I asked all of the students to review the course, and offer suggestions to make it better for the next students to come through.
-I didn't like having an objective for each day. Often times I repeated the objective that I wrote the day before. Also, I wanted more written homework for the vocabulary and grammar to practice outside of school. I like the films and working with the films. My favorite activity was the film review for Edith Piaf.
-For me the exercises in the workbook helped a lot for grammar. Afterwards, I applied the grammar in the discussions in class for the films. Also for French IV I think that homework is important for a rigorous course.
-I would change the pace of the course. At the beginning we had lots of time with the films, but at the end we had less time. I would like equal time for each film.
-If I could change the course, I would change the amount of work in the book. I think the book exercises helped me a lot. It was very seldom that we did any book work for the class.
-I would change the balance between cinematography and grammar lessons. I really like the cinematography part of the class because it forced me to think about the importance of the films and also the concepts for life, not just the plot. But I want to see more grammar for the class because I needed more comprehension between my classmates and I during the discussion. It's easier to understand the films and my classmates ideas when we have a better knowledge to explain our ideas.
-For next year in French IV class I would change the order of the class. I would start with a grammar revision because when the students enter the class, their French is bad, and it's difficult to work in the beginning. After that I would like to watch the films. I thought the films taught us a lot of French.
-In my opinion there were too many films. I think that different art or music projects are a good idea for the students next year. The discussions were good for comprehension. Maybe for the journal just an objective for the day is sufficient. A variety of activities is my ideas for a change.
08 June 2011
Film Class: Français IV
The most successful class I had with immersion was the French IV film class. During the course of the semester we watched, in this order:
Ma Vie en Rose
La Vie en Rose /La môme Piaf
Jean de Florette
Manon de Source
Les Tripelettes de Belleville
La Cité des Enfants Perdus
Le Fabuleux Déstin d'Amélie Poulain
La Haine
Their two favorite films were La Vie en Rose and La Haine. I thought that the confusing nature of the story of Edith Piaf, mostly flashbacks and dark scenes that were often difficult to see in my well-lit room, would put them off. They fell in love with her. They went online, downloaded her music, memorized her lyrics, and when I pulled up her songs in class to study, they belted them out at the top of their lungs.
They really enjoyed watching Jean de Florette and Manon de Source, especially after the dark style of La Vie en Rose. The film didn't really stick with them, though, not the way that Edith did, and they said that this was because she was a real person, with real problems.
The other film they loved dearly was La Haine. Prior to watching this film I had the kids read two articles from my college French books about the banlieues and the social implications of subsidized housing and poverty on the culture of these areas. They struggled a lot through the reading, but when we discussed the reading comprehension in English, they did very well. By the time we watched La Haine, they were well prepared for the violence and the difficult cycle of hatred between the banlieue and the police. The next time I teach La Haine I will spend at least two weeks on this, and include work about the riots of 2005, and Sarkozy. They fully grasped the cycle of hate and how it was perpetuated by both sides.
They found the film La Cité des Enfants Perdus bizarre and disturbing, which it is. We finished this film by reading a French philosophical review, and then the american review by Roger Ebert. They did an excellent job of identifying the contrasts between the physical elements of the film and the ideas, for example, the adults are underdeveloped, while the children are wise, street-smart and resilient.
They found Amélie very confusing and difficult to follow, even with English subtitles. Next year when I teach that film, I will break it down into various scenes, and do a better job of scaffolding the story through cinematography.
Overall the film class went well. Film as text is definitely something that will continue to use at the higher levels, although developing my understanding of cinematography and how to extract the language from the films in order to teach it is something I have to work on.
Ma Vie en Rose
La Vie en Rose /La môme Piaf
Jean de Florette
Manon de Source
Les Tripelettes de Belleville
La Cité des Enfants Perdus
Le Fabuleux Déstin d'Amélie Poulain
La Haine
Their two favorite films were La Vie en Rose and La Haine. I thought that the confusing nature of the story of Edith Piaf, mostly flashbacks and dark scenes that were often difficult to see in my well-lit room, would put them off. They fell in love with her. They went online, downloaded her music, memorized her lyrics, and when I pulled up her songs in class to study, they belted them out at the top of their lungs.
They really enjoyed watching Jean de Florette and Manon de Source, especially after the dark style of La Vie en Rose. The film didn't really stick with them, though, not the way that Edith did, and they said that this was because she was a real person, with real problems.
The other film they loved dearly was La Haine. Prior to watching this film I had the kids read two articles from my college French books about the banlieues and the social implications of subsidized housing and poverty on the culture of these areas. They struggled a lot through the reading, but when we discussed the reading comprehension in English, they did very well. By the time we watched La Haine, they were well prepared for the violence and the difficult cycle of hatred between the banlieue and the police. The next time I teach La Haine I will spend at least two weeks on this, and include work about the riots of 2005, and Sarkozy. They fully grasped the cycle of hate and how it was perpetuated by both sides.
They found the film La Cité des Enfants Perdus bizarre and disturbing, which it is. We finished this film by reading a French philosophical review, and then the american review by Roger Ebert. They did an excellent job of identifying the contrasts between the physical elements of the film and the ideas, for example, the adults are underdeveloped, while the children are wise, street-smart and resilient.
They found Amélie very confusing and difficult to follow, even with English subtitles. Next year when I teach that film, I will break it down into various scenes, and do a better job of scaffolding the story through cinematography.
Overall the film class went well. Film as text is definitely something that will continue to use at the higher levels, although developing my understanding of cinematography and how to extract the language from the films in order to teach it is something I have to work on.
06 June 2011
Fin de l'année
On Friday we will be watching La Rafle. which is a film about the jewish raid and the Vélodrôme d'Hiver.
The kids are very excited. They find WWII interesting, but without the essential question to guide me, the unit has been rough.
They have been good sports, for the most part. I'm looking forward to planning things better for next year, for being better prepared, for putting scramble mode in the poubelle where it belongs.
Their final exam is to identify and explain the role of resistance in their own lives. We all resist something, whether it be ideas, activities, whatever. It's a healthy part of the human condition.
They are going to identify and explain it with a visual.
Qu'est-ce que tu résistes dans ta vie?
Pourquoi est-ce que tu résistes ça?
Pourquoi est-ce que c'est important à toi?
Comment est-ce que tu résistes ça?
Est-ce que cette résistance personnelle est facile ou difficile? Pourquoi?
Quel est le résultat de cette résistance?/Comment est-ce que ta vie est changée par cette résistance?
The kids are very excited. They find WWII interesting, but without the essential question to guide me, the unit has been rough.
They have been good sports, for the most part. I'm looking forward to planning things better for next year, for being better prepared, for putting scramble mode in the poubelle where it belongs.
Their final exam is to identify and explain the role of resistance in their own lives. We all resist something, whether it be ideas, activities, whatever. It's a healthy part of the human condition.
They are going to identify and explain it with a visual.
Qu'est-ce que tu résistes dans ta vie?
Pourquoi est-ce que tu résistes ça?
Pourquoi est-ce que c'est important à toi?
Comment est-ce que tu résistes ça?
Est-ce que cette résistance personnelle est facile ou difficile? Pourquoi?
Quel est le résultat de cette résistance?/Comment est-ce que ta vie est changée par cette résistance?
27 May 2011
Que veut dire "Résister"?
Travailler contre quoi tu pas d’accord.
Les rebelles travaillent et bagarrer contre l’ennemie parce qu’ils ne comprennent pas les croyances.
I asked the kids to write definition for the verb "To Resist". Here is what the groups came up with.
Résister c’est quand tu luttes contre les croyances établit parce que tu as les autres croyances.
Ne conforme pas avec les idées.
Contre les idées.
Ne conforme pas parce que tu ne d’accord pas avec l’ordre établit. L’ordre contre les croyances.
Rebelles et n’obéir pas parce que ne d’accord pas avec les croyances et l’ennemie ou les idées si les personnes travailler contre la conformer.
Here are the class definitions that I synthesized. I wanted the class to do the synthesis, but we ran out of time...
Résister :
• Travailler, lutter, ou rebeller contre les idées, les croyances, les établissements, les ennemies, ou l’ordre parce que tu n’es pas d’accord.
• Ne pas obéir, ne pas conformer avec les idées, les croyances, les établissements, les ennemies, ou l’ordre parce que tu n’es pas d’accord.
Les rebelles travaillent et bagarrer contre l’ennemie parce qu’ils ne comprennent pas les croyances.
I asked the kids to write definition for the verb "To Resist". Here is what the groups came up with.
Résister c’est quand tu luttes contre les croyances établit parce que tu as les autres croyances.
Ne conforme pas avec les idées.
Contre les idées.
Ne conforme pas parce que tu ne d’accord pas avec l’ordre établit. L’ordre contre les croyances.
Rebelles et n’obéir pas parce que ne d’accord pas avec les croyances et l’ennemie ou les idées si les personnes travailler contre la conformer.
Here are the class definitions that I synthesized. I wanted the class to do the synthesis, but we ran out of time...
Résister :
• Travailler, lutter, ou rebeller contre les idées, les croyances, les établissements, les ennemies, ou l’ordre parce que tu n’es pas d’accord.
• Ne pas obéir, ne pas conformer avec les idées, les croyances, les établissements, les ennemies, ou l’ordre parce que tu n’es pas d’accord.
20 May 2011
Failure
In the interest of my own sanity, Immersion has taken a back seat. I am teaching an entire unit on WWII and there is no essential question.
It's AWFUL.
The kids are interested, but I can see that they're getting nothing. Especially after the first half of the semester, there is a shallow "ramasse" of information.
they are disenchanted with my curriculum. I am resentful for it, but I understand why they are disenchanted. I am also disenchanted. I want to smash things. I feel like a failure, and I blame the fact that I am human, and I cannot accomplish everything I hope to.
I keep a bag in my room, full of quotes for students about hope, fear, failure, life, etc. I pulled a quote in a fit of "I'm a big failure" tantrum.
"If you're not faililng every now and again, it's a sign you're not doing anything very innovative." -Woody Allen.
That just made everything all better.
Thanks Woody Allen.
It's AWFUL.
The kids are interested, but I can see that they're getting nothing. Especially after the first half of the semester, there is a shallow "ramasse" of information.
they are disenchanted with my curriculum. I am resentful for it, but I understand why they are disenchanted. I am also disenchanted. I want to smash things. I feel like a failure, and I blame the fact that I am human, and I cannot accomplish everything I hope to.
I keep a bag in my room, full of quotes for students about hope, fear, failure, life, etc. I pulled a quote in a fit of "I'm a big failure" tantrum.
"If you're not faililng every now and again, it's a sign you're not doing anything very innovative." -Woody Allen.
That just made everything all better.
Thanks Woody Allen.
28 April 2011
Immersion: the inner war about the world war
I'm using English to scaffold my French III class. We're breaking down lots of complex French into English to get at the main idea. Their listening comprehension has skyrocketed. Two days of vocabulary bingo for war vocabulary, and most of them are cognates. They loved this bingo, and they are now confident with the vocab, picking it right out of the documents, hearing it spoken, and using it. Success!
I have a DVD that teaches the war in French, it's designed for high school students in France. There are no subtitles, so I'm having the kids break apart my own typed up version of the transcript, translate into English, and they will share this in class on Monday.
The reason I'm slipping into so much English: external exhaustion. I'm not able to properly plan and construct a 100% immersion setting, so I will settle for 75%. Grad school and planning together are crushingly stressful, and paired with the rest of my life, I'm barely hanging on, so I sacrifice 25% English during my WWII class, but it turns out to be constructive. I think back to Lauren's presentations, and the arguments that English is a helpful tool for learning L2. I hear Liz in my head, "Il faut!" but il faut also have the energy and the time, which I'm lacking.
Two days ago I gave them an English page about the Treaty of Versailles, and two political cartoons, and made them read it for comprehension. They didn't bother. So I came unglued, snarled a bit, waved around a textbook (brimstone, essentially) and gave them another night. This is what they were able to synthesize from four pages of English text, into French, as a class. i helped with the grammar a bit, but all of the vocabulary and ideas are their own.
Quelle a été l’attitude de la France vers l’Allemagne avant le traité de Versailles?
La France n’aime pas Allemagne avant le traité de Versailles. La France a été très fâchée, elle haït Allemagne, pour l’invasion de la frontière de France, pour la destruction de la guerre, parce qu’Allemagne a détruit la France. (haït = la haine) La France veut Allemagne prendre toute la responsabilité pour la Guerre parce que la France n’aime pas l’Allemagne. La France a été très méchante vers Allemagne parce que l’Allemagne militaire est très petit après le traité, aussi Allemagne n’est pas les alliés. Après le traité la France a pris la terre d’Allemagne. La France a aimé le traité, mais la France n’a pas enforci le traité, parce qu’elle n’a pas pu (peut), « Société des Nations » pour l’enforcir.
Quelle a été la perspective Allemande du Traité de Versailles?
L’Allemagne trouve que le traité n’est pas juste, alors n’aime pas le traité. L’Allemagne ne pense pas qu’ils ont commencé la guerre, elle n’est pas responsable pour toute la guerre. L’Allemagne déteste la France et ne veut pas signer le traité. Ils sont forcés à signer le traité, et le traité fait l’Allemagne moins puissante qu’avant.
A est déçu(e) parce que le traité n’est pas juste. A n’est pas heureux parce qu’ils ont dû abandonner la terre, l’argent, et le pouvoir. L’Allemagne ne respect pas le traité parce que les alliés envahissent l’Allemagne s’ils ne signent pas le traité. Allemagne a pensé qu’ils ont été réprimés par les alliés.
Expliquez les images avec 1 ou 2 phrases.
Photo 1 : L’Allemagne est forcée à signer le traité ou mourir. La France est la guillotine, et la guillotine castre l’Allemagne, le traité = castration de l’Allemagne. La 1e photo montre la guillotine, symbole de la révolution française.
Photo 2 : Hitler est né (naître) du traité. Hitler est dans le traité de Versailles parce que l’Allemagne est très frustrée. À cause du Traité de Versailles, Hitler peut monter au pouvoir. Le Traité de Versailles est le commencement d’Hitler, le chef. Le parti d’Hitler est entré furtivement du traité de Versailles, et armé eux-mêmes.
I have a DVD that teaches the war in French, it's designed for high school students in France. There are no subtitles, so I'm having the kids break apart my own typed up version of the transcript, translate into English, and they will share this in class on Monday.
The reason I'm slipping into so much English: external exhaustion. I'm not able to properly plan and construct a 100% immersion setting, so I will settle for 75%. Grad school and planning together are crushingly stressful, and paired with the rest of my life, I'm barely hanging on, so I sacrifice 25% English during my WWII class, but it turns out to be constructive. I think back to Lauren's presentations, and the arguments that English is a helpful tool for learning L2. I hear Liz in my head, "Il faut!" but il faut also have the energy and the time, which I'm lacking.
Two days ago I gave them an English page about the Treaty of Versailles, and two political cartoons, and made them read it for comprehension. They didn't bother. So I came unglued, snarled a bit, waved around a textbook (brimstone, essentially) and gave them another night. This is what they were able to synthesize from four pages of English text, into French, as a class. i helped with the grammar a bit, but all of the vocabulary and ideas are their own.
Quelle a été l’attitude de la France vers l’Allemagne avant le traité de Versailles?
La France n’aime pas Allemagne avant le traité de Versailles. La France a été très fâchée, elle haït Allemagne, pour l’invasion de la frontière de France, pour la destruction de la guerre, parce qu’Allemagne a détruit la France. (haït = la haine) La France veut Allemagne prendre toute la responsabilité pour la Guerre parce que la France n’aime pas l’Allemagne. La France a été très méchante vers Allemagne parce que l’Allemagne militaire est très petit après le traité, aussi Allemagne n’est pas les alliés. Après le traité la France a pris la terre d’Allemagne. La France a aimé le traité, mais la France n’a pas enforci le traité, parce qu’elle n’a pas pu (peut), « Société des Nations » pour l’enforcir.
Quelle a été la perspective Allemande du Traité de Versailles?
L’Allemagne trouve que le traité n’est pas juste, alors n’aime pas le traité. L’Allemagne ne pense pas qu’ils ont commencé la guerre, elle n’est pas responsable pour toute la guerre. L’Allemagne déteste la France et ne veut pas signer le traité. Ils sont forcés à signer le traité, et le traité fait l’Allemagne moins puissante qu’avant.
A est déçu(e) parce que le traité n’est pas juste. A n’est pas heureux parce qu’ils ont dû abandonner la terre, l’argent, et le pouvoir. L’Allemagne ne respect pas le traité parce que les alliés envahissent l’Allemagne s’ils ne signent pas le traité. Allemagne a pensé qu’ils ont été réprimés par les alliés.
Expliquez les images avec 1 ou 2 phrases.
Photo 1 : L’Allemagne est forcée à signer le traité ou mourir. La France est la guillotine, et la guillotine castre l’Allemagne, le traité = castration de l’Allemagne. La 1e photo montre la guillotine, symbole de la révolution française.
Photo 2 : Hitler est né (naître) du traité. Hitler est dans le traité de Versailles parce que l’Allemagne est très frustrée. À cause du Traité de Versailles, Hitler peut monter au pouvoir. Le Traité de Versailles est le commencement d’Hitler, le chef. Le parti d’Hitler est entré furtivement du traité de Versailles, et armé eux-mêmes.
21 April 2011
What my kids want to know
I asked my kids to write down their questions about World War II, keeping in mind that they are learning about it in a French class. Here are their questions, exactly as they wrote them.
Ou est France?
Qui ne gagne pas?
Comment France faire à la Guerre Mondiale?
Pourquoi autre personnes permettre Hitler faire cette?
Je veux sais pourquoi Hitler est très stupide.
Je veux sais pourquoi Italy et Japon aller avec Allemagne.
Quell est Hitlers motives?
Comment a fait avec la ristance Français?
Comment a fait le Viche Français?
Comment Hitler début ça tourture?
Comment France obtenir implique?
Comment France faire à la seconde guerre mondiale?
Comment Hitler début ça tourture pour les Jews?
Quand est-ce ils aime Hitler?
Quand le juifs?
Quel role de France dans WWII?
Est-ce France aidé Allemande?
Je vais serait que D-day?
Je vais serait que le France "activité" que le guerre?
Qu'est-ce que France ont participate pour WW2?
Pourquoi Hitler est mourir six milleux personnes?
Pourquoi est Hitler en rules un world domination?
Pourquoi est un Français en WWII?
Pourquoi est-ce que nous sommes penser de Français de WWII? Qu'est-ce qu'ils faitons?
Comment les Germans invadée France?
Qui est-ce que la chef de France dans la war?
Pourquoi est-ce que Hitler gagne le seat de power?
Comment Hitler être fou?
Quel arriver de Germany?
Pourquoi Hitler as leader?
Quel est le motives de Hitler pour gagne le war?
Pourquoi est (winning?) le bon reason de superiority?
Je vais apprender de Atomic bombe.
Je vais apprender est-ce que Hitler obtenir pouvoir.
Pourquoi est Hitler en power?
Est-ce que tu il main views?
Comment est-ce que fait après le holocauste?
Pourquoi Japon?
Ou est France?
Qui ne gagne pas?
Comment France faire à la Guerre Mondiale?
Pourquoi autre personnes permettre Hitler faire cette?
Je veux sais pourquoi Hitler est très stupide.
Je veux sais pourquoi Italy et Japon aller avec Allemagne.
Quell est Hitlers motives?
Comment a fait avec la ristance Français?
Comment a fait le Viche Français?
Comment Hitler début ça tourture?
Comment France obtenir implique?
Comment France faire à la seconde guerre mondiale?
Comment Hitler début ça tourture pour les Jews?
Quand est-ce ils aime Hitler?
Quand le juifs?
Quel role de France dans WWII?
Est-ce France aidé Allemande?
Je vais serait que D-day?
Je vais serait que le France "activité" que le guerre?
Qu'est-ce que France ont participate pour WW2?
Pourquoi Hitler est mourir six milleux personnes?
Pourquoi est Hitler en rules un world domination?
Pourquoi est un Français en WWII?
Pourquoi est-ce que nous sommes penser de Français de WWII? Qu'est-ce qu'ils faitons?
Comment les Germans invadée France?
Qui est-ce que la chef de France dans la war?
Pourquoi est-ce que Hitler gagne le seat de power?
Comment Hitler être fou?
Quel arriver de Germany?
Pourquoi Hitler as leader?
Quel est le motives de Hitler pour gagne le war?
Pourquoi est (winning?) le bon reason de superiority?
Je vais apprender de Atomic bombe.
Je vais apprender est-ce que Hitler obtenir pouvoir.
Pourquoi est Hitler en power?
Est-ce que tu il main views?
Comment est-ce que fait après le holocauste?
Pourquoi Japon?
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