ALL NEW TO ME
Ideas for the new teacher
Ann Berns French/EL Lancaster H bernsa@lancasterk12.wi.us
https://docs.google.com/presentation/d/1KlZWVexFEmdcjDiyEAV8U6I-y44Oj8tg3sfwS7hTzx0/edit?usp=sharing
Sophia Debaker and the new Flemish minister president in Belgium, Jan Jambon.
Variation to a lesson plan and delivery
Changing activities frequently maintains interest
High interest means fewer classroom management problems
Varied activities appeal to several learning styles
Changing things up keeps the teacher’s sanity
Appeal to the senses
Sound Movement Emotions
Lighting Visual texts and text size
Seating Smell
Tactile Learning is experiential
Taste Change groupings of students
Visual
Use flash cards, white boards, post its, colored paper, drawings, colors/markers, books, pictures of any size, varied font size and color and dioramas.
Make use of your walls and change bulletin boards to stay abreast with your lesson themes and the time of year.
Your room is a tool so use it.
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CATEGORY | 40-36 A | 35-32 B | 31-28 C | 27-24 D, 23-0 F |
Graphics 10pts | Graphics include some original material and are clearly related to the material being preesented. Neat colored cut out and installed nicely. | Graphics are clearly related to the material being preesented, but none are original. Most colored most installed a couple not done | Graphics include some original material but are only somewhat related to the material being preesented. Half not installed or finished | Graphics are not related to the material being presented. Less than half complete. |
Group Work 10pts | The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! Lazy members will receive a deduction in score. | The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! Lazy students will get a deduction in score. | The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! Lazy students will get a deduction in score. | Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. If project is more than half incomplete it will be an F as time is given in class. |
Accuracy of Facts 10 pts | All supportive facts are reported accurately (3 of 3). Each animal is labled in French and then a fact sentence in French is given. | Almost all facts are reported accurately (2 of 3). Only 1 or 2 animals are not labeled in French nor have a factual sentence in French. | One fact is reported accurately. Only half the animals are labled in French and half the facts are missing. | No facts are reported accurately OR no facts were reported. |
Speaks clearly 10 pst | Speaks clearly and distinctly all of the time and mispronounces not more than 1-2 words in French. | Speaks clearly and distinctly all of the time but mispronounces not more than 3 or 4 words in French. | Speaks clearly and distinctly most of the time and mispronounces more than 5 words in French. | Does NOT speak clearly and distinctly most of the time AND/OR mispronounces most words in French. |
Le tour de l’aquarium
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CATEGORY | 4 | 3 | 2 | 1 |
Props | Student uses painting to describe artiste's influence. Considerable work/creativity and which make the presentation better. | Student uses 1 painting that shows considerable work/creativity and which make the presentation better. | Student uses 1 paintingwhich makes the presentation better. | The student uses no props OR the props chosen detract from the presentation. |
Speaks Clearly | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. |
Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
L'impressionnisme
Sound
Music Rhyming Change up questions and patterns bells, noisemakers
Rap Sound effects
Video Funny voices
Chanting Native and non native speech
Flipgrid.com has video and sound
Textivate.com has text and text to speech
Quizlet.com can have pictures and sounds
Nearpod.com can put video, 360, and games
teachvid.com
Lighting
Cover the lights with colored tissue paper
Use lamp lighting in some areas,switch from screen to real person. Spend more time on people than the screen.
Use rope lights if you don’t have a dimmer switch
Do an activity in the dark and use flashlights to find the answers in the room.
Seating
Get tables and chairs if you can.
Try alternative seating: bean bags, carpet , couches, cafe tables and chairs
Move chairs around in groups and in large circle
Group sharing circle brings more class bonding
Tactile
Some students learn by manipulating objects. Use props, cut up word parts to put into sentences, use spelling blocks, dice you can write on, plastic cups with verbs, stories that they can write on them
Structure building with materials to represent a cultural item or to show a concept. Handling cultural artifacts.
Manipulate objects with words and phrases:
Flash cards
Sentence strips
Squeezie balls
Cups
Varied dice games
Spelling dice
Cups examples
Taste
If your school allows tasting or making of foods, try to do it. These experiences are usually the ones the students remember the most and often make them at home later on.
Tasting means enough to see what it’s like such as cheeses. Some items are easy and need only a hot plate. Others you should reserve a kitchen area to make them.
Movement
After a movement activity, even the most chatty classes settle down quickly to do seat work. Acting out, walking and talking, speaking partner switches, dances and class cues provide a release of restless energy. After 10 minutes, they are ready to sit again and start some quiet work time like a reading activity.
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CATEGORY | 4 | 3 | 2 | 0 |
Clothing descriptions | All supportive facts are reported accurately (3 of 3). Say clothing and then color in the correct form after it. Ex Elle porte un jean bleu. | Almost all facts are reported accurately (2 of 3). | One fact is reported accurately. | No facts are reported accurately OR no facts were reported. |
Must have 3 pieces of clothing including an accessory. | 3 pieces of clothing and accessories for the show. | 2 pieces prepared. | 1 piece prepared. | Did not prepare. |
Speaking clearly in French | Speaks clearly and distinctly all of the time and mispronounces no words in French. | Speaks clearly and distinctly all of the time but mispronounces 1 or 2 words in French. | Speaks clearly and distinctly most of the time and mispronounces more than 2 words in French. | Does NOT speak clearly and distinctly most of the time so a French speaker can not understand or does not speak French at all. |
Runway walk | Stands up straight and looks/walks with confidence and is relaxed. Establishes eye contact with audience during runway walk. | Stands and walks well. Establishes eye contact with audience during runway walk. Shows nerves only a little. | Slouches or appears too casual but establishes good eye contact with audience during most of runway walk. | Does not walk the runway. |
Organized group work. | The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! | The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! | The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! | Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. |
La mode
Smell
Some schools allow scents in the room, be careful of allergies of students
Cultural activities such as showing spices, fruits cheeses or perfumes can be fun
Flowers such as one found in that country
Learning is experiential
Provide the most realistic experience that you can: market haggling, courtroom scene,cafe, restaurants, clothing stores, fashion show, making a commercial, Dr office, post office, bank, car ride, tv game shows, board games, theater scenes, cultural dances, playing instruments
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CATEGORY | 4 | 3 | 2 | 1 |
Introduction (Organization) | The introduction is inviting, states the main topic and previews the structure of the paper. | The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. | The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. | There is no clear introduction of the main topic or structure of the paper. |
Sequencing (Organization) | Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. | Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. | Some details are not in a logical or expected order, and this distracts the reader. | Many details are not in a logical or expected order. There is little sense that the writing is organized. |
Conclusion (Organization) | The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \\"getting at.\\" | The conclusion is recognizable and ties up almost all the loose ends. | The conclusion is recognizable, but does not tie up several loose ends. | There is no clear conclusion, the paper just ends. |
Grammar & Spelling (Conventions) | Writer makes no errors in grammar or spelling that distract the reader from the content. | Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. | Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. | Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. |
logical | clear | mostly clear | unsure of what points are being made | unclear as to what the writer is saying |
Le Grand Bleu press conference and article writing
https://photos.app.goo.gl/7u1e58rcNR8EXJkWApoisson rouges commercial
Change groupings of students
If you change it up on a daily basis, they will get used to it. Force them to mingle. Use different ways to change the groupings: 2, 3, 4 people. As a result of counting off, rotations around the room, shared interests, randomized picking. Go from large group to small to large to individual tasks.
https://photos.app.goo.gl/GY5GVpe9RUePPumh9
https://photos.app.goo.gl/hfVuWCdogfNdrBqa6
Every day should be different but it should build upon the learning from the day before.
The mind likes novelty and variety. Keeping their interest means ever changing experiences. Appealing to their sense of humanity: our senses, emotions and sociability will increase learning, interest and bonding amongst students. World language class should feel like a family.