A Play on Write, Draw, Pass

If my students had an all-time favorite activity, it would probably be Martina Bex’s Write, Draw, Pass. It’s like the game telephone, but written and with images. They love to see how well the story stays together (or how crazily it falls apart!) as they pass the papers around.

Last week, I needed a quick, no-prep way to work on si clauses with my level 3 students. We’re not going super in-depth with it, just enough to say “If I did _________, then ______ would happen.” Since the imperfect (the part after “if”) and the conditional are SO similar in French (they have the same endings!) the students really need practice differentiating between the two since they always tend to make it either usingly ONLY the imperfect or ONLY the conditional. So, I busted out Martina’s Write, Draw, Pass template and we made a story chain!

For simplicity, I provided the very first “If” clause and the students filled in the rest. Of course, I went with “If there was a zombie apocalypse…” and in the first box, the students had to finish the sentence with what they thought WOULD happen. After that, they passed it to a neighbor, and the neighbor drew a picture that represented the first sentence. They passed again, and in the third box, they continued the story using the last half of the first sentence as the beginning of the next “If” clause. So it went like this:

If there was a zombie apocalypse, I would fight the zombies. If I fought the zombies, the zombies would die. If the zombies died…etc.

When the kids got their original papers back, they had a lot of fun seeing how their original scenario panned out!

And, of course, because you can never have too much of a good thing, I adapted the same activity to my level twos who are currently working on the difference between the passé composé and the imperfect. We used Amy’s One Sentence Story template and created a Write, Draw, Pass story chain one sentence at a time. It was fun, which at this point in the year is super necessary (still three weeks left! gah!) but still requires them to use their language and keep their brains thinking!

Bonne continuation!

Crazy Teacher

Don’t let the title fool you: this post isn’t about me. (Although I am a crazy teacher. Especially right now.) “Crazy teacher” is just the name of a super-fun activity that you can use to spice up reading any novel! I read about this activity in this article and thought it would be perfect for my French 4/APs as they continue reading Le Petit Prince.

Something to know before you start: this activity works best with a shorter reading selection, so either a very brief chapter from a novel (this was the case for my students – chapter 19 and 20 of Petit Prince are very short) or a shorter significant passage from a novel.

The “game” has four steps that each build on one another and help students’ comprehension of the text as well as retelling a story.

Disclaimer: This activity is VERY LOUD. You may want to warn your neighbors.

Step One: The students read the passage aloud to themselves in the most dramatic, enthusiastic voice they can manage. It needs to be WAY over the top in order to be fun!

Step Two: The students re-read the same passage aloud, using the same over-the-top, dramatic voice but now they have to add hand motions to accompany what they’re reading. So if the text says, “The Little Prince ascended a huge mountain” they need to use their hands to show ascended and huge mountain as they read.

Step Three: The students pair up and ask each other questions about the text, still with as much enthusiasm as they can possibly muster.

Step Four: Crazy Teacher! This is the ultimate part of the game – the crazy teacher part! One partner is the teacher, and another is an eager student. The crazy teacher needs to summarize the chapter to the student – again with total drama, but also incorporating charades, hand gestures and props (if available). The student has to react to everything the teacher says with complete gusto.

The kids were reluctant at first when I explained the activity, but they got totally into it very quickly and even asked to do it again today! With everyone acting totally crazy and dramatic, there was no time to feel anxious – during the first two steps, no one is paying attention to anyone but themselves and the book!

Bonne continuation!

Petit Prince Chapters 10-17

French 4/AP continues on our journey of reading Le Petit Prince! It’s been going well, but is a long process due to the number of chapters in the novel and how often we stop to write/discuss/draw/summarize/etc. This is exacerbated by end of year field trips, AP tests, senior exams, and so on. Unfortunately I won’t have time for the mini-unit on soccer that I planned for this year which is a SUPER bummer, but I’m hoping I can start with that in a few of my classes next year, to re-cap the Euro Cup that’s happening in France this year. Otherwise, I plan on giving my exams prior to the official exam day, so perhaps on that long class period we can get out on the pitch and my soccer kids can show us how it’s done.

So, what’d we do for Petit Prince chapters 10-17?

Chapter 10

I printed out the illustration of the king that accompanies chapter 10, and asked the kids to write all over it and surround the king with as many words and phrases as they could in response to the question, “What makes a good king?” We discussed this together as a class, and then I read the chapter aloud to them as they followed along. When we finished, they journaled on a quote from the chapter – It is more difficult to judge yourself than others. They discussed their responses to this journal in small groups.

Chapters 11 and 12

I handed each small group a stack of post-its and had them read chapters 11 and 12 together (for my independent readers, they read alone). On each post it they had to tell me the following things:

  1. Key vocab they wanted to remember
  2. A quote or passage that they found interesting and why
  3. A 10-word summary of the chapter
  4. A question they had about the chapter

It was at about this point that I had a TON of kids out for AP testing and didn’t want to continue the book without them, so with those remaining in class, we did a roleplay in which the Little Prince’s flower is visited by a butterfly – what would the rose tell the butterfly about the Little Prince?

Chapter 13-14

The students read these chapters alone and updated their character maps. There was still a ton of AP testing going on at this point, so it was not as interactive as I would have liked it to be. We played Freeze Frame to re-cap the major events of the book so far.

Chapters 15-17

We had a couple of big discussion questions for these chapters, as the Petit Prince makes his final stop on his trip, on the planet Earth. The first was: How would you describe the earth to someone who had never heard of it?

In responding to this question, I asked the students to draw a visual representation of the Earth and note it’s major physical features, as well as other things they thought were important to know. We did a roleplay in which one person was the “alien” and the other had to explain the Earth to that person. We also did this as a whole-class activity, with me playing the role of “alien.” I really tried to ham it up and make them dig deep with their language – for example, a student would say, “There are big cities with buildings!” and I would respond, “What’s a building? Who goes there? What do you do? Why?”

Our other discussion question was about the role of snakes in film and literature – What do you think of when you think of a snake? In what stories does a snake play a big role?

We also played The Marker Game to review and did a few listening assessments.

Coming up next – we just finished what is probably my favorite project to do with my kids that follows Chapter 18 of Le Petit Prince. Stay tuned!



What We’re Loving Right Now

Happy February!

Things continue to truck along here in my salle de classe. As I blogged earlier, this year has been challenging. That’s still true, but we’re trying to keep on keepin’ on. Scheduling cards went out last week and thankfully, many of my students plan to continue their studies in French. 20 out of 30 Level 2s want to move on to Level 3, and a whopping 30 out of 35 Level 4s want to continue on to AP. My one sticking point is the jump from Level 3 to Level 4 – only 15 out of 36 have signed up so far. I’m not sure what the disconnect is, unfortunately, but it looks like I should have a full schedule for next year, but I’m terrified that after a year of a regular AP class I’ll probably be back to teaching a split, but that’ll be a worry for a year from now.

On a more positive note, here’s what we’re loving right now.

1. Mercredi Musique continues to be a huge hit in most of my classes. I was absent on Wednesday last week and thought we’d just have to wait until the next Wednesday, but there was such a demand that we did Mercredi Musique on Thursday instead. My formula is pretty simple – we listen to a song by a French/Francophone artist and watch the music video (if there is one) and afterwards, the students discuss if they liked/disliked it and why at their tables. Then, we sing the chorus together.

2. Fizz Buzz is a super-easy brain break that my kids have a love-hate relationship with. I can’t remember where the original idea came from, unfortunately! We stand in a circle and count in the TL, basically, but the twist is that whenever you get to a number that has a five in it or is a multiple of five, you say fizz. If the number has a seven or is a multiple of seven, you say buzz. This causes just as many groans as it does laughs, and as a bonus, helps the kids remember their numbers in French as well.

3. The French Revolution is our current until in my Level 4/AP split. History is one of my huge passions – I can nerd out big time when it comes to discussing the French Revolution, the two World Wars, or the women’s rights movement. I really wanted to infuse more of my own passions into my classes and thought the French Revolution was a great place to start. There are so many parallels between French and American society in that particular time period it really makes for a great cultural comparison. Plus, the kids are already somewhat familiar with the Revolution from their history courses, so they’re enjoying seeing it now through the lens of a culture they’ve spent four years studying. It’s been a lot of fun!

Side Note: I would LOVE a TPRS Publishing book related to the French Revolution. How cool would that be?!

4. Schoology Discussion Boards have completely changed how I assess Interpersonal Writing – meaning, I actually assess it now. The Discussion Boards have been super awesome for controversial topics; for example, we most recently did a debate in Level 4 about whether or not the Declaration of Rights of Man and Citizen should be adopted as law by the Assemblée Constituante and the French monarchy. Each student belonged to a group that would have been represented during this time – the monarchy, the nobles, the clergy, the Tiers-Etat and women – and had to argue “their” viewpoint and respond to others’ posts. My class of 26 generated over ONE HUNDRED AND FIFTY posts in one 50-minute period! Some of them even started integrating hashtags in French and attached Revolution-related memes to their posts. The feedback I got was overwhelmingly positive so the Discussion Board will be sticking around!

Bonne continuation!


Beyond “Oui” and “Non”

One of the things I really value about my particular teaching style is how much time we spend just chatting in French. I’ve blogged before about my daily “quoi de neuf” discussion and it continues to be a favorite activity amongst my students. We do a LOT of discussion-based work in my class, in an effort to see vocabulary and grammar in as much context as possible and to help remove some of the anxiety that comes with speaking a new language by speaking a lot.

So I ask a lot of questions and get some great responses but I hear a lot of oui and non as a result. Well, there are a LOT of different ways to respond to a question negatively or affirmatively and knowing that French 4/AP had a debate coming up, I really wanted to avoid having to listen to a bunch of oui and non cop-out answers but also didn’t want to distribute a worksheet.

The day before our debate, I projected this slide on the SmartBoard and put the students into pairs (easy peasy, since they’re at tables of 4 already).

Screen shot 2015-10-19 at 6.44.34 PM

The ones that have no English next to them are ones my students already knew. We went through the pronunciation of each expression and I gave an example of when to use the ones that might have been a little trickier. Then, I read aloud a series of statements/questions related to the film we had just watched, Entre les murs, which required the students to take a particular position and defend their answer. But because my students love competition and I wanted the activity to be a little more fun, we game-ified it and said that after I asked the question, if you started your answer with oui or non, your partner would be awarded a point.

We had a lot of fun with this activity, for two reasons – one being that responding with either oui or non was such an automatic response for many of my student that they found it really difficult to stop themselves from saying it (though their partners were happy with the points they racked up!). I also purposely asked follow-up questions to keep them on their toes 🙂 The other reason was that some of the statements I asked them to respond to prompted some heated discussion in French – it was a fun way to get everyone engaged and hit that 90% TL at the same time!

Bonne continuation!

Peek-a-WHO? Icebreaker Activity

Students don’t come back until next Tuesday, but at my school, we’ve had staff inservices all week long. Today we did some large-group icebreaker activities, one of which I thought could lend itself well to a nice icebreaker activity in level 2, or a fun way to practice Il s’appelle/Elle s’appelle in French 1. It’s called “Peek-a-Who.” I’m not teaching French 1 this year, so I’ll use it as a fun first-week activity with my French 2s.


  1. Divide the class into two equal teams. (Team A and Team B, or whatever).
  2. The teacher and one other person (since I have a student teacher, I’ll use him but if I didn’t, I would take a student volunteer and make them switch every few rounds with another student) hold up a big sheet/blanket/tarp that blocks Team A from seeing Team B.
  3. One student on each team walks up to face the tarp (be sure that it’s a secret!)
  4. The teacher and his/her +1 count to three and drop the tarp. The goal is for the two students on either side of the tarp to be the first to correctly identify their opponent by name, using Il s’appelle ________ or Elle s’appelle _________.
  5. The student who correctly identifies his/her opponent by name and using the correct phrase gets to steal that person from the other team.
  6. If the students don’t know each other’s names when the tarp is dropped, they can use the rest of their team for help.
  7. The process repeats as long as desired – the team with the largest number of people at the end is the winner.

Bonne rentrée!

A-MAZE-ing Speaking Practice

French 3/4 is in the midst of their “Bon Voyage” unit right now and have reached the point when they’re practicing both asking and giving directions. I start prepositions of location very early on and do (generally) the same TPR motions for each word from day 1, so these are words my students are relatively familiar with by the time they reach level 3. This time, though, we’re adding in words like cross, pass by, continue straight ahead, until, and so on which are (happily!) mostly cognates.

Nevertheless, using the words in context, after we’ve gone through the motions, is what’s really important to me. I try my best to start with as much input as I can, but then it becomes time for OUTPUT!

Today, I started with a version of Martina Bex’s “Bad Baby” game that involved giving verbal directions to the object instead of counting. The bonus was that it was relatively low-stress, but that meant not everyone got a chance to speak. So, what next?

Being the resource thief that I am, I turned to the internet and the activities I had seen on various list-servs and blogs over the years. Typically, these activities call for blown-up and laminated city maps, which are a logistical nightmare for me to procure as no one but the media specialist is allowed to a.) enlarge copies or b.) use the laminator. I know. So instead, I found some easy children’s maze printables and distributed them to the students. Each student sat with a partner, and while one partner closed his/her eyes, the other student had to verbally direct that person through the maze. Then, they switched.

Fun, quick, easy-to-prep speaking practice! Several students felt confident enough to achieve that stamp on the choice board today, and everyone got a chance to practice, so I’ll consider that one a win!