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Story Cubes & Challenging teamwork!

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Directions:

  • 1- Roll the dice
  • 2- Describe what you can see.
  • 3- Explain what it evokes.
  • 4- Decide which dice corresponds to which narrative step. ( Opening // setting / time frame / haracters / conflict or problem / solution / ending)
  • 5- Speak in turns to improvise a story which makes sense!

TIME MARKERS: First / Once upon a time / There was once … / then / so / suddenly / But .. As a result … / consequently … / meanwhile … / Unfortunately … / In the end…

Problems:

  • Late comers
  • Large teams
  • Directions misunderstood or not followed
  • Inability to listen to one another
  • don’t see the point of the activity

Solutions

  • Arrive on time
  • Split teams
  • Follow / repeat / re-explain the directions
  • Listen and respect one another ( even if the levels are completely different)
  • Question yourself before questioning a professional teacher…

KEY CONCEPTS:

‘WTF’ > comment from the external point of view of the narrator > extradiegetic, not speaking from within the world of the novel or excluding yourself from the creative process of telling the story.

‘This activity is either too hard or too confusing and doesn’t take the individual into account’ : working as a team include some compromise but improvising details of a story can  help you add our personal touch to an otherwise collaborative process.

I disagree / this story doesn’t make sense at all ! > maybe the character can wake up and all this was just a dream. Framed narrative technique : literary technique that sometimes serves as a companion piece to a story within a story,

Explicit facts: describe what you see. https://ecdn.teacherspayteachers.com/thumbitem/Explicit-VS-Implicit-Poster-1361703636/original-458175-1.jpg

Implicit elements: explain what it evokes

Using elements you saw as symbols in the story is a way to give a universal dimension to your story.

Ex; YOU SEE : Coffee / poo > YOU THINK: breakfast and shitty day ahead..

Your story will be about a shitty day that everyone can relate to..

 

Screen Shot 2019-09-13 at 10.43.29.pngScreen Shot 2019-09-13 at 10.43.38.png

 

PIctures from https://classclassyesyes.com/

 

Class rules and Tips to succeed !

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Watch the short film and remind each minions what rule they SHOULD / MUST / HAVE T0 follow !

Watch a scene from the film School of Rock by Richard Linklater, 2003.

  • What rules does Mr Finn break?
  • You are the kids parents, you call the Dean’s office to remind Mr Finn that he must follow the rules!
  • HW – Imagine the phone call.

Watch a scene from the film Detachment by Tony Kaye, 2012.

  • Look at the film poster, what happened?
  • What rules do the students break in the video?
  • HW – You are Mr Barthes & his student, imagine what they say. 

 

EXTRA video to get gold stars !!

Find 4 new rules!

Class documents!

unit-1-class-rules-video-study

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1S5 November 24th- Lesson Notes

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November 24th, 2014.

HW for Wednesday 26th

Read the text ‘Little Rock Nine Crisis’ + find vocab and be ready for teamwork!

20141121_193013

UNIT 2 – THE COLOR LINE

>> The role of women in the struggle for equality.

HW – CO. NPR Claudette Colvin, the other Rosa Parks.

http://www.npr.org/templates/story/story.php?storyId=101719889

Claudette Colvin

  • She refused to give up her seat to a white passenger 9 months before Rosa Parks.

Compared to Rosa Parks?

  • They both challenged the segregation laws.
  • They were both African American women in Montgomery, Alabama in the South of the US.

BUT

  • Claudette Colvin was only 15 / a teenager whereas R. P was 26 / a young woman.
  • Rosa Parks is more famous than Claudette Colvin because Claudette Colvin got pregnant so the NAACP (National Association for the Advancement of Colored People) refused to use her image.

Inspired by?

  • She was inspired by Harriet Tubman (who was a runaway slave in the Underground Railway ) and Sojourner Truth who was a former slave and became an abolitionist. Both were women fighting for the Black cause / because they also stood up / fought for their rights.

Media strategies?

  • NAACP needed to choose a respectable woman as a symbol for their cause. They were manipulating / orchestrating their media strategy in order to be successful.

Segregation anecdote?

  • Black people couldn’t try on clothes because white people during segregation thought black people were not clean / pure. They assumed they were dirty.

Philip Hoose?

  • Philip Hoose is an American writer / historian who wanted to write about Claudette because:
  • he knew about segregation / he did some research
  • he wanted Claudette to become as famous as Rosa Parks

Conclusion?

  • It reveals that Rosa Parks wasn’t the only woman to refuse to give up her seat / who stood up for her rights. In fact there were many women who took part in the struggle for equality, some of them are ‘unsung’ or ‘unexpected’ (oubliées ou inattendues).

Whereas = tandis que

both: toutes les deuxScreen Shot 2014-11-16 at 21.48.53

CO – Correction / NPR – One of the Little Rock Nine Looks Back!

http://www.npr.org/templates/story/story.php?storyId=14091050

Little Rock = city in Arkansas in the US.

Little Rock High School = former / previously white-only school.

The ‘Little Rock Nine’ = first 9 Black students to attend Little Rock High School in the town of Little Rock in Arkansas.

METHOD

1- KEY WORDS

  • infer the meaning from the title (inférence / devinette). What do you expect?
  • focus on stressed words

Type of doc & voices > report / interview 1 presenter / 1 reporter 1 governor 1 old woman

WHEN 1957 – September 4th – 50 years ago

WHERE Arkansas – high school

WHO Elizabeth – 65 – Black – White – governor – guard – demonstrators – 9 Black students

WHAT racial – segregation – integration – attend school – outside – turned away

2 – DETAILS

  • Get organized
  • Focus on more difficult words or info.

About Elizabeth? White clothes – sunglasses – outside … – nightmare

About the people? White students – governor – good order – peace in the community

About the context? Desegregation – recording – E’s account 50 years after the event

About the anecdote? Elizabeth was supposed to go with the group but there was confusion and she took a city bus alone so she was stopped / turned away by the guard and ‘subsequently followed by angry demonstrators’

3- COHERENCE AND MORE

  • reconstruct the chronology / logic of events

radio show > context given by presenter > Alex / journalist & reporter is going to talk about 1 of the 9 students > recording of Arkansas governor / bad quality > interview of Elizabeth > journalist’s comments

  • WHY ? HOW? WHAT FOR?
  • Find the people’s reactions > feelings / intentions

Elizabeth is moved / sad / it’s difficult for her to tell about what happened

The governor wanted peace but he sparkled an emergency situation. The guard was here to protect the Black students but in the end they turned Elizabeth away.

The radio show is celebration the 50 anniversary of this event, 50 years later in a special ‘desegregation series’.

Fresh start!

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I’m not sure where I’ll be teaching next year, but I need to work on something to keep myself busy. So I’ve decided I might as well prepare some documents and units just in case Ill be teaching in Arpajon again in September.

The curriculum has changed in terms of class contents, general topics and final exam.

So first I’m going to try and sum up in French the official info I gathered on the net, then plan some units and add docs little by litttle. Say this is more like a work in progress or think tank rather than actual  final lessons.

I’m focusing first on the new BAC and Langue Approfondie (LA)  as well as Littérature en Langue Etrangère (LELE) course contents but I won’t forget to add some recomandations for those who want to revise a bit before the school year starts again!