As I sit down after my first two days of school, I find myself wondering how it got here so darn FAST. I feel like it was June yesterday … anyone else? I also planned on sharing my first week plans long before it was actually the week that I started. Such is life, I suppose!
I go into this post on my first plans, thinking about how the research says that you end up being a mix of the 5 people you spend time with the most. I can totally see that I am a mix of all of my favorite world language teachers/bloggers, so I really cannot credit a lot of these ideas as my own.
As a note, I’m only teaching level 1 this year, so these plans are for them!
Thursday, August 18th: (French music ALWAYS playing in the background)
- Students come in, I greet each person at the door. I will assign seating for this first day; I think it’s important to give students this kind of structure on day one.
- I think what Sara-Elizabeth posted about the first day story – letting kids see what they can understand on day one is SO CRUCIAL. I’m starting off with this this year. I plan on kids writing a few things they understood on a sticky and posting it for everyone to see.
- I plan on doing my first days administrative stations from last year. This year’s stations include: syllabus hunt, student info sheets, crepe talk with questions, choosing French names/making namecards, and getting to know each other. As a high school with three feeder middle schools, I think it’s so important to get kids talking to each other as soon as possible. As for French names, I will direct students to listen to the names of their choice on Hear Names – have you heard of it? It’s names pronounced by a native speaker of the language, and I’m in LOVE. That way, I don’t have to pronounce every name, or worry that I’m doing it wrong (am I the only one who feels that way?!)
Friday, August 19th
- I anticipate that we’ll only have time for 1-2 stations the first day, so I plan on finishing the other 3 today.
Monday, August 22nd
- Today I’m planning an intro to me. I want the kids to have a second chance (or first, if they missed the first day) to get the comprehension feeling. I’ll have them fill out a quick formative assessments: 3 things I did that helped them understand, 2 things they understood about me, 1 question that they still have.
- Then, we’ll introduce ourselves around the room, and say something that we like!
- I plan on getting into proficiency again this day, reviewing the levels and having kids describe school like this. We’ll set our own language goals on the proficiency path, too!
Tuesday, August 23rd
- Today we’ll start again with names and likes, and I’ll try to make sure everyone gets to know other people’s names (I think this is so important!) I’ll go around, adding in the “il/elle s’appelle” distinction, and giving several options to keep kids on their toes!
- I’ll probably give a little processing time where kids listen to a few audio samples. At this stage, I imagine it will be something like, “true or false: this person gave their name.”
- Since this is the second day, I’ll have students tell their name to a few partners and ask “et toi?” as a performance assessment at the end!
Wednesday, August 24th-Friday, August 26th
- In Ohio, we do a version of student growth measures that require us to do a pre-test and give the same test as a post-test to measure growth. I’ll be giving my pre-test these days, and I’ve allotted 3 since I need to do a listening, reading, writing, and speaking section. I expect that most of my students will leave the listening, reading, and writing sections blank, but I do need to interview each student individually, even if they can’t respond. This is always such an awkward down-time for students, but I don’t want to cut the speaking portion to make it less awkward at the beginning of the year.
- While I’m finishing interviews, I plan on doing an activity with cognates, again à la Creative Language Class!
There you go, my first week and a half of class. The fun stuff starts after this!