ESPE Torcy Collaborative workshops

Choose 1 icon that represents your mood of the day!

Roll the dice!

What can you see?

What does it evoke?

Get organized to Create a story !

  • Characters
  • Actions
  • Places
  • Timemarkers

Post your story online!

Un atelier Freinet pour mieux comprendre comment :

  • Les enfants sont capables d’organisation dans des situations de jeu. Documents, objets ou éléments de pensée à manipuler et former librement de petits groupes de travail.
  • « La coopérative, c’est à la fois le bien commun, le lien du groupe, l’outil d’autogestion, le forum, l’école de la démocratie. Veiller à ce que tout se passe bien, à prendre des décisions qui ne peuvent être prises par les enfants, à accélérer un peu lorsque le débat s’enlise” voilà les missions du professeur.
  • Cela permet de faire travailler aux enfants, les textes libres, les illustrations, création artistique, décoration, dessin de grande échelle, performance orale ou théâtrale…Faire rentrer les activités d’art et de dessin libre à l’école.
  • Un engagement politique aussi, d’un instituteur qui accueille en 1937 des jeunes réfugiés espagnols, victimes de la guerre civile en Espagne.
  • « Il s’agit de laisser les enfants émettre leurs propres hypothèses, faire leurs propres découvertes, éventuellement constater et admettre leurs échecs mais aussi parvenir à de belles réussites dont ils peuvent se sentir les vrais auteurs. Les résultats ? Une motivation très forte, une implication immédiate de chaque enfant, qui acquiert ainsi confiance en lui et en ses possibilités de progresser par lui-même. L’intérêt réside aussi dans le fait qu’il est inutile d’apprendre par cœur quelque chose que l’on a découvert par le tâtonnement expérimental ; on s’en souvient sans effort. […]”

Les invariants Freinet qui font mouche:

  • Invariant 2 : Être plus grand ne signifie pas forcément être au-dessus des autres.
  • Invariant 5 : Nul n’aime s’aligner, parce que s’aligner, c’est obéir passivement à un ordre extérieur.
  • Invariant 10 bis : Tout individu veut réussir. L’échec est inhibiteur, destructeur de l’allant et de l’enthousiasme.
  • Invariant 27 : On prépare la démocratie de demain par la démocratie à l’École. Un régime autoritaire à l’École ne saurait être formateur de citoyens démocrates.

En savoir plus sur …

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Romantic spirit


How Romantic does it feel to you? Why?


by W. Wordsworth, 1802.

THE world is too much with us; late and soon,

Getting and spending, we lay waste our powers:

Little we see in Nature that is ours;

We have given our hearts away, a sordid boon!

The Sea that bares her bosom to the moon;

The winds that will be howling at all hours,

And are up-gathered now like sleeping flowers;

For this, for everything, we are out of tune;

It moves us not.–Great God! I’d rather be

A Pagan suckled in a creed outworn;                         10

So might I, standing on this pleasant lea,

Have glimpses that would make me less forlorn;

Have sight of Proteus rising from the sea;

Or hear old Triton blow his wreathed horn.

Prinatble Activities: TheRomanticSpirit

Choose one question and post your answer as a reply on

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Should I stay or should I go ?

Spaces & Exchanges

B1 Vocabulary app here

C1 Vocabulary App here 

5 migrants share the various reasons why they had to leave their home country.

Problems they faced : No jobs / Civil War

All went to the United Kingdom to find a job or to be safe

Angle: Immigration

  • REFUGEE : Political asylum > fleeing civil war / save their life / family > to survive

Ex. Sajwaa / Alain

  • MIGRANT : Economic purposes > need a job / education / opportunities to improve their life.

Ex. Shakeeb / Inès

  • ASYLUM SEEKER :  still undocumented but waiting for a Visa / Green Card

Ex. Priyanga


  • To be granted the right / the status # to be denied the right / status
  • To apply for a job / work permit
  • To be threatened by : être menacé par
  • due to / because of + N
  • Asylum seeker: demandeur d’asile
  • Refugee # migrant > foreigners :/aliens:/
  • To seek the truth / to look for information / to search for a solution
  • To welcome : accueillir > to be welcoming / to be open-minded
  • To learn / to acquire more working experience
  • A chef / a cook
  • Deprived of freedom of speech / in Congo kids are deprived of education
  • He is scared if he went back he would die > life and death situation
  • Her life wasn’t at stake : être en jeu / risquer sa vie
  • To put claims = to apply for a visa as political refugee.
  • To travel abroad
  • To move to a foreign country
  • A dead-end: cul de sac
  • Relatives : closed ones: les proches

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Writing Skills Practice


  1. “Appearances are sometimes deceptive. (trompeuses) ” Discuss. (300 words)
  2. “To what extent does globalization transcend culture? (300 words)
  3. How do words and/or images shape our memories of historical events? Give examples. (200 mots minimum)
  4. Have you ever felt out of place? Talk about the circumstances and say how you managed to integrate.
  5. Write an article for your high school newspaper presenting a project which could motivate students to work together.
  6. Is it a mistake to follow the herd?


Walden Pond by Thoreau, creative writing

Walden video


FINAL TASK : Write an entry in your personal diary.

You have decided to live off the land for a month.

It’s your first day away without your usual comfort.

What comes to your mind?

How do you feel?

What can you see, hear?

What do you do?

Post your text in the comments online!

If you decide to describe what you see the moment you see it, you might use present simple + present -INg

  • Ex. As I am writing this, I can see / hear / feel …
  • This place reminds me of … / it makes me feel that … / it makes me realize that .
  • Cet endroit me rappelle … il me fait me sentir … je réalise que … 

If you decide to describe how your day went, you might use the preterit and preterit -ing.

  • Ex. This morning, as I stepped into the wild, I realized that … / I could feel / hear / see …
  • Ce matin, comme je marchais de plein pied dans la vie sauvage; j’ai réalisé que … je sentais … j’entendais … 
  • I felt as if  I was …  Je me suis senti comme si je .. 
  • I thought that … J’ai pensé que .. 
  • I started to think about … Je me suis mis à penser que … 
  • I wondered if … Je me suis demandé si … 


January, 16th.

Today I woke up with the sound of water and the song of birds, it’s was a little bit weird, surprising and pleasant. For a moment I didn’t remember what happened to me and why I was here. After I’ve found my mind I decided to get up. My back hurted so I decided to shift my camp a few meters. Then, I sat down, breathless and I was facing the lake, near which I had settled. I suddenly felt so lonely but shooted. Rows of trees surrounded the lake and birds flew over, insects was swarming at my feet. I felt too much and at the same time accepted by this nature which continued to live despite my intrusive presence. I couldn’t think of anything exept the present nature, as if the people I knew had suddenly disappeared from my mind. It was just me and the present instant, just me and the nature and it was incredibly fascinating. Around what I supposed to be ten o’clock, the sun was high in the sky and it starting warming me up. The lake looked like a splendid mirror. So, as I had always loved sailing I decided to find something to make a raft to navigate quietly on the water and have another point of view of the place where I was. Fortunely I I found by chance a solid board of wood enough to support me. Day was begining in a cool way.

by Anaëlle

From Graffiti to Galleries

Résultat de recherche d'images pour "icon street"

‘Buy some Ignorant Art’ from Basquiat by Julian Schnabel, 1996.

Your mission: Understand a film scene. (facts & message)

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RECAP’ Post your reactions on!

How do you feel about the art world? Are the doors opened or closed for Basquiat? Why?

What do you need to ‘get there’?

Is Andy’s driver important? Why? Why not?

Why doesn’t Andy’s driver say anything?


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Rap Song Final Project!

Lesson docs to print!


Each group will have to create a song stanza using the correct grammatical item and vocabulary as well as creating rhyming patterns.

1- Cut up 10 words you find powerful in the newspapers or in your notebooks.

2- Organize your words into different categories:

  • NOUNS (ex. money)
  • ADJECTIVES (ex. easy, happy, powerless…)
  • ADVERBS (ex. Easily, happily …)
  • VERBS ( think, write, read … )

3- Read each stanza corresponding to your team.

4- Select the words that best fit in the blanks. Find rhymes.

Discuss and decide.

5- Listen and decide which instrumental recording you want your song to be recorded with.

6- Read or sing out your stanza to see if it matches. Check with the class.
7- Be ready to record your song stanza in the multimedia lab.

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lesson doc full lyrics FINAL RAp



Lyrical patterns adapted from ​Mathematics​ by Yasiin Bey &

Ready or Not by The Fugees.






Youngbloods (jʌŋ blʌdz) mustn’t snitch

but they could (kʊd) shake up the world like Ali

1 for family,

2 for money

3 for dynasty (ˈdaɪ nə sti )

8 million stories to tell

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