For the first time this year, I am teaching a 6th grade Exploratory French class. I see my students for one quarter (roughly nine weeks), three times a week for 45 minutes. Every quarter I get a new rotation of students. I have used a full comprehensible input (CI) approach in my exploratory classes. Although I didn’t have my students for very long, by the end of the quarter they were able to acquire an impressive amount of French and could use it effectively on interpretive assessments. Here is a rough outline of how I set up my exploratory program.
1. Calendar Talk. I begin each class with my version of Calendar Talk. At the start of the rotation, I show this PowerPoint and talk about the day, the date, and the weather. At first I ask the question and then I give the answer, translating as necessary. After a while I can then ask the question and get a student volunteer to answer. When relevant, I also mention holidays (I refer to them as “un jour spécial.”). After about four or five weeks I upgrade to this PowerPoint, in which I have removed some of the English supports found in the first PowerPoint. This second PowerPoint also contains two new questions, one about the season and another about the time.
2. A Second Warm-up Activity. After our Calendar Talk, the second activity varies depending on what day of the week it is. On Mondays, I use a visual like the ones mentioned in this post to ask students about what they did the previous weekend. At the beginning of the rotation I read the sentences describing certain activities and have students either stand up or raise their hand and say “C’est moi (Me)” if they did the described activity over the weekend. Once we have done that for a couple of weeks I then ask them to guess what they think I did over the weekend (FYI, I lie to my students about my weekend plans from time to time to provide more repetitions of certain structures). I also play Two Truths and a Lie, where students write down two activities from the visual they did and one they didn’t do over the weekend. Then as a class we try to guess which activity is the lie. By the end of the rotation, I can get student volunteers to answer when I ask about their weekend (Note: I keep the visual up for the entire quarter. They still need the support).
During the first week of class I quickly teach my students to respond to “Comment ça va (How are you doing)?” Then every Wednesday from the second week of class to the end of the rotation I use this fantastic PowerPoint created by Cécile Lainé as my second warm-up activity. At first I show a slide and ask “Qui se sent…(Who feels…)?” and have students raise their hands and say “C’est moi (Me).” After a few weeks, I ask, “Comment est-ce que vous vous sentez aujourd’hui (How are you all feeling today)?” and take volunteers to answer.
On Fridays, my second activity varies. Sometimes I use a visual like the ones mentioned in this post to ask students about what they are planning to do during the upcoming weekend. At first I made this my second activity every Friday, but it grew a bit stale since it was so similar to my Monday activity. So then I started substituting other activities. Sometimes we do a little bit of Total Physical Response (TPR) that turns into a Simon Says game. On other days we look at French memes and try to figure out what they say or listen to popular French music.
3. My Main Activity. After my Calendar Talk and second warm-up activity (which take anywhere from five to twenty minutes of class, depending on how quickly students can process new expressions), I move on to my main activity, which usually lasts about 20-30 minutes of class. My main activity this year in my exploratory class has been one of the following:
- Movie Talks. Visit this post for general information about doing a Movie Talk and this post for specific information about my Fritz the Dog Movie Talk, which was very popular with my sixth graders.
- Storytelling. Alice Ayel maintains a YouTube channel where she tells stories in simple French for French learners. The first and the third ones are about an artist named Marie. In my exploratory classes these two videos turned into a complete unit, which I talk about here.
- Storyasking with student actors. Towards the end of the rotation, students have enough language for this. Storyasking is one of the main activities of Teaching Proficiency through Reading and Storytelling (TPRS). You can visit this post for a bit of information about how I do Storyasking in my class.
My rule of thumb for the main activity is that it needs to be something that takes at least three class periods to complete. I accomplish this by creating different activities based on the same story. For example, this year I did a Movie Talk based on this video. The 5-day lesson plan I created for this Movie Talk were as follows:
- Storytelling to give the bare bones of the story (minus the big reveal at the end) in a style similar to that of Alice Ayel (although unlike Alice, I do translate some words into English by writing them on the board as I tell my story).
- Show a PowerPoint about the story, giving a bit more detail (minus the big reveal at the end), while also asking students questions about the story, themselves, and each other.
- Read a story based on the video (minus the big reveal at the end), giving a bit more detail. I read the story out loud to the class. When I pause, students need to shout out the next word of the reading in English. Alternatively, students read a story together using volleyball translation.
- Play a game based on the story. Visit this post by the amazing Keith Toda for a list of possible Post Reading games.
- Watch the entire video clip so students can see the big reveal.
Since I only have students for nine weeks, any assessment I give them is interpretive. Quite often I will give students an (unannounced) assessment where they have to match a picture to a French sentence that describes it or read a series of statements that students about which students have to answer multiple-choice questions. Sometimes I give them a series of sentences to illustrate in comic strip form as an assessment.
Here are the topics I introduce in the sixth grade class:
- Greetings, goodbyes, asking/answering “How are you,” and other pleasantries
- The difference between formal and informal speech and when to use each one
- Adjectives used to describe how people feel
- Common adjectives used to describe people physically and mentally
- Masculine versus feminine adjective forms
- Days of the week, months of the year, and writing out the date
- Common weather expressions and names of seasons
- Telling time on a digital clock
- Expressing likes and dislikes
- Numbers to 59
- Common colors
- Common animals
- Common sports and leisure activities
- High frequency verb structures like “I am,” “S/he is,” “I have,” “S/he has,” “I want,” “S/he wants”
- The question words “What” and “Who”
Keep in mind that students have not mastered these topics. They would not be able to score well on a written or oral presentation or interpersonal assessment. If I asked my students to do that when they are only in a nine-week course, it would kill their motivation and enthusiasm, thus solidifying the belief that French is difficult. My hope is that this initial exposure will be helpful and make students successful in their first-year class, should they decide to continue with French.
As I mentioned at the beginning of this post, this is the first year that I have taught the sixth grade exploratory. Our sixth graders can chose to take one of four languages in 7th grade. A whopping 40% of this year’s sixth grade students have elected to take French next year, which just shows how powerful language instruction with CI can be. I will be their French teacher next year. I am curious to see how much language they will be able to retain from their exploratory class when they return in the fall.