For those of you know me, you are well aware of my addiction to Movie Talk (AKA Video Chat, AKA Clip Chat). I'll be doing my MT session at MaFLA next week and NECFTL in February, and presented on it five times this past summer. FIVE. I am legitimately obsessed.
Someone just posted a question to the iFLT/NTPRS/CI Teaching FB group about a good MT for French I. I believe that ANY MT can be adjusted to work for ANY level, but I wanted to take a moment to write about the year I based the entire content of my third grade program on four Simon's Cat videos: Fetch, The Box, Snow Business, and April Showers.
We started the year with a Card Talk, where students drew what they liked to do. This allowed us to talk about weather, times of year, people, all kinds of stuff! We spent a solid three or so weeks on this. Here are some of the activities we did on my SmartBoard with the information we gathered about students in the class.
For the picture on the left, we dragged the pictures from the bottom next to the names of the students who said they liked that particular activity. (The screen was originally just the names and the picture at the bottom.) The second picture is a set of true/false questions I asked my students orally; they wrote theirs answers on individual white boards. When I showed the third, we talked about which weather is best for which activities; this is always great because of the discussions that arise organically. There are invariably kids who like to play baseball in the rain, and we talk about how it's dangerous to swim when it's storming. The last contains sentences for goofy paired Pictionary (animals that like to do different activities, the same ones that the kids drew for the Card Talk); one student in the pair closes their eyes, the other looks at the sentence, then I cover the sentence up and the "open-eyed" students draw what they read for their partners to guess.
We then examined some pictures of kids around the world with their favorite possessions. (Ooooh, culture!) This is such a rich set of photos for Picture Talk-it's so powerful and can get you milking ALL FIVE OF THE FIVE ACTFL C's!! (Teacher mic drop.) The conversations can be so rich, and doing things like Venn diagrams, descriptive paragraph composition, and, comparison charts can really get the kids thinking about cultural differences. (The one picture that's fascinating and scary at the same time is the Ukranian boy with his toy gun collection.)
Our first MT of the year was "Fetch." It doesn't connect 100% with our Card/Picture Talks, but it has a cat and a dog and a stick and throwing and it's just fun. Simple, basic, repetitive. That's the key to a good MT.
After our first term ended, we worked with "The Box." This one is fantastic for prepositions. (BTW, it's also the video I use as a demo for when I present on MT. Someone in the group always has a cat, and we talk about how the cat may or may not like boxes. It's great.) Students make their own little paper boxes, and we play around with putting different manipulatives in them. (Confession-by the end of our work with the boxes, I did break out some Skittles for us to put in and under and beside and behind our little boxes. Life's short, right?!)
Once the weather turned, I cued up "Snow Business." Both"Fetch" and "Snow Business" have great structures for gestures. Gestures are important for me as I work with younger kids and they really benefit from that physical/oral connection. A friend of mine once told me that everything in my classes revolves around people or animals throwing things, stuff breaking, things falling....What can I say, I know what I like and what works for my kinds. I mean, if it ain't broke....
There are a couple of moments in the year when I deviate a little from Simon's Cat. During the winter, to mix things up a little, we do our Chapin/Cochien unit, which is always a ton of fun. I tie things to animals as much as I can, because, well, who doesn't love to talk about animals! I find that this unit is really beneficial from a linguistic perspective. Asking students to split words into syllables is not always easy, especially in L2, and it's not something one would think of being an "important skill." But it really is a cool exercise, and cognitively beneficial, I believe.
You can read about the unit in more detail here.
In their ELA class, third graders study folk tales. In our third term, starting in March, we read Le Petit chaperon rouge (Little Red Riding Hood), which takes us all the way through May. I love this unit because it ties into what the students are studying in their other classes. It uses a familiar story, so their affective filters are low. I scaffold it such that by the end of our work with the book, they are able to retell the story to me as I use a doll house and small stuffies and figurines to act it out. For some reason I can't upload that video to YouTube, but you can watch it here. The very last activity is homework: students retell it to a parent with images from the book, no written text in front of them. It's a powerful exercise.
So there you go-a year with Simon's Cat! I hope this give you some ideas. What are some videos you think that could serve to be the cornerstone of a year's curriculum?
Allison Litten, the 2019 VFLA TOY, teaches French at the Marion Cross School, a public PreK-6 school in Norwich, Vermont. This is her twenty-third year teaching, and twentieth at Marion Cross.