docPinellas 2015 PM.pptx - lterrillpinellas
download 
Plainte Transcription
Pinellas 2015 PM.pptx - lterrillpinellas
2/16/15 SHIFTING TO THEMATIC UNITS AND AUTHENTIC RESOURCES image: allthingsd.com/ Pinellas 2015 Laura Terrill lterrillpinellas.wikispaces.com Laura Terrill, Pinellas 2015 1 2/16/15 Toolbox Language Functions I can…. Identify places in a city Related Structures/ Patterns There is, there are De?inite articles Follow directions within a Commands (interpretive) city Concept of “to the” Describe places in a city and what I do there Identify traits associated with cities in urban, suburban and rural settings Express preferences with reasons about what cities to visit, where to live Make comparisons between cities in the US and cities in France Promote “my” city as the ideal place to live Adjective agreement and position, Present tense I prefer….because I think…. Comparatives – less, more as Priority Vocabulary Tier 1 Names of typical buildings Activities/traits associated wit city/country compass directions prepositions of location descriptive adjectives transportation Tier 2 Winding streets City walls City center/Old city Middle Ages Advantages/disadvantages Commands, You can, you should, you have to Teaching Grammar Explicit instruction – explaining the rules of grammar ! Implicit instruction – acquisition of language, embedded in communicative context ! Deductive instruction – rules are explained ! Inductive – students use language, no real effort to identify patterns of grammar ! Laura Terrill, Pinellas 2015 2 2/16/15 Grammar Con<nuum http://coerll.utexas.edu/methods/modules/grammar/03/ Laura Terrill, Pinellas 2015 Grammar in Context P resentation A C E Laura Terrill, Pinellas 2015 Shrum & Glisan 3 2/16/15 Bébé Lilly: Les bê<ses J'ai tout mangé le chocolat J'ai tout bu le cola cola Et comme t'étais toujours pas là J'ai tout vidé le Nutella j'ai tout démonté tes tableaux j'ai tout découpé tes rideaux Tout déchiré tes belles photos Que tu cachais dans ton bureau http://notrepetitblog.blogspot.com/2010/02/le-‐passe-‐compose-‐en-‐chanson.html http://www.dailymotion.com/video/xktt8_bebe-‐lilly-‐les-‐betises_music Laura Terrill, Pinellas 2015 Bébé Lilly: Les bê<ses I ate all the chocolate I drank all the cola cola And as you were still not there I ?inished all of the Nutella I took down all your pictures I cut all your curtains Tore all your beautiful pictures That you were hiding in your desk http://notrepetitblog.blogspot.com/2010/02/le-‐passe-‐compose-‐en-‐chanson.html http://www.dailymotion.com/video/xktt8_bebe-‐lilly-‐les-‐betises_music Laura Terrill, Pinellas 2015 4 2/16/15 Grammar in Context P resentation A ttention C E Laura Terrill, Pinellas 2015 Bébé Lilly: Les bê<ses J'ai tout mangé le chocolat J'ai tout bu le cola cola Et comme t'étais toujours pas là J'ai tout vidé le Nutella j'ai tout démonté tes tableaux j'ai tout découpé tes rideaux Tout déchiré tes belles photos Que tu cachais dans ton bureau http://notrepetitblog.blogspot.com/2010/02/le-‐passe-‐compose-‐en-‐chanson.html http://www.dailymotion.com/video/xktt8_bebe-‐lilly-‐les-‐betises_music Laura Terrill, Pinellas 2015 5 2/16/15 Grammar in Context P resentation A ttention C o-‐construct E Laura Terrill, Pinellas 2015 Passé composé manger tirer ! ! ai mangé le chocolat. Hier, j’ ! ! ! ! D’abord, j’________________ sur la queue de mon chat. ! ! ! ! !! Laura Terrill, Pinellas 2015 6 2/16/15 Passé composé ai mangé le chocolat. manger Hier, j’ tirer D’abord, sur la queue de mon chat. ! ! ! ! !! Puis, ___________ mon frère. ! ! ! ! !! ! ! ! ! frapper ! ! ! ! j’ai tiré Laura Terrill, Pinellas 2015 Passé composé ai mangé le chocolat. manger Hier, j’ tirer D’abord, ! ! ! !! ! !! ! ! frapper ! ! oublier ! ! ! ! ! ! j’ai tiré sur la queue de mon chat. ! Puis, j’ai frappé mon frère. ! ! ! Aussi, ______________ mes devoirs. ! ! ! ! !! Laura Terrill, Pinellas 2015 7 2/16/15 Passé composé ai mangé le chocolat. manger Hier, j’ tirer D’abord, ! ! ! !! ! !! ! ! frapper ! ! oublier ! ! ! ! jurer ! ! ! ! j’ai tiré sur la queue de mon chat. ! Puis, j’ai frappé mon frère. ! ! ! Aussi, j’ai oublié mes devoirs. ! ! ! !! En?in, _______________ à mon père et il m’a grondé. ! ! ! ! !! ! Laura Terrill, Pinellas 2015 Passé composé ai mangé le chocolat. manger Hier, j’ tirer D’abord, ! ! ! !! ! !! ! ! frapper ! ! oublier ! ! jurer ! ! ! ! ! ! j’ai tiré sur la queue de mon chat. ! Puis, j’ai frappé mon frère. ! ! ! Aussi, j’ai oublié mes devoirs. ! ! ! ! !! ! ! ! !! En?in, j’ai juré à mon père et il m’a grondé. ! What is the rule? How would you explain how to speak and write in the past? Laura Terrill, Pinellas 2015 8 2/16/15 Grammar in Context P resentation A ttention C o-‐construct E xtend Laura Terrill, Pinellas 2015 Conven<ons Correct use of all conventions Risk-‐taking Writing errors are bad, they are indicators of failure Writing errors are good, they are opportunities for instruction “It has now become conventional wisdom…… that the best way to teach conventions is by example, using texts students create.” --Culham Laura Terrill, Pinellas 2015 9 2/16/15 Importance of Authen<c Texts Authentic Text – text written by speakers of the target language for speakers of the language Plus besoin de faire ses lacets avec • Real-‐world cette invention • Culture rich • Models of correct language Laura Terrill, Pinellas 2015 Working with video -‐ vocabulary Show the video without images or show the video without sound. ! Ask students to list words and phrases they think they will hear based on the images ! Alternatively, show images and ask them to predict what the song is about based on the images. ! Laura Terrill, Pinellas 2015 10 2/16/15 Shakira – La La La Laura Terrill, Pinellas 2015 What is it about? Laura Terrill, Pinellas 2015 11 2/16/15 Consider the symbolism Tackle one at a time… " Use of color vs black and white " Animals " Flags " Smiles " Drums " Soccer Ball Ask for reasons or offer choices that suggest reasons. Laura Terrill, Pinellas 2015 Shakira What do you know about Shakira from the song? How do you know it? Laura Terrill, Pinellas 2015 12 2/16/15 Letra – cloze ac<vity What words would you leave out? Toda mi vida, fue así Yo a ti te busqué Hasta que llegaste Con esa boca que Dios te ha dao Ni obligada, podría dejarte Las ganas de ti, me devoran Los segundos de todas las horas Tus dos luceros son los que quiero Sin tus ojos azules me muero Ven y bésame mucho El mundo no importa La noche comienza No Pninellas o n2o 015 pares ahora Laura Terrill, Laura Terrill, Pinellas 2015 13 2/16/15 Homework or silent in class reading for cognates….. summarize in English, focused discussion in Spanish Laura Terrill, Pinellas 2015 Go to website…. Have students figure out number…… Laura Terrill, Pinellas 2015 14 2/16/15 Laura Terrill, Pinellas 2015 Presenta<onal Wri<ng Students write summary of video, retelling the story is simple sentences. " Shakira sings. " She likes soccer. " She is Columbian. " There are soccer players, animals. " A little boy plays soccer, etc. Students work in pairs or groups to add a verse to the song, change the chorus, etc. Laura Terrill, Pinellas 2015 15 2/16/15 Interpersonal ! Students pair to discuss the song, soccer and Shakira. They comment on things they like and don’t like with regard to the video, favorite parts, etc. They give their opinions about soccer and/ or other sports. Finally, they comment on Shakira and share information they know about her. Laura Terrill, Pinellas 2015 ! ! ! ! ! Lyrics: http://www.dicelacancion.com/letra-‐la-‐la-‐la-‐ shakira Philanthrophy http://www.shakira.com/philanthropy World Food Program http://cdn.wfp.org/2014/shakira-‐give-‐school-‐ meals/ US Weekly – Article about song http://www.usmagazine.com/entertainment/ news/shakira-‐la-‐la-‐la-‐brazil-‐2014-‐son-‐milan-‐ video-‐2014225 Laura Terrill, Pinellas 2015 16 2/16/15 Current proposed thema<c units….. Level 1 Level 2 Level 3 Personal and Public Identities Global Citizenship Personal and Public Identities My Identity Family and Communities Relationships Contemporary Life Contemporary Life Culinary Ready for the Adventures Future Level 4 Personal and Public Identities Memories/ Childhood Global Challenges Contemporary Life Healthy Lifestyle City Life Contemporary Life Global Challenges Vacation Time Healthy Planet / Environment District is allowing for gradual implementation. Laura Terrill, Pinellas 2015 Laura Terrill World Language / ELL Consultant email: [email protected] wiki: lauraterrill.wikispaces.com wiki: lterrillpinellas.wikispaces.com The Keys to Planning for Learning: Effective Curriculum, Unit and Lesson Design http://www.act?l.org/publications/books-‐and-‐brochures/the-‐keys-‐planning-‐learning Laura Terrill, Pinellas 2015 17
