ALEX Learning Activity

  

Texting in French

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  This learning activity provided by:  
Author: Sandrine Hope
Organization:U.A.B.
  General Activity Information  
Activity ID: 1974
Title:
Texting in French
Digital Tool/Resource:
Dictionnaire SMS
Web Address – URL:
Overview:

Prior to this activity, students should have learned to spell basic words. They’ve also more than likely recently learned various greetings and basic questions. In this activity, they put these skills together using a medium with which they are very familiar. It also enables them to discover that teenagers in other countries also text and use abbreviations. Although this activity is about writing, it is communicative because it takes two people to make it happen.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Communicate on some very familiar topics using single words or learned phrases.

Examples: likes/dislikes, sports, hobbies

b. Answer simple questions.

Examples: What is your name? What day is today? What is the weather?

c. Greet peers and introduce selves.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
K-2
Students:
  • communicate on familiar topics using single words or learned phrases.
  • express likes and dislikes using single words or learned phrases.
  • communicate about sports and hobbies using single words or learned phrases.
  • answer simple questions using single words or learned phrases.
  • greet and introduce themselves using single words or learned phrases.
  • answer "What is your name?"
  • answer "What day is today?"
  • answer "What is the weather?"

3-5
Students:
  • communicate on familiar topics using single words or learned phrases.
  • express likes and dislikes using single words or learned phrases.
  • communicate about sports and hobbies using single words or learned phrases.
  • answer simple questions using single words or learned phrases.
  • greet and introduce themselves using single words or learned phrases.
  • answer "What is your name?"
  • answer "What day is today?"
  • answer "What is the weather?"

6-8
Students:
  • express basic needs using practiced or memorized words and phrases.
  • express basic preferences using practiced or memorized words and phrases.
  • introduce themselves.
  • name very familiar people, places and things using practiced or memorized words and phrases.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • the target language vocabulary related to theme taught.
  • how to answers to simple questions.
  • greetings and introductions in the target language.

3-5
Students know:
  • the target language vocabulary related to theme taught.
  • how to answers to simple questions.
  • greetings and introductions in the target language.

6-8
Students know:
  • simple words and phrases in the target language
  • basic vocab in the target language (my name is, how are you, etc.)
  • the target language vocabulary related to theme taught.
  • how to answers to simple questions.
Skills:
K-2
Students are able to:
  • recognize and expand vocabulary.
  • demonstrate comprehension.
  • learn and apply pronunciation rules.
  • use vocabulary to express meaning.

3-5
Students are able to:
  • develop listening skills through continuous aural input.
  • recognize and expand vocabulary.
  • demonstrate comprehension.
  • understand the cultural nuances of meaning in formal and informal settings.
  • learn and apply pronunciation rules.
  • apply intonation patterns.
  • use vocabulary to express meaning.
  • respond in all modes of communication in the target language.

6-8
Students are able to:
  • recognize and expand vocabulary.
  • synthesize grammar and syntax.
  • demonstrate comprehension.
  • understand the cultural nuances of meaning in formal and informal settings.
  • learn and apply pronunciation rules.
  • apply intonation patterns.
  • use vocabulary to express meaning.
  • respond in all modes of communication in the target language.
Understanding:
K-2
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.

3-5
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.

6-8
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates.

b. Differentiate formal and informal forms of language.

c. Compare sound systems of the native and target languages.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
K-2
Students:
  • identify cognates.
  • recognize formal and informal language.
  • begin to notice similarities and differences in the target and native languages.

3-5
  • identify cognates.
  • recognize formal and informal language.
  • begin to notice similarities and differences in target and native languages.

6-8
Students:
  • compare pronunciation of different languages.
  • differentiate formal and informal forms of language.
  • recognize cognates.
  • discuss similarities and differences between the target and native languages.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • what cognates are.

3-5
Students know:
  • what cognates are.
  • how to recognize formal and informal language.

6-8
Students know:
  • proper target language pronunciation.
  • how to recognize formal and informal language.
  • various tangible products.
Skills:
K-2
Students are able to:
  • recognize and use simple cognates.
  • recognize formal and informal language.
  • use formal and informal language.

3-5
Students are able to:
  • recognize and use simple cognates.
  • recognize formal and informal language.
  • use formal and informal language.

6-8
Students are able to:
  • recognize and use simple cognates.
  • recognize formal and informal language
  • use formal and informal language.
  • use proper pronunciation.
Understanding:
K-2
Students understand that:
  • by learning another language one can better understand how the native language works.
    • other understandings will depend on theme taught.

3-5
Students understand that:
  • by learning another language one can better understand how the native language works.
    • Other understanding will depend on theme taught.

6-8
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme being taught.
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
7) Investigate, analyze, and reflect on similarities and differences between the target and native cultures.

a. Compare gestures used to greet family, friends, and acquaintances.

b. Compare and contrast tangible products of the native and target cultures.

Examples: Food, clothing, toys, and children's stories

c. Compare simple behavior patterns in the native and target cultures.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
K-2
Students:
  • compare gestures used in the home and target cultures.
  • compare and contrast tangible products (food, clothing, etc.).
  • compare behavior patterns of the home and target cultures.

3-5
Students:
  • compare and contrast gestures used in the home and target cultures.
  • compare and contrast tangible products (food, clothing, etc.).
  • compare and contrast behavior patterns of the home and target cultures.

6-8
Students:
  • compare gestures used in the home and target cultures.
  • compare and contrast tangible products (food, clothing, etc.).
  • compare behavior patterns of the home and target cultures.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • what tangible products are associated with target and native cultures.

3-5
Students know:
  • what tangible products are associated with target and native cultures.

6-8
Students know:
  • what tangible products are associated with target and native cultures.
  • what intangible products are associated with target and native cultures.
Skills:
K-2
Students are able to:
  • recognize tangible products.
  • recognize culturally appropriate behaviors.

3-5
Students are able to:
  • recognize tangible products.
  • recognize intangible products.
  • recognize cultural practices of the target and native cultures.

6-8
Students are able to:
  • recognize tangible products.
  • recognize intangible products.
  • recognize cultural practices of the target and native cultures.
  • analyze cultural perspectives of the target and native cultures.
Understanding:
K-2 Students understand:
  • custom and tradition vary within a culture, as well as between cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.

3-5
Students understand that:
  • custom and tradition vary within a culture, as well as between cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.

6-8
Students understand that:
  • custom and tradition vary within a culture, as well as between cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.
Learning Objectives:

The students will:

  • use informal greetings and memorized sentences.

  • answer greetings and simple questions.

  • understand/interpret abbreviated formats.

  • communicate similarly to teenagers of the target language.

 
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

1. Start the activity by giving the students some abbreviated words. Ask them if they can figure out what it is. Then give them a few words to pick from.

bjr

Est-ce que c'est: salut? bienvenue? enchanté? bonjour?

Repeat with a few others.

2. Then dictate a conversation. The students write it on their board/paper.

- slt. komencava ?

- bi1. toi ?

- kom si kom sa

Make sure that their text matches yours.

Have the students work in groups to rewrite it in regular French (non-texting words).

3. Direct the students to the Dictionnaire SMS website to discover words that they use in their memorized sentences for greetings (etc.). They practice dictating some of those words to their partner. (If they cannot get on computers to check out the website, give them printouts with a list of words.)

4. Now that they're more familiar with the new format, tell them to communicate with their partner by sending messages.

Each person dictates the message to the partner who writes it down. Then that student comes up with an answer and dictates it to his/her partner who writes it down. They keep going until the conversation dies. 

5 They can repeat conversations with other partners, or start a new one with the same partner. 
Assessment Strategies:

  • Teacher circulates and checks students' work.

  • Students take a picture of the conversation and share it with the teacher.

    If the activity is for a grade, do a pass-fail. Did the students follow the instructions? Were they able to communicate with each other? Did they keep the conversation going for more than a couple of threads? Then they get credit for doing the activity.
Advanced Preparation:

Look at various common texting abbreviations and use them to give a message to the students to decode. Maybe have a few so the students can decode messages as a group first.

Prepare a conversation to have with the students as a group so the teacher prompts all the students at the same time and each student has a response on his/her own whiteboard and shows it to the teacher.

Make sure there are enough whiteboards and markers for each student/group of students.

Either have a list of common abbreviations available to the students or they will need devices and Internet access.
Variation Tips (optional):

If the teacher is not assessing/practicing oral spelling then the students can pass the whiteboard back and forth or use a piece of paper which they turn in to the teacher

For more mature students, have them do it with an actual phone where they send the message back and forth. At the end, they take screenshots of the conversation and share with the teacher.

To use technology, have the students use a "fake text" program and create the conversation. It can then be exported to share with the teacher

Put them in groups of 3 or 4 to simulate a group chat. Give them a specific goal (find out the name of the new student). They would use descriptions to elicit an answer from the other members of the group (for slightly more advanced students).
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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