CPD Module 5 (Part One) - Storytelling and the Modern Language Introductions and welcome. (C) MLPSI, 2010

Why use storytelling ? Pause the video at the point of the mouse being caught and ask ‘what is the mouse saying?’ from that elicit responses on why stories are so useful? (C) MLPSI, 2010

Storytelling & the ML – the benefits Enjoyment Language development Cultural/intercultural content Language awareness opportunities Cross-curricular opportunities Thinking skills (C) MLPSI, 2010

Choosing a Story: The Storytelling Experience Possible story types Theme Learning Outcomes: Strands, strand units My ELP Cross-curricular Resources Adapting and preparing Time available Use of L1/TL Things to keep in mind when choosing and using a story. Keep in mind DVDs, video clips, storybooks, comics, animations etc. (C) MLPSI, 2010

Activities Pre- During- Post- Brainstorm what type of activities can be done in the different phases of a telling a story. Does not necessarily mean that they must be done in one lesson. A story can be worked on over several sessions. (C) MLPSI, 2010

Wordle in different language Guess the story (C) MLPSI, 2010

Wordle in different language Guess the story (C) MLPSI, 2010

Guess the story (C) MLPSI, 2010

Peter and the Wolf Tell the story and model activities. (C) MLPSI, 2010

Activities: Pre-story Predicting Flashcards games Wordle Mime … (C) MLPSI, 2010

Activities: During the story Holding up cards Sequencing picture/text Miming key vocabulary Choral reading …. (C) MLPSI, 2010

Activities: Post-story Change the ending Extend the vocabulary Retell with mistakes IWB …. (C) MLPSI, 2010

The Modern Languages Curriculum Language Awareness Writing Speaking Cultural Awareness Reading Listening Put the storytelling into context. How does what we have done so far fit in with the strands and the strand units. CC: combination of the strand units (language skills), invite teachers to link the activities to the various skills. Cultural awareness aspect? More in a European context than a French-specific. Invite suggestions of stories that are particular to the target cultures. Language awareness? Playing with language, listening, comparing the different languages, similarities, etc etc. Communicative Competence

Storytelling and cross-curricular activities Irish: e.g. Bilingual Version English: e.g. Writing a letter or Journal entry ICT: see Digital Storytelling Drama: e.g. Freeze-Frames/ Role-Plays Music: e.g. Raps/ Exploring Sounds SPHE: e.g. Exploring Characters Geographye.g. Mapping the Story Maths: e.g. Survey Elicit responses first. Then present the non-exhaustive list of ideas. How other curricular areas could also link to the story. (C) MLPSI, 2010

Choosing a Story Storytelling Rubric: NB: DVDs, Video Clips, comics etc. In groups (C) MLPSI, 2010

(C) MLPSI, 2010

Discussion Stories Encountered Favourite Stories Favourite Activities Why? Favourite Stories Favourite Activities Other Activities Planning? Progression Different Levels/Learning Styles? Differentiation Ideas? Assessment Give handout to groups. Groups discuss and give feedback. Be ready in case they’re not very inspired. (C) MLPSI, 2010

Progression and storytelling 5th and 6th Classes – different stories Same story – more complex version, different activities Thematic development of vocabulary Thematic: link stories to the My ELP topics. (C) MLPSI, 2010

Differentiation and storytelling Content – interest and language level Process - different types of flashcards, activities, resources, media Outcome – different tasks, media, cross-curricular activities, methods of assessment (C) MLPSI, 2010

Assessing and Documenting Self-Assessment Peer Assessment Teacher Assessment Elicit ideas from teachers on the three aspects. AfL in relation to the 3 strands and 4 strand units. What do the pupils keep in their dossier? (C) MLPSI, 2010

Storytelling and My ELP Remember to bring the My ELP. Present how the story can relate to the biography (language and culture part) and the dossier. (C) MLPSI, 2010

Develops Language Skills Integrates Strands and Strand Units Digital Storytelling Develops Language Skills Creativity Learner Autonomy Assessment Collaborative Learning Integrates Strands and Strand Units Remember to have examples ready to show. (C) MLPSI, 2010

Digital Storytelling: www.storyjumper.com (C) MLPSI, 2010

Digital Storytelling: Languages Online Cartoon Story Maker http://www (C) MLPSI, 2010

Digital Storytelling: www.wordle.net Demonstrate how. (C) MLPSI, 2010

Creating a Digital Story Step One: PLAN Storyboard and Language Step Two: CONTENT Visual/Story/Linguistic Step Three: RE-DRAFT Step Four: SHARE Blog/Class Presentation/Assemblies/ Printable Resources Maybe bring props, masks, camera. Brainstorm and storyboard. Divide the teachers into groups and give each group a different section of the book. Take photos and create photo story. Plan Content Re-Draft Share (C) MLPSI, 2010

Key messages A story can be: an enjoyable learning experience a springboard for developing language skills a way of catering for pupils with different learning styles and abilities a way of developing cultural/intercultural awareness and language awareness an opportunity for cross-curricular integration (C) MLPSI, 2010

Thank You! (C) MLPSI, 2010