1. PRESENTER: ROSA SERAFINO
PROMOTING SPEAKING AND WRITING IN THE CORE FRENCH INTERMEDIATE CLASSROOM
PRESENTER: ROSA SERAFINO

2. GOAL OF THE WORKSHOP
To provide examples that can be used in the Grade 7 and 8 Core French classroom to help students communicate information and ideas orally in French for a variety of purposes and audiences, in addition to writing French texts for different purposes using the stages of the writing process.

3. How do we get our students to speak and write in French?
Make it authentic
Make it meaningful
Collaborate
Provide students with examples
Model for students
Give students a variety of format options for presentations and writing tasks
Create a comfortable learning environment

4. What makes students want to communicate?
-In order for students to SPEAK and WRITE in French, they have to want to do it and we have to provide good reasons why they should.
-Make it Authentic - relevant to students, highly motivating, familiar topics that students already know something about (i.e. personal interests, family, friends, current events, food, etc.)
-usually FSL students spend more time listening than speaking, but from the beginning students should be given the tools to start speaking - vocabulary (Strategies for Success - Tools for the Second-Language Classroom by Marcelle Faulds)

5. LES VEDETTES DE NOTRE CLASSE
At the beginning of the year, students worked on creating a short movie strip about themselves.
Expectations:
GRADE 7 and GRADE 8
SPEAKING
-engage in a variety of guided spoken interactions with their peers and the teacher, using familiar sentence structures and expressions, with teacher modelling and support
-using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support

6. THE TASK - Handout provided
Students are provided with the movie strip template
The first box of their movie strip must introduce themselves
They are then to choose from the other 5 sentence structure options to include in their movie strip (i.e. mes intérêts, ma famille, mes rêves pour l’avenir, l’été, ou la nourriture)
Model the different sentence starters with the class - give them the opportunity to see your example - create a chart with possible sentence conclusions
In order to differentiate the activity, some students can do the whole activity, some may only need to include a few of the options
Have students edit their work and then come to you for editing
Students then complete the movie strip with pictures that reflect the sentence that they have chosen
Finally, students present themselves to the class!

7. Film Strip Examples

8. Samples cont’d...

9. And more samples...

10. GRADE 7 TROUVER UN NOUVEAU PASSE-TEMPS
Display pictures of different hobbies on the board or prepare a powerpoint presentation
Ask students to identify what the pictures represent - Qu’est-ce que vous voyez? - Je vois…; Qu’est-ce que ces photos représentent?- Les photos représentent…
Use these pictures to play a game of charades to get students using the vocabulary and language
Use language like… Tu joues au, à la, à l’ or Tu fais du, de la, de l’

11. Les logos et les refrains publicitaire s
With students, generate a list of different logos and ask for volunteers to draw them
Listen to a variety of jingles
Ask students to think about the choice of music, the feelings the music evokes, why that particular music was chosen
Who are the particular logos and jingles intended to influence and does their character traits/hobbies have anything to do with it
In groups, have students pick a product or service and create a jingle using the model as an example (Text pp.4-5)

12. La publicité et les passe-temps
Ask students, when choosing new hobbies, are they influenced by publicity or jingles and create a list of their ideas and opinions
Quelles sont vos publicités préférées? Pourquoi? - Mes publicités préférées sont...parce que...
Quelle est la chose qui t’a influencé? - La chose qui m’a influencé est...
You can also prepare a sample advertisement/commercial and have students present it to the class - include a list of words that they can substitute for students who need a challenge

13. Regardons un court vidéo...

14. Picking a new hobby and creating a budget
Students pick a new hobby that they would like to do
Discuss with students the difference between needs and wants when it comes to starting a new hobby
Once they have decided what they need, have them make a list of what they will need and have them look in flyers and online for specials
Provide students with options for presenting their budget; a powerpoint, poster, excel sheet

15. THE BUDGET It must include: A title
What is the hobby and why they are interested in it
A list of what they need and what each item costs
Ways they will save money (introduce words like solutions économiques, rabais, en solde, etc.)
Ways that they will earn money (introduce words like gardiennage d’enfants, cadeau de mes parents, les économies)

16. STUDENT SAMPLES

17. Mon Passe Temps: Ballet

18. Mes Besoins Un Justaucorps- 50$ Coussinets de gel- 45$
Collants- 25$ Lecons- 50$ par 2 heures
Chaussons de ballet- 75$ TOTAL: 385$
Tapis d'entraînement- 40 $
Barre de ballet- 100$

19. Mes Solutions Economiques
Ma mere paiera pour mes lecons.
Je peux trouver un justaucorps en vente pour 25$.
Je vais acheter des collants a la vente pour 15$.
Ma cousine me donner un vieux barre de ballet qu’elle a.

20. Nouveau Calcul UN justaucorps- 25$ Coussinets de gel- 45$
Collants- 15$ Lecons- 0$
Chaussons de ballet-75$
Tapis d'entraînement- 40$
Barre de ballet- 0$

21. Mes Sources de Revenues
Économiques (185$)
Aider mes parents (25$)
A la maison manucure (100$)
Vente de vêtements et de jouets (75$)
TOTAL: 385$

22. Mon Nouveau Passe Temps
J’ai assez d’argent pour acheter les articles nécessaires pour commencer mon passe temps.
***Avec les 185$ supplémentaires, j'achèterai d’autres article pour le ballet tel qu’un tutu.

23. Merci de Votre Attention!

24. DEVELOPING STUDENT WRITING - GRADE 7
Generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources
Make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for reproduction
Determine, with support from the teacher, their purpose in writing and the audiences for French texts they plan to create

25. TRANSFORMING WRITING INTO SPEAKING
Using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support
Identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences

26. GRADE 8 SOUTENIR UNE CAUSE
From the introduction to the final task…
In groups, students brainstorm on chart paper all the different issues that are important to them or that they are aware of and the causes that they represent (i.e. Autism, Cancer, Canadian Food Bank, UNICEF, etc)
The charts are posted around the room so that students can refer to them throughout the unit
Look online for posters that advertise different events that support important causes

27. Une affiche
Have students look at and discuss the details provided on the poster (i.e. date, time, purpose, facts, title of the event, a line that appeals to the reader)
Provide students with guided questions and sentence starters (Refer to text p.7 in Trouve ta Cause - On Lave pour la cause); Qu’est-ce que c’est un lave-o-thon? - Un lave-o- thon est…;Qu’est-ce que vous voyez? Je vois…; A votre avis, à quelle cause est associé ce lave-o- thon? Je pense que le lave-o-thon est associé à…;

28. LE COURRIEL - Students will look at other posters and pick one to create an to a friend to convince them to join them in supporting one of the causes
The will need to:
Present the cause (from one of the posters they choose)
Explain why it’s important
Present good arguments to support the cause
Make a plea to everyone
Thank everyone

29. Student work

30. Tâche Finale - Poster or Video
Students choose a cause from the list that was generated at the beginning of the unit
They are to create a poster or video that includes:
The name of the cause that interests them
Why it’s important to them
Good arguments to convince their friends and classmates to support his/her cause

31. SOUTENIR UNE CAUSE - SAMPLE WORK

32. MORE SAMPLE WORK

33. MORE EXAMPLES

34. DEVELOPING STUDENT WRITING - Grade 8
-determine their purpose in writing and the audience for French texts (e.g. to convince a person to join a cause that is important to them)
-generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources
-plan and produce drafts and revise their writing
-make improvements to enhance the clarity and readability of their written work

35. TRANSFORMING WRITING INTO SPEAKING
Students use the writing pieces and present it to the class
Speaking
produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support
identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences
speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics

36. Questions and Comments