Power Point (to worry/s’inquiéter) – Carol Hill

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19 thoughts on “Power Point (to worry/s’inquiéter) – Carol Hill”

      1. Slide 2 He worries about money
        Slide 3 Students worry about their grades
        Slide 4 The girl worries about her grades.
        Do you worry about your grades? I worry about my grades. I don’t worry about my grades.
        Slide 5 Parents worry about their children.
        Do your parents worry about you? Yes, my parents worry about me.
        Slide 6 Do you worry about the future?
        Slide 7 Who was Chabert worrying about? He was worrying about the boys and CM
        Slide 8 – same structure different character.
        Slide 9 Is it good to worry all the time?
        Slide 10 Is it normal to worry from time to time?
        Slide 11 Who was Elsa worrying about? What was she worrying about
        She was worrying about Anna and she was worrying about her powers.
        Slide 12: When do you worry?
        before exams, after exams, before a game, when my friends are sad, when my parents are angry,when I drive, when I fail a test, when my friends don’t respond to my texts.
        Some of these were student generated – I gave a few examples to get the ball rolling.
        My “To Do” for the next day included “When do you worry?”
        Hope this helps.
        Carol

        1. Yes so the progression there aligns with Julie’s plan:
          Slides 2 – 3: simple sentence captions using the target.
          Slides 4 – 8: some variations of response options, with tu form questions to move the verb form from (3) to (2) and (1) forms. How can we encourage output if we don’t give them the forms of the verbs they need to speak?
          Slides 9 – 10: response options that could be asked in the debate later on – good debate questions!
          Slide 11: along with slide 7, great combination of captions but connected to culture being taught. Just two of these, the right amount.
          Slide 12: super good example of a response option question. Look at all the options the kids can choose from while answering! This gets those kids ready for output (along with the debate) in a highly efficient manner.

  1. I went back to look through the Primer article on vPQA. I found three noteworthy quotes from Julie on this topic:
    1. “The goal is natural, engaging conversation that allows the students to almost forget that they are hearing the TL the whole time and just to be engaged, without ever feeling that they are “on the spot” in class!”
    2. “My goal is natural conversation and high-interest and engaging contexts, so I try to frame the new structures within a context that I know students will be able to “go somewhere with”, all the while facilitating the conversation and question-asking to maximize the reps and for students to continue to get to know each other even better in the class. ”
    3. “Compare/contrast is a really rich tool in this step of the process, because you can constantly be comparing and contrasting the information the students give you with each other and even yourself.”
    4. “A story always follows these classes. Once the PQA piece is saturated for reps, we move on to the story. I have a skeleton plot-line for the story (the bare bones of the story and problem). From there, I have student volunteers adding in and offering up ideas as we co-create the story. This usually take a day to complete. I personally don’t actually write as script to work from. I just wing it with a general plan based on the targets I am working on.”

  2. Chill added a few benefits of this to her program on the last slide. I felt they were important enough to duplicate here:
    …[Another] benefit for me is that my board is less cluttered since the slides give me enough stuff to talk about and enough “points de départ” for follow-up questions. Since I am not so tethered to the front of the room, in case I need to write something on the board, I am freer to move around and make better eye contact so in a way it’s a management tool as well. And did I say how it helps me stay in the TL?….

    1. Thanks, Brigitte, I too am visual and need to see an example to make sense of it. I am thinking our kids who are the same will really appreciate the vPQA! Imagine light bulb going on!

  3. Marc read the Primer toward the bottom of the list for all the details on this. Hopefully if we all go with Haiku Deck we have no need to actually make decks ourselves, as we copy them from the library on the HD site and translate into our own languages.
    I know people like to pick their structures before the year, but I don’t see it as necessary, right-brain dominant hippy that I am. One of the themes on this whole PLC that I work towards is no planning for us.
    Brigitte and Carol’s decks were both done in PPT which concerns me, because of what Michele said about being extra cautious with Google about two weeks ago here:
    …If pictures are open for use, you generally can get away with citing the url on the screen so that it is visible. It doesn’t have to be intrusive. Teachers can also ask the owners for permission, but when we’re doing ppts for use in the classroom, sometimes we don’t want to spend that time.
    Legal beagles reasonably don’t want their clients’ intellectual property taken without permission. I know I’ve been pretty upset to find my stuff out in circulation without my knowledge, but I don’t have the managers searching for it or the legal power to go after it.
    Safe(r) search: In Google docs, open a new “Google Slides.” Click on “Insert image.” Then click on “Search,” at the top of that box. You will see a line: “Results are labeled for commercial use with modification. Learn more.” Click on the “learn more” to read the legal ease info.
    Here’s part of it: “Anyone can find images on the Web, but usage rights come into play if you’re looking for content that you can take and use above and beyond fair use. Site owners can use licenses to indicate if and how others can reuse content on their sites.
    When searching for images in Google Drive, your search results page will include license details that specify how image search results may be used. Only select images that you have confirmed you can use in your intended context according to the license details.”
    Typically, teachers are given a lot of free rein to use materials, but as I have mentioned, two of my colleagues have been involved in really nasty legal situations lately because of what they’ve posted on their class websites. In each case, it would have seemed to me to be “fair use,” since they weren’t selling anything or otherwise benefitting from the use of the images….

    So that is why I am pushing Haiku Deck based on Craig West’s original suggestion, and why I am going to ask everyone who gets involved in building this library for us to share use Haiku Deck according to the instructions given in posts here in the past week, which are searchable in the Visual PQA category on the right of this page.

    1. My original deck was done on Google slides – I don’t think the image copyright thing is really an issue as I am operating on a district platform. Plus, whenever I use images in my various Google docs, I use the ones from the Google library that come their library and they are automatically labeled “for commercial reuse with modifications”. I am not too woried.
      Anyway, from now on (knowing that we all want to share with each other), I will make all vPQA’s on Haiku Deck.

  4. Chill you used the infinitive in the first slide. I just want to support that. Or you could have used the third person sing. form as well. Both are fine, right?
    The reason I bring this up is for new people, who, if their students ever see an infinitive in a PP and ask what (in this case) the er is there for, or the r, we must respond (I can hear Susie’s voice on this one), “Oh, that means ‘to'”. End of discussion. If you even say the word infinitive in your response you are doing it wrong. Have you ever tried to explain what an infinitive is to a class?

    1. I think the first slide is 3rd person singular present. The infinitive appears for the first time on slides 9-10. Il est bon de s’inquieter tout le temps – Is it good to worry all the time? #10 is Is it normal to worry all the time. I pop up the r or -er ending is the “to” form of the verb constantly! I try to avoid input that will lead to speaking in infinitives, but they are used often.

  5. Now I am in correspondence with Julie this morning about the Debate. I have asked her what she thinks about the Debate Captain job and how the Debate is actually built, and am waiting for that response, at which time I will update the Primer so that we can all understand that the five (not four), key phases of a vPQA class with which the slides need to be aligned are:
    1. Do Now slide.
    2. Establish meaning slide.
    3. Sentence captions slides.
    4. Response Options slides.
    5. Debate slides.
    All of these would take around fifteen slides per structure, to speak in general terms.
    (Thus, a full slide show for three structures to set up a story would consist of around 45 – 50 slides. As PQA, with the story and the reading waiting to be done in future classes – we have never left the Three Steps with this vPQA thing – the period of time that could be devoted to the entire process could easily be from two weeks to a month. That is fully in keeping with my own ideas of best CI practices, whereas in the old days people used to do all three steps in one day.)

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