Music resources for French teachers!

I got a tweet from the fabulous Laura today asking about resources for French music, so I thought I’d share a few of my favorite links!

I do Mercredi Musique in all levels of French (only for the past two years, but it feels way longer). It’s arguably my students’ favorite part of French class, and I like to keep it pretty routine and therefore, low-prep (like, seriously low prep) so we do the following things every Wednesday.

  1. I intro the name of the song, the artist and the genre. Sometimes, we predict what the song might be about (based on the title) but that doesn’t happen very often (mostly because I’m lazy and/or I forget).
  2. We watch the music video. I try to pick songs with school-appropriate videos; if there is a moment or two that is potentially questionable (I’m not about that parent e-mail life) then we have “technical difficulties” during those parts (aka I mute the SmartBoard).
  3. We express our opinions of the song and its video; I provide some helpful nouns and adjectives to that end, so I don’t have to listen to everyone say “c’est intéressant” all the time.
  4. I teach them the chorus; this involves repeating after me line-by-line and then making meaning of the words to get an idea of what the song is about. A bonus to only teaching the chorus is that the selection of songs you can use in class gets way bigger, because any stray swear words are typically in the verses and unless the kids have enough gumption to look up the lyrics and each word’s translation, they won’t know the difference.
  5. They practice the chorus with a partner.
  6. We listen to the song again, and sing the chorus each time it comes up.

My Mercredi Musique slides for the past two years are here and here. To find ideas for songs, I peruse http://www.mcm.fr/top-50 (though a lot are in English), Spotify France, Topito, and Paroles de clip by TV5Monde. Because I want to get my students hooked on French music (and thus, my class) I try to only pick songs that are, in their words, “lit” which as far as I can glean means cool/catchy. There is the rare exception (everyone needs some Edith Piaf from time to time) but I really try to use songs that are mostly upbeat and fun; know your audience, though – sometimes the chill indie songs have been successful, but I try to play to a wide audience.

Enjoy!

*Petite side note: As the school year winds down and throughout the summer as time allows, I will be uploading some of my units and other teaching resources on TpT (frankly, grad school doesn’t pay much and a girl can only eat so much Top Ramen). Just keep an eye out if that’s of interest to you!

Thoughts on the STAMP 4s Assessment

So, I recently had the opportunity to administer the STAMP 4s proficiency test to a small group of my students across levels 2-AP (which is level five). I’ve always wanted to administer a proficiency assessment to my students but wasn’t sure if/when I’d get the chance, until my colleague and I got into a rather, ahem – shall we say spirited discussion of proficiency levels and what students could do at each (and that a French 1 student is probably not a reliable Intermediate Low). Our curriculum coordinator gave us permission to test 5 random (key word – random) students in levels 2, 3, 4 and AP. Because we wanted our data before our district-wide meeting that’s taking place tomorrow (March 15), we decided not to test French 1 until the end of the year. I’m not teaching French 1 this year, so that was fine by me.

Our district provided the funding for us to test our students – our ISD subsidizes some of the cost so it was only $10/student and our curriculum department took care of that.

The Test

The STAMP assessment has two sections – Reading & Writing and Listening & Speaking. You have to complete either reading or listening to do the output sections; it’s not an option to just do writing and speaking. The test is adaptive, so the reading and listening samples get harder the better a student performs. Their results on the interpretive section of the test also determine what kind of prompts they receive for the writing and speaking (three prompts each).

The Setup

The test is administered via computer. I have a laptop cart in my room for 1:1 use, so I had our tech specialist re-image and update the computers to make sure they met the tech specs for the test. Our department also has 30 headphone/microphone combo sets, so I made sure to have those on hand for the listening and speaking portions of the test.

Prior to administering the test, I used the index cards I have for cold-calling on students to randomly select 5 students per level. I offered them an extra-credit incentive to take the test (plus, they were excused from that day’s classwork).

Giving the test

On the website, it says that the interpretive sections of the test should take about 40-45 minutes, and the speaking and writing sections about 20-25 minutes each. So I planned to do two days of testing one week, and two days of testing a second week. The assessment can be stopped and resumed at any point – even in the middle of a section.

I have a large classroom, so I set up my test takers on one side and administered class normally on the other. It seemed to work just fine that way. We experienced a few technological issues, but nothing that switching a set of headphones or getting a new laptop couldn’t fix.

I planned the administration of the test around our Charity Week, which was the first full week in February; nothing big gets done that week in terms of instruction because there are so many interruptions, so I figured it was ample time to get the test done and over with before our March 15th deadline.

Reflections on testing

You guys. This test took FOR. EV. ER.

As in, I started in the first full week of February and I STILL have some students who haven’t finished. It is THAT MUCH of a time suck. I finally had to let it go – what’s done is done and their results are their results on whatever parts of the test they took. Seriously, the students taking the test were starting to miss so much class material that it became frustrating for me and them. I guess because of the adaptive nature of the test, it just naturally becomes more long but after 180 minutes of testing, the software quits recording exactly how much time was spent on it and just says “180+ minutes.” Time does not factor into their score, and neither the speaker nor writing portions are timed, so a student can very easily plan what they are going to write/say in response to the prompt. Recordings can also be re-done if students are not satisfied with their first attempt. In that way, I would say that it is much less of a proficiency assessment and far more of a performance assessment due to the processing time allowed and the lack of interpersonal interaction/negotiation of meaning.

The Results

Despite the enormous time commitment of the assessment, I have been so far very pleased with the results. Across all levels, students performed very well in reading, with an average score of 6 (Intermediate High) even in level 2; the highest score for reading was an 8 (Advanced Mid) by one of my AP students. Listening tended to vary wildly across the board, with some students earning scores as high as a 7 (Advanced Low) in AP and as low as a 2 (Novice Mid) in French 3.

In terms of writing and speaking, the majority of my students performed exactly as I thought they would, if a bit lower in some cases. For example, I have a student in French 2 who performs very well on in-class assignments and assessments who scored a 2 on writing (Novice Mid) and a 3 on speaking (Novice High), and a French 3 student who I thought for sure would be well into Intermediate got a 3 (Novice High) on speaking. That being said, the VAST majority of my students were in Intermediate range, with many scores of 4 (Intermediate Low) and 5 (Intermediate Mid) on speaking and writing across levels 2-AP. I had a smattering of 6s (Intermediate High) in speaking/writing for my AP students (and even one French 4 student). No one scored higher than a 6 (Intermediate High) on the speaking portion, which to me proves the point that an immersive study abroad experience really is required to get students over that hump into the Advanced proficiency range.

 

 

 

Micro-unit: Les partis politiques français

 

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In an effort to expose my students to as many cultural topics as possible before the AP test, I did a very quick, brief overview of the French presidential elections and the political parties in France. And I mean very quick. I could (and should) have done a lot more with this concept but I’m feeling a little panicky about the amount of material I have to get through in the next eight weeks so we did a very brief micro-unit so they are at least familiar with the system and the candidates, should anything crop up this year’s test (given that it’s an election year).

I slapped together a brief dossier (this does not include an article I found on 1jour1actu) for this micro-unit; there’s not much in it, it’s more of a guide to help me and keep my students organized.

Day 1: Look at the graphic on the front page of the dossier and brainstorm the major values of French politics; are they similar to or different from our values? How so? Examine the logos on page 2 and try to guess where the parties fall on the left-right spectrum. Watch this video from 1jour1actu: Ca veut dire quoi, droit et gauche en politique? The students then used their devices to go on I Side With and filled out the survey to find out which French politicians/political parties best fit their perspectives on a variety of issues. We culled vocabulary related to politics and political stances during this activity as well.

Day 2: We explored some of the articles from the presidentielle 2012 dossier on 1jour1actu, bearing in mind that the candidates are not currently relevant but the practices and concepts are basically the same. I also cut up the pieces of a document shared by a fellow teacher on the French Teachers in the US Facebook page (thanks, Debbie McCorkle!) that broke down the viewpoints of 13 major French political parties on issues such as the economy, the European Union, immigration, terrorism and the army, and the environment. I put students into pairs and assigned them a political party to be the “expert” on, then they had to share out to their classmates, giving only the essential information before moving on.

Day 3: I did a quick direct lesson (in the TL, of course) on how the French president is elected (le suffrage universel direct), how many elections there are (le premier tour, le deuxième tour) and how long a President is in office in France (5 years). We looked at some of the survey results from Le Figaro regarding current candidate popularity, and then did a Venn Diagram of all of our findings thus far regarding similarities/differences in French and American political parties and processes (days 1-3) I then assigned everyone the identity of a French politician for an in-class “primary” debate.

Day 4: Students researched their candidates’ viewpoints on major political issues (immigration, economy, etc) as well as the viewpoints of 1-2 opposing candidates to prepare for our debate.

Day 5: In-class whole-group role play with me as the moderator. I asked questions about various issues and called on “candidates” at random to express their views and challenge the viewpoints of their “opponents.” We also did a quick AP-style reading from a textbook on the voting process in France.

There you have it! Fast, a little shallow, but still relevant and engaging for my students, particularly since it’s been a year full of politics in the United States.

 

La Manie Musicale de Mars 2017

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It’s that time again: March Madness! For the college basketball fan, March is a huge deal of non-stop games that culminate in the college basketball championship at the end of the month. For the world language teacher, it’s a great opportunity to work more authentic music into any and all levels!

This will be my 3rd round of Musical March Madness, and it is my students’ favorite time of year – and that is no exaggeration. We listen to music pretty regularly regardless, but this is a special occasion that everyone looks forward to during the school year. And, to be completely honest? It also gives me a little bit of a break on having to craft 4 different levels of 50-minute lesson plans during one of the hardest months of the year (for me, anyway). I can take the same activities and use them in every level!

Typically I do a 16-song bracket, but as we have testing in March this year, and I will be absent a couple of days this month for various personal-life things, I’ve reduced it to 12 songs. I picked based on titles and artists that my students have enjoyed listening to over the years – however, the majority are not songs that they’ve heard before.

Please bear in mind that I also teach mostly levels 3, 4 and AP and therefore I feel comfortable choosing songs that have more mature themes. Know your clientele and make the choices that are right for you (and them!).

La Manie Musicale de Mars 2017

Soprano – Barman vs Willy William feat Keen’V – On s’endort

Vianney – Je m’en vais vs Fréro Délavega – Mon petit pays

LEJ – Seine Saint Denis Style vs Coeur de Pirate – Ensemble

Louane – Jeune vs Margaux Avril – Lunatique

Christophe Maé – La Parisienne vs Claudio Capeo – Un homme debout

Black M – Je suis chez moi vs Maitre Gims – Ma beauté

I’m excited to see who the winner is!

Professional Development in Vichy, France

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I mentioned briefly in my #authres August: version française post that I had just returned from a 2-week internship at CAVILAM in Vichy, France. I was lucky enough to be one of the 20 teachers nationwide who benefitted from a scholarship to attend this specialized training for French teachers. We were not the only teachers to attend, however – there were hundreds more from all over the world, not to mention the students who come for language learning, DELF/DALF training and other opportunities (though we did not mix with non-teachers in our courses).

The French Embassy in the US offered the scholarship and here’s what they offered:

  • 2 weeks at CAVILAM (registration paid by the Embassy)
  • Lodging in a host family (breakfast and dinner included)
  • Train tickets (round-trip) from Paris to Vichy
  • An allowance of about 225 euros to cover the purchase of books, meals and other incidentals
  •  A $600 reimbursement for the purchase of an international plane ticket

Not a bad deal, am I right?

Each week we chose 2 courses to take, one in the morning and one in the afternoon. There were no classes on Wednesday afternoons, as that time was reserved for a seminar featuring a guest speaker (one week we had Tunisian writer Yamen Manai as our guest). Friday mornings there was always a CAVILAM-sponsored breakfast to mingle with professors and other students.

My courses:

I took four courses total from this list, which were:

  • Panorama de la société française en 2016
  • Améliorer les compétences orales et écrites avec TV5Monde et médias
  • Enseigner la langue et la culture dans une démarche culturelle
  • Lexique et grammaire en action

The Good:

  • TWO WEEKS in France on the French government’s dime! Doesn’t get much better than that.
  • An opportunity to collaborate with French teachers from all corners of the globe.
  • Living with a host family; my host family was truly the HIGHLIGHT of my two weeks in Vichy. They were wonderful!!
  • Access to numerous authentic resources – I seriously brought back a folder stuffed to the gills of ready-to-go resources and activities.
  • New teaching strategies! I got to see French teaching through the lense of native speakers, which brought new perspectives and approaches. In particular, I learned some really valuable writing techniques and new ideas for interacting with authentic resources. Exposure to the CECR framework (France’s measure of proficiency) was also really interesting.
  • Generally speaking, the professors didn’t spend a lot of time lecturing; there was a lot of hands-on practice of new ideas and concepts.
  • CAVILAM has a wide variety of cultural activities; every evening there was something going on, from movie nights to afternoon and weekend excursions (day trips to Lyon, Clermont-Ferrand, Rocamadour, wine tasting, sports, food nights, etc).

The Not-So-Good:

  • For being a 2-week intensive program, I had a LOT of free time. I would have appreciated maybe taking 3 courses a week instead of two; but then again, I really like school.
  • Similary to the above note, I felt a little at a disadvantage since the second week we were at CAVILAM also happened to be the week of Bastille Day, which meant a jour férié on that Thursday, so no school. So in addition to not having our afternoon course on Wednesday, we also did not have it on Thursday which meant we didn’t experience the full benefit of taking whatever class we selected and missed some material.
  • It seems that CAVILAM combines courses; the “Lexique et grammaire en action” course was also the “Atelier d’écriture” (or something similar) so both sections ended up getting content we didn’t sign up for, and less of the content we DID sign up for.
  • I encountered a snafu when attempting to get my allowance, which was not really the fault of Campus France but it still was a major inconvenience; I had arrived early to spend a few days in Paris and thus chose to get my allocation the day of my departure from Paris to Vichy, which also happened to be a Sunday. Campus France assured me that the Western Union in question had Sunday hours (a rarity in France) but when I arrived, it was inexplicably closed. This meant I went several days without my promised allocation, and when I did receive it, it was prorated. Boo.
  • CAVILAM has on online “plateforme” that we were expected to sign up for and we were promised that all materials from the courses would be uploaded to the plateforme; some of us experienced that, some of us did not.
  • The cultural activities (namely, the excursions) were sometimes expensive (mais ça vaut la peine).

Overall, would I recommend this opportunity? Absolutely! If you are a teacher who is new to the idea of teaching for proficiency, you will leave with a wealth of knowledge and new ideas for practice. If you aren’t new to the idea of teaching for proficiency, you’ll still get some new ideas and you’ll be able to spend two weeks immersed in the French language and culture with very minimal out-of-pocket expenses.

If the SPCD Vichy training is something you’d like to experience, check out the application requirements at the French Embassy’s website! Bonne chance!

 

 

Le Nain rouge de Détroit

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I’m in the middle of a unit on Legends & the Supernatural with my level 3 students and I think it’s going well! I love units like this, that are so rich in culture and it’s a perfect opportunity to address cultures other than France, as both Quebec and Francophone Africa have very rich storytelling traditions. I’ve also made narrating in the past tense my major grammar focus for this entire semester, so reading legends lends itself well to that.

Additionally, being that we live near a “francophone” city (Detroit), I also wanted to incorporate a little bit of local history. The legend of the Nain rouge is unique to Detroit and features the French explorer Antoine de la Mothe Cadillac. I wanted to have my students read the legend but could NOT for the life of me find an authentic French version of it anywhere online!! I did, however, come across a very old (like, late 1800s old) book called “Legends of le Détroit” that included a chapter on the Nain rouge and I used that to write my own version of the story in French, which you can find here. Please note that I’m not a native speaker, nor is my colleague who proofread it, so if there are mistakes or whatnot, please fix them to your liking on your own copy!

We did some Reader’s Theater to accompany this legend, and afterward we discussed the Marche du Nain Rouge that takes place in Detroit every spring, to drive away the Nain from the city and hopefully prevent any more bad things from happening in Detroit! It was a cool bit of local/regional history and allowed me to show how French culture is still alive in our own area.

Bonne continuation!

 

My Favorite Spook-tacular Resources for French Class

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Most days, I can say that I really don’t regret my decision to study French instead of Spanish. I think the French language and culture have a lot to offer students! That is…until the end of October rolls around, my students are squirrely, Halloween is approaching and Spanish teachers have a great cultural and linguistic opportunity in Day of the Dead and French teachers get…la Toussaint. Womp womp.

I’ve done lessons on la Toussaint before and while it’s been a great educational opportunity, it’s not exactly the most engaging subject as Toussaint tends to be eclipsed by the two-week vacation that all French students get in honor of the holiday (which no one really celebrates beyond laying mums on a loved one’s grave).

My French 3 kids have JUST started a unit on Legends and the Supernatural (previously done at the end of last year with my level 4 kids), so they’ll be seeing most of these resources but they really could be adapted to (almost) any level. Our grammar focus for all of first semester in level 3 is passe compose and imparfait, so this unit lends itself very well to narrating stories in the past!

Nonetheless, if you’re looking for a way to use the language to honor this spooky season, consider some of these resources!

MovieTalk

Alma (used in conjunction with this article)

Dirt Devil commercial 

Vampire’s Crown

The Black Hole

Video/Listening Resources

Créatures Fantastiques: Le Loup-Garou du Québec

Créatures Fantastiques: Le Windigo

A la découverte des catacombes avec Donia 10 ans

The Michel Ocelot film Les contes de la nuit

Story Time: Experience Paranormal

Le Conte des trois frères (Harry Potter)

Reading Resources

Most of my reading resources for this unit are self-created Embedded Readings of the following stories:

Le Nain Rouge de Detroit (try as I might, I cannot find a document that is already in French, thus I created it myself based on the details here)

La Peau de chagrin by Balzac (far too long/difficult to read in class; embedded version with the highlights is the way to go)!

Barbe Bleue by Perrault (I choose this one as it is particularly scary/gory for a fairy tale!)

Les Lavandières de la nuit

Article: J’irai dormir dans les catacombes!

Et voilà! Hopefully these resources will help carry you and your students through the spooky  Halloween season (and help take the sting out of not having a calavera to decorate or an ofrenda to build)!