TIME: 15-20 30 minutes periods
MATERIALS:
- PowerPoint
- Flashcards
- Poster
- Tape player
ACTIVITY:
Everybody stands up and gets some space around to move.
Teacher says the items of clothing and mimes at the same time to explain the vocabulary.
Students mime what the teacher is doing: “ En hiver, il fait froid. Je mets mon bonnet (ma tuque), mon écharpe, mon manteau, mon pantalon, mes bottes, mes mouffles (mes mitaines).”
Teacher says, mimes and shows flashcards of clothing items.
Students mime the items.
Teacher says the item name and students mime what is said.
Students play a game of “Jacques a dit”.
Teacher plays the song “En Hiver, Il Fait Froid” and students imitate the actions as they sing along.
Teacher displays the flashcards on a table and asks students to get a specific item.
With the flashcards, students will identify each item of clothing answering
the question “Qu’est-ce que c'est?” and saying “C'est…”.
Students will also describe the color of each item.
Rhyme “Bottes Rouges”: Teacher plays the tape and students illustrate the rhyme by movement.
Students will identify items and say what they wear in the winter: “Je porte un manteau, une tuque (un bonnet)…”
Song “Il Neige”: Students will mime the snowflakes falling.
Song “En passant les Pyrénées”: Teacher explains about the Pyrénées and where they are located. Students mime the song by climbing the mountains and imitating the snow that reaches up to the nose.
Students listen to the song “10 Petits Bonshommes de Neige” and watch the powerpoint.
Students create a snowman with movement.
Students sing the song.
Students substitute the word “bonshommes de neige” with another word to create a new song on the same tune. (ex: Flocons de neige, tuque de laine…)
Teacher does the same approach for the winter activities.
Students will mime the activities as they are called out by teacher.
Answering the question “Que fais-tu?”, students mime an activity and say “Je fais…”
Students will mime an activity and answering the question “Que fait…” they will reply “Il/elle fait…”
Students will make a pattern of different movement to mime the different activities and create “a song” saying what the students are doing: “Carole glisse en traîneau, Amandine patine, Tristan fait du ski. ”
As teacher tells a story about the vocabulary learned, the students mime the story. Later on they will be asked to draw the story.
Relating to the Olympic Games, students can do a skating contest by dancing as if they were skating and being judged.
Movements description :
Students wiggle their hands in the air.
Students move their fingers along to create snow falling.
Students move forward wiggling hands and fingers in the air.
Students twirl around as they move forward in a zigzag line miming the snow falling.
Students twirl at their spot, wiggle arms and hands waiting for everyone to get to their spot and bend their knees to pretend snow is falling on the ground.
Students pretend gathering snow and move their arms in a circle to make big snowballs for a snowman.
Students gesture their hands in the air miming putting a hat on their head.
Students circle arms around their neck to pretend putting on a scarf.
Students keep theirs elbows close to the body and move their arms up and down miming ski sticks pushing in snow.
Students place their feet together and, with arms pushing up and down,
slide in a zigzag line skiing around the room
EVALUATION/ASSESSMENT:
Teacher observation
Performance assessment: teacher calls vocabulary and student identifies or mimes as response.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Foreign Language Standards/Benchmarks:
CM-1-B1 demonstrating comprehension of simple oral and/or written instructions
through appropriate physical response.
CM-1-B2 demonstrating comprehension in age-appropriate oral discourse,
such as personal anecdoctes, familiar fairy tales, and other narratives
based on familiar themes.
CM-1-B5 demonstrating comprehension of simple oral and/or written statements
using numbers, time, and weather.
CM-2-B1 following and giving simple directions for participating in age-appropriate
classroom and cultural activities.
CM-2-B2: Requesting and acknowledging clarification, assistance, permission,
and directions.
CM-2-B3: Exchanging basic information about people, events, places, animals,
and things through description or by asking and answering simple questions.
CM-2-B5: Exchanging information incorporating numbers, time, and weather.
CM-2-B7: Using age-appropriate greetings, gestures, and introductions
to exchange essential information.
CM-2-B8: Sharing likes, dislikes, feelings, and emotions in a variety
of situations.
CM-3-B1: Giving simple instructions for age-appropriate classroom and/or
cultural activities.
CM-3-B2: Presenting simple information incorporating numbers, time, and
weather.
CM-3-B3: Giving short oral and/or written messages about people, events,
places, animals, and things.
CM-3-B4: Dramatizing songs, short anecdotes, or poetry commonly known
by peers in the target cultures.
CM-3-B6: Telling or retelling simple stories orally or in writing.
Cl-1-B1: Identifying and reacting to cultural perspectives and practices
in the culture studied, such as greetings, leave-takings, and common
social interactions.
CL-1-B3: Participating in age-appropriate cultural activities, such as
music, rhythm, dance, games, and/or celebrations.
CL-1-B5: Demonstrating a comprehension of common words, phrases, and
idioms that reflect the target cultures.
CL-2-B2: Identifying and reacting to expressive products of the target
cultures, such as children’s songs, children’s literature,
and types of art work.
CP-1-B1: Citing and using words borrowed from the target language.
Ct-2-B4: Listening to music, singing songs, or playing musical instruments
from the target cultures.
Louisiana Arts Content Standards Benchmarks:
Dance:
D-CE-E1: Use kinesthetic awareness, proper use of space and the ability
to move safely.
D-CE-E2: Explore and demonstrate basic movements and the elements of
dance (space, time, and energy).
D-CE-E3: Recognize and explore dance as a way to create and communicate
ideas and feelings.
D-AP-E4: Explore the process of making a dance, improvise to create
a dance phase.
Music:
M-CE-E1: Recognize and imitate simple melodies and rhythmic patterns
using voice, musical instruments, or other sound sources.
M-CE-E3: Improvise or compose and perform simple musical ideas, such
as echoing melody or short rhythmic patterns.
M-CE-E5: Participate in organized musical activities including singing,
playing, and movement.
M-CA-E4: Identify relationships among music, other arts, and disciplines
outside the arts.
Theatre arts:
TH-CE-E1: Explore and express various emotions in interpersonal settings.
TH-CE-E2: Interact in group situations and show differentiation of
roles through experimentation and role playing.
TH-CE-E3: Exhibit physical and emotional dimensions of characterization
through experimentation and role playing.
Visual arts:
VA-CE-E5: Draw on imagination, individual experience, and group activities
to generate ideas for visual expression.
VA-CE-E6: Identify relationships among visual arts, other arts, and
discipline outside the arts.
RESOURCES:
Sita Debeau Images 1 Ensemble 2 Unit En hiver; Addison-Wesley Publishers,
Ltd, 1992.
TEACHER'S REFLECTION:
The students enjoyed learning through movements. It was a little slow at first, but they got better as the unit progressed to illustrate the new songs, story and words. They assimilated the vocabulary quickly since they had an additional visual to the words. It really helped all the students in different ways because it related to different methods of learning.
We worked as a group the first time, but the classroom is not too spacious to move around. It could have been better to work outside as a whole group. After working together, I made groups of 4-5 students. They had to illustrate what they learned and it worked better for the movements. I started with the whole group because it helps those who are not too sure to be seen as “one” instead of feeling “on the spot”. Once the students know the vocabulary, it is easier to have them work in smaller groups.
The students had fun during the lessons; they learned and remembered well the content of this unit.
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Download the Quicktime Video for this project
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