Spring into Action with Primary Languages 09.03.10 oining in a poem
Spring into Action with Primary Languages 09.03.10 oining in a poem or any other text
Spring into Action with Primary Languages 09.03.10 Joining in a poem: <ul><li>O5.3: to listen attentively and understand m...
Spring into Action with Primary Languages 09.03.10 Joining in a poem: <ul><li>KAL: to recognise patterns in simple sentenc...
Spring into Action with Primary Languages 09.03.10 Y3 / Y4 Literacy: <ul><li>Y3: “As children listen to sounds, words and ...
Spring into Action with Primary Languages 09.03.10 Y3 / Y4 Literacy: <ul><li>Y4: “Children develop their reading skills an...
Spring into Action with Primary Languages 09.03.10 Step 1: Scaffolding
Spring into Action with Primary Languages 09.03.10
Spring into Action with Primary Languages 09.03.10 Step 2: Meet the Chorus
Spring into Action with Primary Languages 09.03.10 Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’pr...
Spring into Action with Primary Languages 09.03.10 Step 3: Read the poem
Le retour du printemps ©MFL Sunderland 2010 CS http://www.sunderlandschools.org/mfl-sunderland
Viens, Viens, viens, viens, Le printemps est sur le chemin. Dans la prairie, ce matin Une hirondelle m’a dit:
Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
Dans la forêt, ce matin Un écureuil m’a dit: Viens, Viens, viens, viens, Le printemps est sur le chemin.
Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
Près de l’étang, ce matin Une grenouille m’a dit: Viens, Viens, viens, viens, Le printemps est sur le chemin.
Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
Spring into Action with Primary Languages 09.03.10 Step 4: Understanding
Spring into Action with Primary Languages 09.03.10 Dans la prairie, ce matin Une hirondelle m’a dit: «Viens, Viens, viens,...
Spring into Action with Primary Languages 09.03.10 Step 5: Focussed listening Viens, viens, viens, Le printemps est sur le...
Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près  de l’étang, ce matin Une  grenouille m’...
Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près de  l’étang , ce  matin Une grenouille m...
Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près de l’étang, ce  matin Une grenouille m’a...
Spring into Action with Primary Languages 09.03.10 Step 6: Extension and Creativity
Viens, Viens, viens, viens, ___________ est sur le chemin. ____________, ce matin ____________ m’a dit:
____________, ce matin ____________ m’a dit: Viens, Viens, viens, viens, ___________ est sur le chemin.
____________, ________ ____________ m’a dit: Viens, Viens, viens, viens, ___________ est sur le chemin.
Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Clap when you hear… </li></ul><ul><li>Match words ...
Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Find the cognates </li></ul><ul><li>Find the false...
Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Practise reading in pairs </li></ul><ul><li>Indivi...
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Ideas for teaching a poem in French to primary children

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  • Framework objectives addressed by this lesson
  • Framework objectives addressed by this lesson
  • How has this been built up in Y3 and Y4?
  • How has this been built up in Y3 and Y4? Worth pointing out that the forthcoming strategies are transferable to Y3 and Y4
  • The lesson as suggested by the QCA – I’ll be changing the order of the activities very slightly and then giving you some ideas for more things that you could do with the same text Scaffolding activities – building up vocab that will encounter during the text, so that they don’t come into it completely cold. QCA suggests revision of seasons and months, but there are other word groups that will be useful too. If the words are fresh in their minds, they will feel more confident joining in. TARSIA PUZZLE
  • Solution of Tarsia puzzle – introduces the vocab that will be needed
  • The chorus is introduced first as it is the simplest and most repetitive part of the poem, the part that children will find it easiest to participate in. “ You are going to listen to a poem called “Le retour du printemps”. Its chorus contains these lines: Tape les mains, tape les pieds What action do you need to do ? (find vocab on Tarsia) Read and model actions Read again and pupils join in the actions Can pupils identify which season the poem is about ?
  • Display the chorus and everyone reads it together and does the actions. (Not displaying the words too soon means that pupils are more likely to get the pronunciation right)
  • Teacher then reads the poem out loud using the graphics, or plays sound file if necessary. Pupils join in the chorus
  • Read the whole poem, with the pupils joining in the chorus.
  • Ask questions about the text. What is the poem about ? What changes in each verse ?
  • Here’s what changes in each verse: Habitat Animal Ask pupils if they understand the vocab – can they say which habitat and which animal is in each verse ? If yes, how do they know ? If no, what can they do to help themselves to find out ?
  • Putting text in order - sequencing Read out the verse and put the colours in order Then can read out individually or practise with partners Of course could do this with individual words as well, with pictures from the text like a storyboard… COLOURED SQUARES OF CARD
  • Thinking now about the words in the verses, the patterns and the sounds that they make Why are these words highlighted ? (Easy one to start!) Discuss with talk partners to decide on the answer
  • Why are these words highlighted ? Discuss with talk partners to decide on the answer (2 syllables each)
  • Why are these words highlighted ? Discuss with talk partners to decide on the answer (‘in’ sound) Could also highlight certain words and ask which is the odd one out and why
  • Practise it ! This can be one of the things that you do in a spare five minutes, registration etc Now we want the pupils to be able to use this poem as a framework that they can adapt to make their own verses. That’s one of the keys to producing language yourself – you rarely have to create something completely from scratch – always have a look at how someone else has done it. Let’s model it How could we fill in the gaps to make these 3 verses ?
  • Clap when you hear… - Clap or make some other signal of understanding when you hear an animal, a season, a habitat, or any group of words in fact Match words and pictures – to create an illustrated version of the poem Fill in the missing words – give a copy of the poem with words missing (give the words elsewhere on the sheet) and ask pupils to fill the gaps in correctly Classify – give on cards animal words, habitats etc from the text and put them into groups. Another possible scaffolding activity to revise first. Map from memory – make up a verse or find a piece of text they haven’t seen before. Pupils in groups come up one at a time to look at the text (include pictures for the less able) and then run back to their seat to try to reproduce it. If they’re familiar with the pattern of the verse already, they’ll be able to use that to help them
  • Find the cognates – get a coloured pen and a copy of the text and circle / underline all the cognate or other groups of words Find the false friends Find words with certain sounds Find all the masculine nouns – can they explain how they know that they are masculine nouns ? Find the rhymes – there will be rhymes to find in prose too
  • Practise reading in pairs – less threatening, and one of the Language Learning Strategies in the Framework Individual reading around the class – give a minimum number of words that each person has to read. They read as many as they want to and then nominate the next person to take over. Lots of repetition – good thing What is the next word ? – teacher reads the text and stops every so often. Pupils have to say the next word – good for checking that they are paying attention !
  • Poem

    1. 1. Spring into Action with Primary Languages 09.03.10 oining in a poem
    2. 2. Spring into Action with Primary Languages 09.03.10 oining in a poem or any other text
    3. 3. Spring into Action with Primary Languages 09.03.10 Joining in a poem: <ul><li>O5.3: to listen attentively and understand more complex phrases and sentences </li></ul><ul><li>L5.1: to re-read frequently a variety of short texts </li></ul><ul><li>L5.3: to write words, phrases and short sentences, using a reference </li></ul>
    4. 4. Spring into Action with Primary Languages 09.03.10 Joining in a poem: <ul><li>KAL: to recognise patterns in simple sentences </li></ul><ul><li>KAL: to manipulate language by changing an element in a sentence </li></ul><ul><li>LLS: to use actions and rhymes to aid memorisation </li></ul>
    5. 5. Spring into Action with Primary Languages 09.03.10 Y3 / Y4 Literacy: <ul><li>Y3: “As children listen to sounds, words and phrases, they repeat and chorus, learning accurate pronunciation……They enjoy reading a few familiar words and phrases aloud and begin to write letters and familiar words.” </li></ul>
    6. 6. Spring into Action with Primary Languages 09.03.10 Y3 / Y4 Literacy: <ul><li>Y4: “Children develop their reading skills and learn to understand familiar written phrases in clear, printed script. They link listening and reading, by reading short familiar stories, songs and poems while listening to them at the same time. They write familiar words and phrases using a model and begin to experiment with building short phrases from memory.” </li></ul>
    7. 7. Spring into Action with Primary Languages 09.03.10 Step 1: Scaffolding
    8. 8. Spring into Action with Primary Languages 09.03.10
    9. 9. Spring into Action with Primary Languages 09.03.10 Step 2: Meet the Chorus
    10. 10. Spring into Action with Primary Languages 09.03.10 Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
    11. 11. Spring into Action with Primary Languages 09.03.10 Step 3: Read the poem
    12. 12. Le retour du printemps ©MFL Sunderland 2010 CS http://www.sunderlandschools.org/mfl-sunderland
    13. 13. Viens, Viens, viens, viens, Le printemps est sur le chemin. Dans la prairie, ce matin Une hirondelle m’a dit:
    14. 14. Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
    15. 15. Dans la forêt, ce matin Un écureuil m’a dit: Viens, Viens, viens, viens, Le printemps est sur le chemin.
    16. 16. Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
    17. 17. Près de l’étang, ce matin Une grenouille m’a dit: Viens, Viens, viens, viens, Le printemps est sur le chemin.
    18. 18. Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
    19. 19. Spring into Action with Primary Languages 09.03.10 Step 4: Understanding
    20. 20. Spring into Action with Primary Languages 09.03.10 Dans la prairie, ce matin Une hirondelle m’a dit: «Viens, Viens, viens, viens, Le printemps est sur le chemin.» (Refrain) Dans la forêt, ce matin Un écureuil m’a dit: «Viens, Viens, viens, viens, Le printemps est sur le chemin.» (Refrain) Près de l’étang, ce matin Une grenouille m’a dit: «Viens, Viens, viens, viens, Le printemps est sur le chemin.» Refrain: Tape les mains C’est l’printemps qui revient. Tape les pieds C’est l’printemps qui renaît.
    21. 21. Spring into Action with Primary Languages 09.03.10 Step 5: Focussed listening Viens, viens, viens, Le printemps est sur le chemin.» Un écureuil m’a dit: «Viens, Dans la forêt, ce matin
    22. 22. Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près de l’étang, ce matin Une grenouille m’a dit: «Viens, Viens , viens, viens, Le printemps est sur le chemin.»
    23. 23. Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près de l’étang , ce matin Une grenouille m’a dit: «Viens, Viens, viens, viens, Le printemps est sur le chemin .»
    24. 24. Spring into Action with Primary Languages 09.03.10 Step 6: Detailed analysis Près de l’étang, ce matin Une grenouille m’a dit: «Viens, Viens, viens, viens, Le printemps est sur le chemin .»
    25. 25. Spring into Action with Primary Languages 09.03.10 Step 6: Extension and Creativity
    26. 26. Viens, Viens, viens, viens, ___________ est sur le chemin. ____________, ce matin ____________ m’a dit:
    27. 27. ____________, ce matin ____________ m’a dit: Viens, Viens, viens, viens, ___________ est sur le chemin.
    28. 28. ____________, ________ ____________ m’a dit: Viens, Viens, viens, viens, ___________ est sur le chemin.
    29. 29. Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Clap when you hear… </li></ul><ul><li>Match words and pictures </li></ul><ul><li>Fill in the missing words </li></ul><ul><li>Classify </li></ul><ul><li>Map from memory </li></ul>
    30. 30. Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Find the cognates </li></ul><ul><li>Find the false friends </li></ul><ul><li>Find words with certain sounds </li></ul><ul><li>Find all the masculine nouns </li></ul><ul><li>Find the rhymes </li></ul>
    31. 31. Spring into Action with Primary Languages 09.03.10 More Ideas ! <ul><li>Practise reading in pairs </li></ul><ul><li>Individual reading around the class </li></ul><ul><li>What is the next word ? </li></ul>

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