3.  Presenting information on events or topics of possible interest to French children of their own age (acara.edu.au) “Exploring the 4 Seasons through the eyes of a child”

4. Short term goals: take action participating in collaborative activities that involve planning( extending a work day with the year 9 French students) Long term goals : convey information on selected topics using different modes of presentation to suit different audiences ( having an open day and invite parents to see the French projects based on unit of work on Seasons)

5.  French is learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels but each supports and enriches the other. French is used in classroom interactions, routines and activities, supported by the use of concrete materials, gestures and body language.  At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development. Oral language is developed through listening to the sounds, shapes and patterns of French through activities such as rhymes, songs, clapping and action games, and through imitating and repeating sounds modelled by the teacher and aural texts.  They experiment with simple formulaic expressions and one- or two- word responses to prompts and cues. As they progress to using French for interactions such as greetings or asking and answering questions, they notice that language behaves differently in different situations and that French speakers communicate in some ways that are different to their own. Creative play provides opportunities for exploring these differences and for using French for purposeful interaction

6.  Social learning theories help us to understand how people learn in social contexts (learn from each other) and informs us on how we, as teachers, construct active learning communities. Lev Vygotsky (1962), He suggested that learning takes place through the interactions students have with their peers, teachers, and other experts. ( In the case of us the resource is the expert as well...the grade 9 students).  Consequently, teachers can create a learning environment that maximizes the learner's ability to interact with each other through discussion, collaboration, and feedback. Moreover, Vygotsky (1962) argues that culture is the primary determining factor for knowledge construction. We learn through this cultural lens by interacting with others and following the rules, skills, and abilities shaped by our culture. Developing Learning Communities: In the school system where I will be teaching, The LOTE teachers work in bridging LOTE with the high school and the primary school. There is so much opportunity to plan lessons using the older students as the resource for the primary students.  Community of Learners Classroom:  Collaborative Learning and Group Work  Discussion-based Learning (Socratic Questioning Methods)  Instruction that supports social learning: Students work together on a task: with peers and older students  Students develop across the curriculum  Instructors choose meaningful and challenging tasks for the students to work

7. 1. Introduce season of winter by English and French vocabulary building brain storm on whiteboard: using that vocabulary, the children can use craft supplies to create a winter scene Teacher to use power point slide show to show images of winter in France/Quebec and compare what is same in France and what is different. Teacher will be playing French music in the background softly as students create the winter scene.... Including Chanson Du Chocolate...: hot chocolate song... 2.We will practice writing an invitation to the year 9 French students to come to our French class and hear our hot Choc song and to build some snowmen with us: Craft supplies..And of course offer them a hot choc too! 3.We will introduce a common love of French children and Aussie children : Chocolate. In French culture there is a charming song called “la chocolate chaud” (hot chocolate). We will explore this song and practice, listen, and learn the music. We will make shopping list for making hot chocolates in class. 4.We will work in pairs to discuss and practice french by working on a snowman sheet. We will review the hot chocolate song again....practice! 5. We will host the year 9 students and sing the chocolate chaud song and work on our snowman craft using the build worksheet as a guide.

9.  https://www.youtube.com/watch?v=Dn CNKMBO47M https://www.youtube.com/watch?v=Dn CNKMBO47M

10. Class Brainstorm  Who is invite for?  What details do we need... En francais!  When will have the year 9 students?  How will the class run?  Why are we inviting?

11.  https://youtu.be/UCG_xjluTfU

12.  2.7 Play with sound patterns, rhyming words and non- verbal forms of expression to interpret French stories, songs or nursery rhymes. [Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, dancing]  performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning creating own Big Books, story boards or digital texts based on imaginary scenarios in familiar contexts  building on keywords and phrases, using punctuation to guide intonation and drawings to support written text

15.  Contexts of interaction Learners interact with each other and the teacher, with some access to wider school and community members.  ICT resources provide additional access to French language and culture experience, connecting learners’ social worlds with those of French-speaking children in different contexts.  They may also encounter ideas about France and the French language outside the classroom, through travel, the media or popular culture. Texts and resources Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts and big books, and teacher generated materials such as games, labels, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to writing modelled words and sentences independently (for example, greeting cards, captions or labels).

16. Activities and resource Snowman Craft Hot Chocolate song and treat Resource: Year 9 students, making invitations to the community, opportunity to practice via song and group learning. learning Research the project, collect materials, practice the language (reading and oral). Mixing of grades 9 and 2 relates to Australian curriculum sub strand “socialising”: participate in a collaborative projects that make connections between French language and culture and other curriculum areas.( ACARA ) Assessment and reflection Students are assessed on participation in pairs, song, interacting with older students, oral progression, and final delivery and contribution. Reflection, we will reflect and decide what worked and what didn't post project.

17.  Curriculum Sub Strand: Informing Obtaining processing interpreting and conveying information through a range of oral written and multimodal texts developing and applying knowledge Thread: Access and analyse information from different sources Identifying how culture and context influence the presentation of ideas. Convey information on selected topics using different modes of presentation to suit different audiences Opportunity for the year 9 French students to achieve by participating in activity with the younger students. The year 2 students then become a community resource for the older students.

18.  8.7 Create simple songs, plays or stories involving imagined contexts and characters, creating moods and effects for different audiences. [Key concepts: mood, drama, effect, audience; Key processes: character and context building, creating] creating and performing texts such as les raps, les poèmes or les sketchs, experimenting with the musicality, rhythms and non-verbal expressiveness of French performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion creating simple texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the visual or listening experience

19.  As I am a pre service teacher with limited classroom experience.... I am basing my lesson plans around my alignment with social learning theories and practice. I am looking forward to practicum and using the time with students to build my arsenal of resources... One idea might be to create a boite du saisons( season box) for the older students to create a unit of work for the younger students... Learning what resources work will be an ongoing process My ultimate goal with LOTE is to use as many links in the community as possible...I am anxious to keep developing and look forward to feedback.