Appendix 7 - Cengage



Appendix 7.1.0 Sample Lesson in Story-Based Language Learning: PACE Model

OBJECTIVES:

Functional: The learners will listen to and comprehend a narrative in the past tense. Learners will tell a story using past narration.

Performance:

Interpretive Mode: Learners listen to “Le Lion et la souris” as the teacher uses puppets and other props to tell the story. Learners identify new vocabulary through puppets and pictures and read a text in past narration.

Interpretive Mode: Learners retell the story using puppets or pictures. Learners write events of the story using various graphic organizers and other learning activities.

Presentational Mode: Learners create an original poem and read it to the class.

Grammatical: Learners recognize forms of the passé compose and practice using it.

Vocabulary: Learners recognize nouns needed to comprehend the story by identifying puppets and pictures and later retelling the story using these props.

Cultural: Learners become familiar with the fable genre and the author, La Fontaine, when using “The Fox and the Crow” (Appendix 7.1.1). Learners recognize acceptable behavior through animal allegory.

MATERIALS:

Puppets, props, pictures, scrambled sentences, graphic organizers, transparencies, colored markers

PROCEDURES:

Day 1 Anticipatory set: Using pictures of unfamiliar nouns, students identify and learn vocabulary necessary to comprehend the story. They guess at the context (Appendix 7.1.2).

PRESENTATION:

Interpretive Mode:

The teacher tells the story in the present tense using puppets, pictures and gestures. The teacher verifies comprehension through comprehension checks (yes/no questions or signaling with thumbs up/thumbs down), some learners will participate in dramatizing the story. In groups, learners unscramble pictures from the story, putting the events in chronological order. The teacher distributes a copy of the story (Appendix 7.1.2) and the vocabulary reference (Appendix 7.1.3). If time, learners read the story, asking the teacher for help when necessary.

Homework: Finish reading the story and make a list of all the -er verbs in the text.

Day 2: Presentation (continued): Interpretive Mode:

Using pictures (Appendix 7.1.4) and props, as well as some learners acting as characters, the teacher retells the story (this time in the past tense). Also, this time the teacher leaves out certain key words that learners provide, thus letting the class participate in retelling the story.

Interpretive and Interpersonal Modes:

Comprehension check activities: Attentive listening activity as a whole class (Appendix 7.1.5). Working in groups, learners demonstrate their comprehension by filling in a story pyramid in French (Appendix 7.1.6). Suggestion: Depending on the level of your students, you may want to provide a list of -er verbs to help guide them through this activity.

ATTENTION:

Using the homework lists, learners and the teacher create a list of -er verbs on the overhead transparency. The teacher also pulls sentences from the text, using examples of both the present and past tenses. With a marker, the teacher highlights (circles, boxes) the forms under investigation. Colored markers recommended, e.g., red circles around the auxiliaries, green rectangles around the past participles.

CO-CONSTRUCTION:

Using cognitive probes, the teacher guides learners to co-construct how the passé composé is formed in French. Sample cognitive probes: What words or forms look familiar to you and what could they mean? Do you see anything similar about the forms that I have highlighted? How do certain words change as their meanings change? The teacher may want learners to try to answer these probes individually at first, then share their predictions with a classmate. This will encourage all students to participate in the problem-solving process.

Homework: Write the rest of the -er verb sentences in the passé composé.

EXTENSION ACTIVITIES: Interpersonal Mode

Day 3: In pairs or small groups, learners use the passé composé to complete functional tasks that relate to the theme of the story.

Depending on learners' needs at this point, choose three or four of these comprehension activities:

• Story Map (Interpersonal Mode): Events should be written in the passé composé.

(Appendix 7.1.7)

• Rearrange the Sentences (Appendix 7.1.8)

• Interviewer Game (Appendix 7.1.9)

• Reporter Game (Appendix 7.1.10)

• Scrambled Sentences (Appendix 7.1.11)

• When learners are ready, move to more challenging critical-thinking activities.

Samples are:

• Venn Diagram: This activity provides an excellent opportunity to focus on

characters in the story you are studying or to introduce a new story to compare

and contrast characters, events, settings, and so on. (Appendix 7.1.12)

Day 4 and beyond: Interpretive—Interpersonal-Presentational Modes

Using a different story (“Little Red Riding Hood”), the teacher and learners co-construct the passé composé for -ir and -re verbs. A third story is used for verbs that use être in the passé composé. New contexts are introduced to target passé composé constructions and to allow students to create their own stories, songs, poems, and so on. (Appendices 7.1.14, 7.1.15, 7.1.16)

Source: Adair-Hauck, B., Donato, R., & Cumo-Johanssen, P. (2000). In J. L. Shrum & E. W. Glisan, Teacher's handbook: Contextualized language instruction. Retrieved July 24, 2009, from .

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