10 Activities for Music in the Classroom (that aren’t fill-in-the-blank!)

Adobe Spark.jpg

Bonne rentrée tous et toutes! I simply cannot believe I’m not back in the high school classroom today, greeting all of my new and returning students. I know I’m where I am supposed to be right now but today, I miss those kids, my colleagues, and the energy of high school way more than I thought I would.

Even though for many teachers in the United States today is the very first day of classes, what better way to kick off the year than jumping right into Mercredi musique tomorrow?! The first thing my students wanted to know when I told them I would not be returning this fall was, “Will we still be able to do Mercredi musique?!” While my own Mercredi musique routine is a very simplified version of Laura’s Coros process (listen to the song & watch the music video,  discuss our reactions, learn the chorus & sing all together), music is a great vehicle for language and culture! And most of all – it’s FUN! I’ve seen a ton of posts on social media lately, from teachers asking how to move beyond CLOZE activities when it comes to incorporating music in the classroom (no shade to CLOZE activities – I’ve used plenty of them!). Here are a few of my favorite activities, that are also relatively low-prep.

  1. Music Word Cloud Races: I learned this one from Carrie Toth at a conference a few years ago and it is so much fun! Run the lyrics (or major words from the lyrics) through a word cloud generator like Tagxedo or Tagul and print the word cloud. Give one copy to each pair of students, and have them select a writing implement that is a different color from their partner’s. Play the song, and when they hear a word that’s in the word cloud, they have to be the first to totally color in that word. The partner with the most of his/her color on the sheet at the end is the “winner.” (Activity Hack: For more advanced students, put the words in English).
  2. Arrange the Lyrics: Super easy and can be done individually or in pairs (which I suggest). Print the lyrics and have students cut them up, line by line, then mix up the strips on their desks. Play the song, and the students have to rearrange the lyrics into the right order. (Activity Hack: At the end, give an envelope to each kid and have them stuff the strips back in. Put all the envelopes into a gallon sized Ziploc, and you’ve got your activity already created if you want to use that song again.)
  3. Embedded Reading: If you’re using a song that features a lot of a particular language structure that you want to highlight, create an embedded reading based on the story behind the song or the video that features many repetitions of that structure.
  4. Re-cap with screencaps: Take screenshots of major points in the music video, and have students retell the story using the pictures as a visual aid/support. (Activity Hack: You will probably want to do an embedded reading beforehand, particularly for novice/intermediate low students.)
  5. Recreate the video: Based on their understanding/interpretation of the lyrics, have students develop a storyboard for their own version of a music video and provide a summary/description of each frame in the TL. (Activity Hack: Give the students the lyrics firstbut do NOT show the original music video as you listen; have students compare how their own interpretations related to the “real” version.)
  6. Lip Sync Battle: This is really fun to do any time you have some extra class time but don’t necessarily want to fill it with new material (before a long break, in-between units, at the end of the school year, etc.). Students can work in pairs or groups of three to create choreography and give their best performance of their favorite target language song!
  7. Blackout or Found Poetry: Print the lyrics and give a copy to each student. Blackout poetry is a little more complex, as they are required to keep the words in their original order and “black out” the parts that won’t be used with a marker, thus creating a new “poem.” Alternatively, they could create a found poem – using only the songlyrics, but cutting them up and rearranging them into a new order.
  8. Intruder: Give each student a set of lyrics, but include words and phrases that are NOT actually in the song. As they listen, the students have to identify which words and phrases do not belong. (Activity Hack: Students can “level up” by identifying what the REAL lyrics are.)
  9. The Voice: I used this with my 4/AP students last year during our Beauty & Esthetics unit but it could be adapted to any level, particularly if you want students to be able to talk about music in quantitative terms (describing the rhythm, melody, instrumentation, and so on). Just like the blind audition stage of “The Voice”, the students turn their backs to the SmartBoard (if you have one) while you play a snippet from a lesser-known song by a target culture singer (either known or unknown to the students). If the students like what they hear, they turn around to see who the singer is. If not, they remain with their backs turned to the board. At the end of the snippet, discuss together in the TL what they liked or didn’t like. This activity is extra fun if you have access to swivel chairs! (Activity Hack: Both France and Mexico have their own versions of “The Voice” and many very famous singers like Louane and Kendji Girac started out as contestants on the show! Play their audition videos and see what the judges had to say about them – do you agree or disagree? Why?)
  10. Don’t Forget the Lyrics: A great brain break or filler for those extra five minutes at the end of class, when things went a little faster than expected! Divide the class into two teams. Play a snippet of a song that the class knows, then “randomly” hit pause (I usually did it before the chorus, as that’s what my students knew). If the team can sing the next line of the song, they get the point. Each team gets their own turn, though if they’re wrong the other team can “steal.”

Enjoy!

Adobe Spark (1).jpg

Advertisements

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!

Micro-unit: Les partis politiques français

 

Adobe Spark.jpg

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.

 

C’est Halloween!

cest

On veut des bonbons! (You know, from the Têtes-a-Claques video. Anyone? Bueller?)

I have to confess, I’m not a huge fan of Halloween, but my students are! Last week I shared some of my My Favorite Spook-tacular Resources for French Class but since then a few more resources have cropped up that I would like to add to the list and incorporate into my instruction!

My French 3 kids will use a lot of the resources from the link above, but I’m always on the lookout for opportunities for my upper levels (French 4 and AP) to work on their comparison skills since that’s such a huge part of the AP test. We won’t spend a ton of time on Halloween since we’re right in the middle of our Haiti/L’eau, source de vie unit but I didn’t want to totally miss the opportunity to address the differences between Halloween and Toussaint (and their cultural links)!

I’m not sharing the work I’ve made to go along with the following resources since my students haven’t done any of this yet and I know some of them are aware that I keep a blog. I almost always follow a traditional IPA format, though, and at the end they’ll do an AP-style cultural comparison.

Articles/Infographics/Videos

Infographic: Halloween: de plus en plus populaire

1jour1actu: Qu’est-ce que la Toussaint?

1jour1actu: Ceux qui sont contre Halloween

Video: La Toussaint, une tradition toujours très présente chez les Français

After we interact with these documents, we’ll work on stating our opinions about both holidays with a Beyond “Oui” and “Non” speaking activity, then work in partners to do a comparison of the two in order to prepare for our cultural comparison.

My students also LOVE this crazy Halloween video by Têtes-à-claques, so we’ll probably watch it again as per our tradition.

 

My Favorite Spook-tacular Resources for French Class

bedtime

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)!

Resources for Teaching the French Revolution

As I noted in my last post, I just finished a unit on the French Revolution with my 4/5AP students. It’s a very complex subject but luckily there are many resources available to help lighten the load for you and to make it interesting for the students. Here’s a list of some of the resources I used (or would use in the future) for teaching the Revolution.

Comprehensive Unit PLan by Noemie Neighbor: Includes teacher-created PowerPoints, readings, and a full set of lesson plans for an entire unit.

L’Histoire de France en BD: La Révolution Française.

La Monarchie absolue: A dossier that gives students some context into the concept of “absolute monarchy.”

Film: La Révolution française: Available in 2 parts on YouTube – it’s very long but part 1 is great for showcasing the major events of the Revolution such as the opening of the Etats-Generaux, the taking of the Bastille and the march to Versailles. We did not watch part 2 as it is probably too violent for school.

The Trésors du Temps textbook actually has a fairly good/comprehensive set of readings, like Rousseau’s Social Contract, an abridged version of Candide, and an account of the taking of the Bastille by an eyewitness. I got a copy of this textbook for free by requesting it directly from the company.

C’est pas sorcier: A humorous reenactment of the Revolution (kind of like Mythbusters, history-style).

1jour1actu: Les symboles de la République: A reading from a children’s news website about the official symbols of the French Republic, born during the Revolution.

1jour1actu video: le drapeau français: An animated video explaining why the French flag is red, white, and blue.

Infographie: La Révolution française: An interactive infographic that explores the French Revolution by theme and by chronology. This resource is geared toward French collègiens, which works well in a high school 4/5 setting.

Karambolage – Guillotine: An animated video that explains the history of the guillotine.

Les dernières heures de Marie-Antoinette

The majority of these resources are authentic and my students were able to understand them with relatively little difficulty. I was surprised at how engaged my students were throughout this unit – they participated, asked great questions, and although we didn’t spend a lot of time focusing on grammar I have seen great strides in their fluency and accuracy. This unit has also been a really great springboard into talking about topics like la laïcité, a highly controversial and relevant topic that is GREAT for an AP-style cultural comparison (and it could very well show up on the exam in May). I am looking forward to refining this unit and using it again in future classes!

 

 

 

 

La Révolution Française: Sequence and Assessments

Last year when I went to OFLA, I was really inspired by the message that both Dave Burgess and Carrie Toth communicated to their audiences, which was to teach subjects that we ourselves are passionate about. The basic principle being that students will latch on to our enthusiasm, and engagement will grow.

FrRevPoster

This year I’ve really tried to take that advice to heart and teach more things that I enjoy – like my mini-unit on privilege, and devoting each Wednesday to listening and singing a new song in French.

In addition to French and music, one of my other major passions is history. I love history. I am a huge history buff and could literally talk all day about how our history is constantly reflected in our present. So, I decided that in my level 4/AP split we would tackle one of the most monumental historic events of all time – the French Revolution.

I was nervous to present this material as I had never taught such a unit before. Let me say first and foremost: This unit was RICHLY enhanced by the resources put together by Noemie Neighbor and I am so, so grateful that she has put this work out there for other teachers to use. 

The French Revolution is a massive unit to teach and Noemie did a great job of breaking it all down. I followed her general schema but incorporated my own level-appropriate assessments, starting with the background information of the Ancien Regime, les Lumieres, and why people were starting to question authority. We went through the major events of the Revolution, and today just finished up our unit following the execution of Louis XVI. There is a LOT more to it after that, of course, but I mostly wanted to highlight how drastically the Revolution changed the entire centuries-old structure and traditions of not only France, but nearly all of Europe as well.

My sequence went basically like this:

Week 1: Life during the Ancien Regime – the separation of society into the three “Estates” and what life would have been like for each social class and the financial troubles of the monarchy.

Week 2: How the Enlightenment influenced the push toward Revolution and the consequences of the American Revolution. Reader’s Theatre of an abridged version of Candide by Voltaire (Tresors du Temps textbook!) and the students worked in small groups to present basic information about major Enlightenment philosophers.

Week 3: The first events of the Revolution – calling of the Estates General, mostly. The students journaled from the perspective of a pre-Revolution citizen of France and compiled their own cahiers de doléances with a modern twist. We watched clips from La Révolution française, available on YouTube.

Week 4: The taking of the Bastille and the March to Versailles. The students did an interpersonal writing assessment via a discussion board on Schoology to determine whether these events were a.) necessary or b.) important to the cause of the Revolution.

Week 5: The development of the Declaration des Droits de l’Homme et du Citoyen. We read the major articles from the DDHC and compared them to our own documents, namely the Constitution and the Declaration of Independence. The students also prepared a guided debate during which they imagined they belonged to a certain demographic and had to argue yes or no based on their given identity.

Week 6: The attempted escape of Louis XVI, the war with Austria, and the trial and eventual execution of Louis XVI. We voted on Louis’ execution after an in-class “Tug of War” activity during which students placed post-it notes with their comments on a spectrum with “Yes” on one end and “No” on the other.

My assessments for this unit included:

Interpersonal Writing: Schoology debate on the necessity and importance of the taking of the Bastille and the March to Versailles.

Interpretive Reading: Selections from Candide and an authentic document/primary source from a witness present during the taking of the Bastille (Tresors du Temps textbook, believe it or not!).

Presentational Writing: A journal from the perspective of a French citizen under the Ancien Regime.

Presentational/Interpersonal Speaking: Both modes were assessed during our debate on the DDHC.

Interpretive Listening: Assessed while watching clips from the film La Révolution française and an informational clip regarding the invention of the guillotine.

This unit also allowed me to review some past grammar points that sometimes get a little sloppy as time goes by: adjective agreement, passé composé vs. imparfait, and subjunctive were the major points addressed during this unit.

I will write a follow-up post later this week containing links to some of the supplementary resources used during this unit.

Bonne continuation!