French 4/AP continues to plug along reading the Petit Prince and developing their Interactive Notebooks as we do so. I think the work we’ve been doing so far has been useful, but so very time consuming. Much more than I had anticipated! I hoped to average about 2 chapters of the novels per day, but am usually only getting through 1, between all of the pre-reading, during-reading, and post-reading activities. I think I need to cut down a little bit! That being said, I do feel as though my students have a more profound understanding of the novel.
Chapter 5 addresses the baobab, a fairly big symbol in the novel. In real life, a baobab is an enormous tree also called the “tree of life” that bears an extremely nutrient-dense fruit. For the Petit Prince, however, a baobab represents a problem that, if too long neglected, may not be easily solved. For a pre-reading activity we watched a short informational video on the baobab trees. We read the chapter, and then the students cut out a printable I found online of a baobab tree and decorated it with what they thought were our community’s biggest “baobabs” and why.
Chapter 6 is very short, so we talked a lot about what sadness is/what do you do when you’re sad and journaled accordingly in our notebooks. The students read the chapter in their Reading Clubs and each group tried to come up with a 10 word summary for the chapter! It was fun to see how creative they could get and oddly enough, my “lowest” readers in each class had the most comprehensive 10-word summaries!
Chapters 7 and 8
These chapters are so important to the development of the book, as they are the chapters when we meet the Petit Prince’s flower for the first time! As a pre-reading activity we journaled about our best friends and added chapter vocabulary to our notebooks. We read the chapters via our Reading Groups, but summarized as a class. Finally, for our post-reading activities the students did an Inside/Outside summary for the flower. They used one page in their notebooks and drew a vertical line down the center. Right on the middle of the line, they illustrated the Petit Prince’s flower. On the left hand side of the page, they had to describe the outside of the flower – what physical characteristics does she possess? On the right hand side of the page, they did the same but for her interior characteristics – what kind of personality does she have?
Since this was a Friday I wanted to keep the mood light, so we also used this day as a chance to re-cap all of the vocabulary we had studied so far via a game. I chose several illustrations from the chapters we had already read in class and had the students partner up. One partner sat with his/her back to the board and an iPad in hand with the Educreations app open while the other partner described the image in as much detail as possible. We compared their drawings to the originals, and then switched roles so each student got a chance to describe AND draw!
This is the chapter in which the Petit Prince prepares for his big voyage and bids farewell to his flower. We started first with the following prompt: What objects does the Petit Prince possess? If you were stranded on a desert island, what objects would you want to have and why? It was a good jumping off point for a review of the conditional, which my students are familiar with but tend to use inaccurately/confuse with the imperfect as they are so similar. We discussed as a group and then I read the chapter aloud. We also took the time to add to our Character Maps and update/tidy our notebooks. Chapter 9 is a sort of natural “breaking point” between sections of the story so it was a good place to stop – tomorrow we will assess on what we’ve read so far!