions based on images

Directions - Vocab Practice

I can:

Students work in small groups. 3 dice are on the page (with different images - already introduced - which represent different direction words). Students roll the dice and give a sequence of directions to their partner based on the images seen. (Done after similar practice has been done in class). Their partner listens to and follows the directions.

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● identify buildings on a map● speak in a complete sentence● use location words

Directions - Where things are located

I can:

Three dice are on the page. (2 with different building images, 1 with images denoting locations). Students roll the dice and create a sentence using the three images to talk about where they are located.

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● identify the numbers in French without counting up to them

Numbers - Thinking Quickly

I can:

Students work in small groups. 2 dice are on the page (one with ‘tens’ column numbers, i.e. 10, 20, 30… and one with ‘ones’ numbers, i.e. 1-6). Students roll the dice and race to say the added numbers properly. (Done after similar practice has been done in class).

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● ask how much something costs● tell the price of something● use complete sentences● identify numbers in French to

100

Au Restaurant - Combien coûte ça?

I can:

Students work with a partner. 2 dice are on the page (one with pictures of breakfast images, one with different prices). Students roll the dice and take turns asking how much does the image cost. The other answers with the price that appears.

Activity Description:

Student 1: Combien coûte le lait?

Student 2: Le lait coûte 6 dollars 75.

Roll again

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● ask which item my partner prefers

● tell which item I prefer● use complete sentences

Concession Stand Food - PreferencesI can:

Students work with a partner. 2 dice are on the page (works best with 2 different concession stand food dice). Students roll the dice and take turns asking the other which food item they prefer. The other answers with one of the food items on the dice.

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Breakfast - Express Likes/Dislikes

I can:

Students roll the die (in partners or small groups) and ask if the others ‘like’ the item that appears.

● express likes & dislikes● name the breakfast foods in

French● use complete questions and

sentences

Activity Description:Click on the picture to go to the folder with some pre-

made photo dice for this activity.

Extension: add a second dice, students ask an ‘Est-ce que tu préfères…’ or ‘est-ce que tu voudrais…’ question.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● give my opinion about different films

● explain why I think that film● use expressions such as j’aime,

je n’aime pas, parce que

Des Films: Je peux donner mon opinionI can:

Students work with a partner or in a small group. They go to the link you provide them. Every time they refresh the page, a new movie poster appears. Students refresh the page and take turns asking each others’ opinions about the different movies and can elaborate on conversation as well. (i.e. actors, special effects, etc.)

Activity Description:

● http://www.mmemallette.com/r/films/aime1/● http://www.mmemallette.com/r/films/aime2/● http://www.mmemallette.com/r/films/prefere1/

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Ma Famille: Je peux décrire ma famille

● Photo dice: Incredibles ● Photo dice: Frozen ● Photo dice: Simpsons

I can:

Students work with a partner or in a small group. They would roll the die, identify the family member and introduce the person. When applicable they would also share what the person likes or doesn’t like.

Activity Description:

● say who is in my family● talk about their interests● use expressions such as: il a,

elle a, il/elle aime, il/aime n’aime pas

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● describe what someone is wearing

● describe what a person looks like

● use the verb ‘porter’

Des VêtementsI can:

Students worked in small groups. 1 die on the screen. 1 student rolled the die. The other students asked that person questions about what the person in the picture was wearing, and what they looked like.

Activity Description:

Extension: Student who rolls the die, describes what they see on the die while everyone else in the group draws what they hear. At the end,they verify their drawings. Students in the group could ask questions back as well to verify specific details of the image.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● simpson’s family images, how people are related

● people & sports - talk in third person about what people like to do

● time & activities - tell what time they will do that task

● activities - talk in future - about what they will do after school/on weekend (do in past tense too)

● celebs - age, identify them by name, etc.

Other ideas:

Click here to access a folder with pre-made Photo Dice.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Explain Everything

-interactive whiteboard

-records voice

-can draw and insert images and shapes at same

time

-export to camera roll, google drive, email as

video

$5.49Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Directions - Où est...

I can:

Students work in partners and take turns asking one another a predetermined question set about where different buildings are located. Students must respond in complete sentences with at least two different ways for each question.

● use a variety of location words● identify buildings on a map● speak in a complete sentence

Activity Description:

Click on the image to take you to the video example.

1. Où est la banque?2. Où est l’école?

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Directions - Giving & Understanding Directions

Student 1I can:

Students work in partners. Student 1 knows the starting point and destination. They will give directions to Student 2 who does not know the destination. Student 2 identifies the final destination after listening to Student 1’s explanation.

● establish a clear starting point & destination

● use learned words & expressions to give clear directions○ tell what I am passing by,

streets being crossed, etc.● speak in complete sentences

Activity Description:

Student 2I can:● listen for key points ● ask questions for clarification● draw to follow along and identify key

words & expressions

The goal is to make this as spontaneous as possible. This activity was completed after much practice in class with a variety of activities and scenarios.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Example:

Click on the image to take you to the video example.Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Breakfast Food - Identifying Likes/Dislikes

I can:

Students are given an image with different breakfast foods. They work in partners taking turns asking and answering questions about likes/dislikes of different foods they see.

● express likes & dislikes● name the breakfast foods in

French● use complete questions and

sentencesActivity Description:

Click on the image to take you to the video example.Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Breakfast Food - Pictionary

I can:

Students play pictionary with a partner on Explain Everything while it records their drawings. In order to guess what the person is drawing, students must ask a likes/dislike question in French. The drawer must answer in a complete sentence as well.

● express likes & dislikes● name the breakfast foods in

French● use complete questions and

sentencesActivity Description:

Click on the image to take you to the video example.Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Au Restaurant

I can:

Students work in partners. Put shared menu image into Explain Everything. Students have spontaneous role play based on menu. Student 1 is server, student 2 is customer.

● order food ● ask for clarification● identify what I want off a menu

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Concession Stand Food - Stating ``Wants``

I can:

Students are given an image with different concession stand foods. They work in partners taking turns asking and answering questions about what they would like to order. Extension activity includes asking and giving prices.

● say what I want● name the concession stand foods

in French● use complete questions and

sentencesActivity Description:

Click on the image to take you to the video example.Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Green Screen and iMovie

-create movies and trailers

- import video and images from photo library

-video editing software

-upload to google drive, email, share via google

classroom

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Students used iMovie, or a similar program, to compile their selfies including background music and voice over.

I can:

● introduce myself● tell where I am and who I’m

with (if applicable)● talk about familiar places

Using iMovie:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● We used a free app called Touchcast Studios for this Green Screen. Student use this program to put themselves in another location for example: a newsroom, on the beach, at the park or in this case, on the street!

● You could have students create a video of their hobbies, a weather reports, a restaurant scene and much more!

Using Green Screen or Touchcast:

Why is French Important?

● Students had to create a song about why French is important and share it with the younger grades. We did this right at the start of the year and it was done in English in order for the younger students to understand.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Green Screen by DoInk

● paid app ($3.99)● https://itunes.apple.

com/ca/app/green-screen-by-do-ink/id730091131?mt=8

● no watermark● easily exported to camera roll

and shared

Green Screen

Veescope Live

● free● https://itunes.apple.

com/ca/app/veescope-live/id568390801?mt=8

● inserts watermark● limited exporting and

sharing of videosMyria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Book Creator -create books with audio, text, embedded video, etc.

-share as pdf, epub file

-upload to google drive, email, share via google

classroom

$6.99Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

I can:● listen and identify familiar words &

expressions in an oral text● identify key words in a question ● find key information in an oral text

in order to answer questions in a complete sentence

(page 2) Comment s’appelle la fille? Quand est son anniversaire? Qu’est-ce qu’elle adore faire?(page 3) Qui est Bart? Quel âge a-t-il? Qu’est-ce qu’il aime faire?(page 4) Est-ce que Maggie aime son ours en peluche? (page 5) Comment s’appellent les parents de Lisa?(page 6)Qu’est-ce qu’ils aiment faire?

Activity: Have students download a copy of the book and listen to it. Could discuss questions as whole class or in small groups.

Sample Discussion Questions

Click the image to access the example book as an epub file.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Padlet -virtual sticky notes

-use to draw on student interest

-create spontaneous conversation in class

www.padlet.com

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Likes & Dislikes

I can:

Teacher posts 3 questions to a Padlet and gives students the link (email or Google Classroom). Students write their name in the title of the sticky note, then answer the questions as pertains to them in the body of the note. Once the whole class has responded, teacher can model questions about other people in the class. The Padlet can be saved as an image and shared with students to work in small groups or with partners after as well from their own devices.

Activity Description:

● tell my likes & dislikes● talk (in third person) about what

other people like to eat, do, and their favourite things

● ask questions about what someone else likes

Click on image for link to example

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Voice Recorder-record audio files,

presentations, conversation, spontaneous

interactions, etc.

-rename files

-share audio (email, save directly to Google Drive,

DropBox or OneDrive)

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Sock Puppets-record audio files

- allows for conversations between students

- can “scrub” student voices

-share audio (email, save directly to Google Drive)

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Je me présenteI can:

After extensive vocabulary building activities (whole class, small group, etc.), students take turns answering and responding to questions about themselves while recording (being sure to “switch” between their sock puppets

Students may choose to save with their “normal” voice or to have their voice “scrubbed.”

● ask and answer questions about myself and others (name, age, likes, etc.)

● ask questions to others about themselves (name, age, likes, etc.)

Activity Description:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Stop Motion-create videos out of

still images that get put together (frame by frame)

-export videos to camera roll and edit in iMovie

-add voice over, music, etc. in iMovie

-share via email, GAFE, YouTube, etc.

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

● Students used stop motion studios to present information about their lives.

● They used white boards and markers to illustrate various life events and took pictures frame by frame.

● Students added a voice over the pictures to explain different aspects of their life.

Dessiner ma vie: I can:

● introduce myself● explain my likes & dislikes● talk about my family members● talk about where I live

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Presenting others:

● Students used stop motion studios to present information about people: who they are, how old they are, what they are wearing and their likes/dislikes.

● They used white boards and markers to illustrate the person they were introducing.

● Students added a voice over to tell about the person.

I can:

● introduce another person● tell someone’s age● talk about what they are wearing● use the verb porter in the present

tense● discuss likes and dislikes

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Presenting others:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Stop Motion and Passé Composé:

● Students used stop motion studios to create a story demonstrating knowledge of the passé composé.

● They used white boards and markers or their own drawing to illustrate and tell the story.

● Students had the option to use voice over or write their text.

I can:

● use the passé composé with avoir asthe auxiliary

● use the passé composé with etre as as the auxiliary and show that I canmake agreements

● use full sentences● make sense of what I am saying

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Stop Motion and Passé Composé:

Myria Mallette @mmem27 Jaclyn Myers @mmejmyers Laura Daniel @mmedan6 Stacey Rowsome @stace013

Visit:

www.mmemallette.com

for more thoughts, activities and ideas in

Core French

Myria Mallette @mmem27Jaclyn Myers @mmejmyersLaura Daniel @mmedan6Stacey Rowsome @stace013