Description
Download 14 weeks of free curriculum and preview the Free Year of Curriculum we have produced for Spanish, English, French, and German, and the Free Semester of Curriculum in Latin and Italian (and three free lessons in Chinese, too!)
Cycle One Phase One (C1P1) Lesson One lesson supplement for our free Starter Curriculum. You can download the C1P1 (Describing Settings) Starter Curriculum here.
Contents:
- Link to Video Lecture (DIY Movie Talk)
- Fillable PDF for Student Notes
- Basic and Advanced Suggested Script in French
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
Follow CI Liftoff on Pinterest to get all the latest on ideas we are growing for YOU!
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
This Video Lecture is a six-minute “Do-it-Yourself Movie Talk” -- a video tailor-made for the lesson from the Starter Curriculum, with no sound so that you can narrate over it in French, using the custom-made-by-a-teacher visual scaffolding to support students’ comprehension.
It can be used to extend or enrich the Starter Curriculum lesson, or use it on its own to introduce students to the calendar, days of the week, and emotions that one might feel on various days of the week (for example, many people feel a little - or a lot - disappointed on Mondays, and a little - or a lot - excited on Fridays).
The Video Lecture consists of images only with no sound and is designed for you to easily narrate in the target language, with clear visual symbolic representations of the content that you might want to convey.
A Lesson Script is included in the download, so that you can align your speech to the contents of the video. Basic and advanced suggested scripts are both included in the materials. Or you can go rogue and talk about whatever suits your curriculum and/or students' interests and ability/developmental level.
Fillable PDF Notes are provided that use the graphics from the video to support students in taking notes as they view the video and listen to your narration, or as a class review activity after the Video Lecture (DIY Movie Talk).
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
You can use this Video Lecture for in-person or distance lessons.
For in-person lessons:
Option One is to simply play the silent video and narrate in the target language to your class in real time, perhaps pausing to ask personal questions or to repeat information so that students can use the PDF to make notes (in French or English, or perhaps a combination of both, depending on their ability level). The whole video will take about 10 to 12 minutes for most teachers to narrate in an in-person live class.
If you are teaching in a mask or other Personal Protective Equipment, due to the risk of infection:
Option Two is to pre-record yourself narrating the video, to significantly reduce the amount of speaking you need to do in class. You would pre-record using a screencasting application such as Loom (my personal favorite), and then in class you can play the video of your screencast. If you teach multiple levels, you might want to record a basic and more advanced version.
You can then facilitate student interaction by without needing to speak again by pointing to the images as your recorded self narrates them.
Whether you are speaking live or using a recording, you can try the "magic paper" trick. I learned this awesome trick from a Teachers Curriculum Institute training on the Social Studies curriculum we used in one of my previous schools, History Alive!
As TCI explains in this document, "To focus students’ attention on a specific part of a projected image, hold a large, stiff piece of white paper about 20 inches in front of it. A detail from the image will appear to be magnified on the paper."
If social distancing is not a concern, you can also invite students to come up to the projected image and use "papier magique" to indicate parts of the image that show details they want to refer to in their response.
A variant on "magic paper" is "magic paper plates" which may be the best way of all.
Once I could not locate any paper in the moment during a workshop, and I grabbed a white paper plate, the kind with the texture around the outside edges, to demonstrate this strategy, and it was remarkably attention-grabbing because the image was not only magnified, but it was also round, and had a "halo" effect owing to the textured part of the plate. Highly recommend.
Either way you present the video, you can have students fill in the PDF notes as you speak, and/or use the sheet as a Scaffolded Oral Review activity after the Video Lecture (DIY Movie Talk), to process and record the information from the video as a class.
For real-time distance video lessons:
You can either play the video as you screen share with your students, using the digital markup tool such as a digital highlighter or digital marker (included in most screencast software) to mark details in the video that you want to highlight as you speak.
To save effort, you might record yourself once, before the real-time lesson, using a screencast application and then play the screencast video in the actual lesson. As the video plays, you can use the digital markup tools to call attention to various elements of the video that support comprehension. You can have students fill in the PDF notes as you speak, and/or use the sheet as a Scaffolded Oral Review activity after the Video Lecture (DIY Movie Talk), to process and record the information from the video as a class.
For asynchronous distance video lessons:
You can record yourself narrating and marking up the video, using digital markup tools to call attention to various elements of the video that support comprehension. Then you can send the link to students and have them fill in the notes as they view your recording. In your pre-recorded video, you can even ask more advanced classes to send in speaking responses in French, using a video response tool such as Flipgrid or any other tool supported by your online platform.
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
This resource was lots of fun to make, and its purpose is to replicate as closely as possible the experience of how I used to do the calendar in in-person classes, using chart paper, as seen in this video from a workshop in August 2019. Back when I thought that "synchronous" and "asynchronous" might possibly have something to do with swimming...
If you were in Curriculum Club, this resource (and everything else in the TpT store that we have made or will ever make!) would be FREE!
For more information on our 2020-2021 Curriculum Club, which closes September 12, 2020, please visit this link. If you have questions on Curriculum Club or any of our other resources, please email help@ciliftoff.com.
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
Follow CI Liftoff on Pinterest to get all the latest on ideas we are growing for YOU!
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
Highlights
Description
Download 14 weeks of free curriculum and preview the Free Year of Curriculum we have produced for Spanish, English, French, and German, and the Free Semester of Curriculum in Latin and Italian (and three free lessons in Chinese, too!)
Cycle One Phase One (C1P1) Lesson One lesson supplement for our free Starter Curriculum. You can download the C1P1 (Describing Settings) Starter Curriculum here.
Contents:
- Link to Video Lecture (DIY Movie Talk)
- Fillable PDF for Student Notes
- Basic and Advanced Suggested Script in French
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
Follow CI Liftoff on Pinterest to get all the latest on ideas we are growing for YOU!
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
This Video Lecture is a six-minute “Do-it-Yourself Movie Talk” -- a video tailor-made for the lesson from the Starter Curriculum, with no sound so that you can narrate over it in French, using the custom-made-by-a-teacher visual scaffolding to support students’ comprehension.
It can be used to extend or enrich the Starter Curriculum lesson, or use it on its own to introduce students to the calendar, days of the week, and emotions that one might feel on various days of the week (for example, many people feel a little - or a lot - disappointed on Mondays, and a little - or a lot - excited on Fridays).
The Video Lecture consists of images only with no sound and is designed for you to easily narrate in the target language, with clear visual symbolic representations of the content that you might want to convey.
A Lesson Script is included in the download, so that you can align your speech to the contents of the video. Basic and advanced suggested scripts are both included in the materials. Or you can go rogue and talk about whatever suits your curriculum and/or students' interests and ability/developmental level.
Fillable PDF Notes are provided that use the graphics from the video to support students in taking notes as they view the video and listen to your narration, or as a class review activity after the Video Lecture (DIY Movie Talk).
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
You can use this Video Lecture for in-person or distance lessons.
For in-person lessons:
Option One is to simply play the silent video and narrate in the target language to your class in real time, perhaps pausing to ask personal questions or to repeat information so that students can use the PDF to make notes (in French or English, or perhaps a combination of both, depending on their ability level). The whole video will take about 10 to 12 minutes for most teachers to narrate in an in-person live class.
If you are teaching in a mask or other Personal Protective Equipment, due to the risk of infection:
Option Two is to pre-record yourself narrating the video, to significantly reduce the amount of speaking you need to do in class. You would pre-record using a screencasting application such as Loom (my personal favorite), and then in class you can play the video of your screencast. If you teach multiple levels, you might want to record a basic and more advanced version.
You can then facilitate student interaction by without needing to speak again by pointing to the images as your recorded self narrates them.
Whether you are speaking live or using a recording, you can try the "magic paper" trick. I learned this awesome trick from a Teachers Curriculum Institute training on the Social Studies curriculum we used in one of my previous schools, History Alive!
As TCI explains in this document, "To focus students’ attention on a specific part of a projected image, hold a large, stiff piece of white paper about 20 inches in front of it. A detail from the image will appear to be magnified on the paper."
If social distancing is not a concern, you can also invite students to come up to the projected image and use "papier magique" to indicate parts of the image that show details they want to refer to in their response.
A variant on "magic paper" is "magic paper plates" which may be the best way of all.
Once I could not locate any paper in the moment during a workshop, and I grabbed a white paper plate, the kind with the texture around the outside edges, to demonstrate this strategy, and it was remarkably attention-grabbing because the image was not only magnified, but it was also round, and had a "halo" effect owing to the textured part of the plate. Highly recommend.
Either way you present the video, you can have students fill in the PDF notes as you speak, and/or use the sheet as a Scaffolded Oral Review activity after the Video Lecture (DIY Movie Talk), to process and record the information from the video as a class.
For real-time distance video lessons:
You can either play the video as you screen share with your students, using the digital markup tool such as a digital highlighter or digital marker (included in most screencast software) to mark details in the video that you want to highlight as you speak.
To save effort, you might record yourself once, before the real-time lesson, using a screencast application and then play the screencast video in the actual lesson. As the video plays, you can use the digital markup tools to call attention to various elements of the video that support comprehension. You can have students fill in the PDF notes as you speak, and/or use the sheet as a Scaffolded Oral Review activity after the Video Lecture (DIY Movie Talk), to process and record the information from the video as a class.
For asynchronous distance video lessons:
You can record yourself narrating and marking up the video, using digital markup tools to call attention to various elements of the video that support comprehension. Then you can send the link to students and have them fill in the notes as they view your recording. In your pre-recorded video, you can even ask more advanced classes to send in speaking responses in French, using a video response tool such as Flipgrid or any other tool supported by your online platform.
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
This resource was lots of fun to make, and its purpose is to replicate as closely as possible the experience of how I used to do the calendar in in-person classes, using chart paper, as seen in this video from a workshop in August 2019. Back when I thought that "synchronous" and "asynchronous" might possibly have something to do with swimming...
If you were in Curriculum Club, this resource (and everything else in the TpT store that we have made or will ever make!) would be FREE!
For more information on our 2020-2021 Curriculum Club, which closes September 12, 2020, please visit this link. If you have questions on Curriculum Club or any of our other resources, please email help@ciliftoff.com.
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
Follow CI Liftoff on Pinterest to get all the latest on ideas we are growing for YOU!
✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️
