THE BBC FRENCH - muzzybbc.com · Learning basic greetings Asking "How are you?" Describing physical and personal characteristics Referring to others (tu, il, elle…) Reporting one's

THE WORLD'S #1 LANGUAGE COURSE FOR CHILDREN

THE BBCLANGUAGE PROGRAM

FRENCH

FRENCH

MUZZY BBC LESSON PLANS MAKE TEACHING SPANISH EASY FORHOMESCHOOLING PARENTS.

ALL THE WORK HAS BEEN DONE FOR YOU!

EACH LESSON PLAN CONTAINS:• Instructions for how to plan each lesson.

These instructions include:— Suggestions for previewing, viewing, and post-viewing

activities for each Muzzy video— Online exercises and which games to play— Additional suggestions for art projects, which

Activity Sheets to use, etc.

• Grammar notes• Lesson objectives, directions and answer key to

accompany the Activity Sheets• An assessment master to make sure your child

understands the lesson before moving on• Multimedia teaching techniques, including

— what to do with the sound o� and the picture on— what to do with the sound on and the picture o�— using subtitles

• In depth guidelines for pacing the MUZZY program• Best practices for language teaching• How to set up your home classroom and the props

and materials you will need

CLASSROOM FRANÇAIS Level I

Introduction

MUZZY Français Classroom Edition - Level I

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MUZZY English Classroom Edition - Level I



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With thanks for invaluable contributions to….. Karen Shepard, Development Editor, early proponent and tireless friend

of MUZZY; to exceptional MUZZY teachers Nathan Lutz and Kathleen Siddons, national experts and mentors to the

early language education community; and to other MUZZY teachers who have contributed their creativity, ideas and

talents to bring world languages to life for students.

We also salute our colleagues for the significant educational advocacy and information services they provide to

educators and to the public: ACTFL (American Council on the Teaching of Foreign Languages); CAL (Center for

Applied Linguistics), sponsors of the Nanduti foreign language educators' resource; and NNELL (National Network for

Early Language Learning).


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THIS INTRODUCTION CONTAINS:

I. MUZZY Level I Course Description

II. Course Components

III. Content overview

IV. MUZZY Multimedia Teaching Techniques

V. How to Use the MUZZY Lessons

VI. Pacing Guidelines

VII. Best Practices for Language Teaching

VIII. Classroom Set Up / Preparation

IX. Working with Student Diversity

I. MUZZY LEVEL I COURSE DESCRIPTION

MUZZY is a captivating, award-winning multimedia teaching program in which language is presented by

immersion and natural method approach, through a delightful animated story about the adventures of Muzzy and

his friends. The power of the story, with memorable songs that reinforce learning and enjoyment, are shown to

capture the attention of students and motivate them to learn and to use the language.

Objectives

MUZZY is designed to be used as a versatile core curriculum unit and enrichment program for any beginning

level foreign language class. MUZZY teaches functional language, following national foreign language standards,

that is rich in thematic content, vocabulary and extensive interactive material. The design and variety of the

learning components are intended to provide a natural learning experience that communicates well with a wide

range of learning styles and surrounds a student with a multisensory environment of new language.

Because of the engaging, entertaining nature and the educational design of the MUZZY

program, specific objectives include:

* Students will develop comprehension of vocabulary and expressions used in the MUZZY

* Students will learn, and transfer to new situations, vocabulary and expressions used in the

MUZZY program (productive language skills)

* Students will develop motivation and a positive attitude toward second language learning

(aesthetic value of language learning)

Approach

MUZZY is designed to teach and/or reinforce communicative language skills in a natural way using a very hands-

on, participatory approach. MUZZY is a rich and versatile program; it has been developed so that it may easily be

adapted to a variety of teaching styles. How you use the materials will be greatly influenced by the philosophy and

methods of your core objectives. The language and topics are presented within a story context, organized around

Muzzy's adventures. While emphasis is on listening and speaking skills, MUZZY is rich in situations which lead

to activities that promote the development of reading, writing, academic skills and cognitive development.

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II. COURSE COMPONENTSThe MUZZY program includes multiple components, each working in tandem to develop secondlanguage skills among your students.

A. THE MUZZY BBC LANGUAGE COURSE* The StoryThe MUZZY story is comprised of scenes that introduce then reintroduce language usage and vocabulary through telling the adventures of Muzzy and his friends. In addition to the story line scenes, language focus chapters are interspersed throughout. These short segments focus students' attention on specific language skills, which are presented and reviewed as an integral part of the MUZZY story line. These short segments follow a suspenseful story line. However, after initial viewing, scenes may be used out of order, thematically, to complement any curriculum.

* The MUZZY Vocabulary BuilderDivided into 28 Lesson scenes, the MUZZY Vocabulary Builder not only reinforces vocabulary presented in the MUZZY Story, but it also adds hundreds of new words. The Vocabulary Builder presents over 600 words by showing an object or concept and specifying the proper word. Each Lesson is an animated vignette with its own simple story line which will captivate students. The Vocabulary Builder is ideal to introduce, reinforce and review targeted vocabulary.

* The MUZZY French Interactive ExercisesMUZZY Online includes interactive computer games and exercises to match up to lesson content in this curriculum. These games reinforce concepts introduced in the video and classroom lessons, and extend learning into reading, writing and spelling. An ideal supplement for independent student practice, or group work when projected onto classroom screens or white boards.

B. THE CURRICULUM BINDER

This printed material contains everything needed to teach the MUZZY Level I Program. It has over 400 pages of best practice methodology, lesson materials and reproducible sheets to make your class preparation quick and easy. This Curriculum material is designed to assist you in planning your program or for the integration of the MUZZY components into your program. It includes a complete Story Scene Script and Vocabulary Builder Script; a content planning chart; objectives, directions and answer key Masters for each Activity and Assessment Sheet; images for projects and flashcards; and a complete glossary and component correlations chart of all Lesson content.

* LessonsThere are 38 Lesson Plans in this book. Each is designed to cover 2-3 class periods of approximately 20-45 minutes duration, depending on the number of class activities and projects selected. The Lesson Plans support the vocabulary and language structures in one or two of the MUZZY Story Scenes. Each Lesson Plan follows a similar structure of pre-viewing, viewing and post-viewing activities. Within any given Lesson Plan, there are a variety of suggestions for skits, songs, games, projects and which activity sheets and assessments should be used in conjunction with that Lesson.


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* Teacher Activity Masters / Student Activity Sheets

This set of reproducible masters provides you with a range of engaging activities that complement the video

material. These activities reinforce and review both the language components and the story line of the Story,

while focusing on developing academic skills such as sequencing and figure/ground perception. They may be

used in class, for large and small group activities, or as homework.

* Assessment Masters / Student Assessment Sheets

These Listening Comprehension Assessments will help you build your students' listening comprehension skills.

They should be administered as a final review once the students have achieved a certain level of mastery of the

content being assessed.

There is also one Reading Comprehension and one Written Expression Assessment Masters with answer keys

and student Assessment Sheets. These serve as an excellent year-end summary assessment of your students'

learning experiences with MUZZY.

* Appendix

The Appendix is an extensive group of additional resources that will assist you in implementing lessons. It

contains resources such as reproducible image Illustrations of use in Lessons and cultural projects, and for

Character puppets, props and flashcards; Popular Names, Useful Classroom Expressions, Holidays, Activities

for Accelerated Learners and TPR/TRPS, a Sample Parent Newsletter,etc

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PART LESSONS

III. MUZZY LEVEL I CONTENT OVERVIEWMUZZY presents functional language in the context of a delightful story, providing students with clear native-speaker models that develop comprehension and oral language in the topical areas listed below. For vocabulary listed by topic, see the Vocabulary Builder Script word lists.

OBJECTIVES

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Meeting the MUZZY cast of charactersIntroducing oneselfLearning basic greetingsAsking "How are you?"Describing physical and personal characteristicsReferring to others (tu, il, elle…)Reporting one's possessions (j'ai)Naming objectsAsking for things politelyOffering things to other peopleAsking "How many?" and respondingCounting to tenExpressing affection (je t'aime, tu m'aimes)Saying the vowelsExpressing affection (il/elle aime…..)

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Identifying oneself by name, age and occupationCounting from 11 to 20Learning and practicing the numbers from 11 to 20Asking one's name and replyingAsking one's age and replyingSeeking informationGiving informationExpressing likes and dislikesIdentifying objects by distinguishing between "celui-ci" and "celui-là"

Giving simple commandsGiving and following simple commandsUnderstanding and using vocabularyAsking the question "Qui est?"Naming selected countriesIdeintifying flags of various countriesTelling where you come fromTelling where you liveNaming letters of the French alphabetSpelling words aloud in French

III Naming and identifying parts of the body Expressing and satisfying simple needs (j'ai faim, soif, froid, chaud, etc.)Asking where something isDescribing locationDescribing capability (je peux…, je ne peux pas…peux-tu ? / pouvez-vous ?…)Identifying colors


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Learning to tell the time

Describing at what time you do certain activities

Saying you are busy

Describing illness

Prescribing a remedy

Inquiring how one is feeling and responding

Asking where one is going and replying

V

Identifying seasons

Identifying months of the year

Describing the weather

Relating weather expressions to the seasons

Identifying days of the week

Asking the question "Quand….?"

Naming sports and activities and saying when one does them

Identifying the levels of a house

Describing location using "gauche" , "droit" and "au milieu"

Naming the rooms of a house

Describing the location of the rooms within the house

Asking why and responding

Expressing fear

VI

Comparing people and things

Using ordinal numbers (1-8)

Asking for and offering help

Giving compliments and criticism

Expressing complaints

Saying goodbye

Watching the conclusion of the MUZZY story

Reviewing vocabulary from the entire story

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IV. MUZZY MULTIMEDIA TEACHING PROGRAMA. BENEFITS OF MULTIMEDIA* Captures students' attention* Can be used as a motivator or reward* Presents native oral language, reinforced by visual clues* Provides the teacher with material that can be shown multiple times for reinforcement* Delivers valuable vehicles for Differentiated Learning, Multiple Intelligences and a multisensory approach* Provides a flexible teaching tool, easily integrated and used in different ways* Is a flexible teaching tool that provides repeated content for mastery* Provides a natural context for communication* Develops listening comprehension skills* Offers students language models, especially helpful to introduce voices other than the teachers' with variety of national or regional accents, ages and genders* Provides visual and aural reinforcement of concepts learned in class* Delivers academic learning through universal animation characters that do not become limited to one time, place, fashion or culture, and appeal to all ages. Students like the action and characters, creating a stress-free learning environment especially for adolescent through adult learners.* Uses the power of story, and music, as an effective, multilayered and multimedia communication vehicle for engagement, enjoyment, humor and retention.* Is shown to work for multiple intelligences and a range of learning styles from gifted to special needs* Provides a language-rich environment with ample comprehensible input* Makes differentiation easy to implement; the basic viewer for general comprehension vs. the more advanced viewer for total comprehension, memorization, etc.

May also be used easily by a substitute so that the target language is not lost when the teacher is absent. Students continue to learn and behave for the substitute because they are motivated to see Muzzy.

Students can be assessed on their speaking skills by memorizing skits from the story. The Story scripts are provided here and can be reproduced for the students. Students may use the finger puppets or other MUZZY Cast Illustrations, costume accessories and props to enhance comprehension for the audience.

As a Language Immersion Environment Multimedia presents functional oral language with reinforcement through visual clues. By hearing the language in conjunction with the action, setting and characters, students acquire the meaning of the language without need for translation.

As a Thematic, Participatory Tool the MUZZY Story presentation provides teachers with interesting situations around which a variety of activities and learning centers may be planned. Students will be motivated to identify characters and objects that play key roles in Muzzy's adventures. They will enjoy describing, retelling and acting out the main events from Muzzy's story.

B. MUZZY AND TECHNOLOGYIn the 21st century technology is made available to us and thus it is valuable for teachers as well as students to make use of it. MUZZY language learning is well suited to a range of technologies.

Interactive Whiteboards are a wonderful way of engaging students of any age. You can use the preloaded software and its bank of images or you may upload your own images and worksheets to it. The Interactive Whiteboard allows the users to manipulate images on a large screen and write upon them.


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Webquests are learning activities using the Internet to research and analyze an inquiry. They are typically used for group projects once a "rubric" - a focused set of criteria - is set up for the assignment and for student assessment. Always examine websites ahead of time to check for appropriateness, and give students specific website addresses to facilitate their research.

A rubric is a common tool that enables students to concretely see what tasks are needed to complete a project. The rubric can also be used for students to self-assess their performance and also for the teacher to do the final assessment of the student's work.

V. HOW TO USE MUZZY MULTIMEDIA LESSONS

A. GETTING STARTED

Video as a language learning tool, should be an interactive learning experience for students. The teacher's role is to facilitate students' learning by first making sure that students understand the gist of a chapter; then focusing on what students already know; and finally, assisting students in using visual clues to construct meaning.

The MUZZY program is designed to provide or enrich a core program. Therefore, an important question to ask yourself is: "How can I integrate MUZZY with my program objectives?"

The Story is organized around two key elements:

* Story line chapters* Language focus chapters (the character Norman plays major roles in these sections)

While language focus chapters may be played out of order, the MUZZY story line chapters are best when used in sequence. All of the material may be used to review familiar vocabulary and phrases, or to introduce new language which will be practiced later using your core program. Once some of the story line and spiraling content is initially shown and understood, scenes can be used out of order by topical content according to your broader curriculum.When Planning Each Lesson

* Preview the scene to be shown* Note beginning and end numbers of the chapter, as shown by the counter on the MUZZY Online interface.* Consult the Script, Lesson Plans and the vocabulary list in your lesson to identify language components that receive main focus in the scene. You may want to note certain visual elements in the margin next to the Script.* Review the Vocabulary* Select the reproducible masters specified in the Lesson to copy prior to class.

By dividing your Lesson into three parts - pre-viewing activities, viewing activities and post-viewing activities - you will be sure to have a Lesson that introduces, reinforces, reviews and applies the material. Students' attention will be held by varied activities, while remaining focused on the same language components throughout the lesson.

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B. LESSON STRUCTURE

Each MUZZY Lesson has a common core structure that maximises the learning potential of the video content by expanding a 3-5 minute scene into a thematic, fun and participatory Lesson. This structure provides:

1. Pre-Viewing Activities

Pre-viewing activities will prepare students to gain maximum benefit from each chapter by setting up an expectation and an attentive listening activity prior to seeing the scene. This greatly enhances students' listening skills, curiosity and ability to really focus in on the new words and situations they are viewing and hearing when you play the scene for the day. They will also serve to focus students' attention during the actual viewing of the video. For example, introducing or reviewing a question with familiar objects will give students the benefit of being ready to understand the action and events on the scene before viewing.

2. Viewing ActivitiesWhile viewing a chapter, students should always have a well-defined, simple task to focus their attention and make MUZZY an interactive learning tool. To develop receptive (listening) skills, students may be asked to listen for a specific word or phrase, counting how many times the characters say it. To build confidence in speaking, beginning language learners may be asked to repeat language along with the video or to carry on a "conversation" or dialogue with the characters, using teacher-controlled pauses.

In addition, higher-order thinking skills can be developed by requesting students to predict the outcome of a series of events or to change the ending of a particular chapter. Even very beginning students can perform either of these activities by drawing pictures to show their prediciton or to depict how they would change the end of a chapter.

Older students (5th grade and above) may be held accountable by giving them a viewing sheet. Construct a listening activity in a way that does not take away from the enjoyment of following the story. This is achieved by asking questions to see if they are on task, such as answering "true or false" questions, circling key vocabulary, or writing simple fill-in-the-blank activities.

Vocabulary Section - Since this part of the program does not follow the story line, it can be used for a substitute plan during any time of the year. The students will be happy to see the familiar characters in a different context.

3. Post Viewing ActivitiesYou can view each chapter in a variety of ways - as a whole group, small group, as pair or individualized activities. These will reinforce both the story line and the language presented. You will find a range of materials provided for post-viewing that can also be used by other teachers outside of French classroom time, to extend and reinforce what is covered in language class:* Vocabulary Section: After students have been introduced to vocabulary in the MUZZY story, the Vocabulary Section will reinforce word skills and add vocabulary in a sequenced fashion. Arranged in 28 Lessons, each one focuses on a specific topic with the familiar MUZZY characters interacting and presenting themed material.


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* Activity Masters and Student Activity Sheets: This program of reproducible activities can provide a range of varied material for review, follow-up and fun. The objectives, directions and answer keys are given prior to each of the student sheets. This information can be used to help you to select activities that will reinforce each chapter.

In addition to the materials in this program, there are other multimedia and language activities which are ideal for small group, whole group and pair work. See examples of these techniques below and in the Best Practices section that follows.One example of these best practice techniques that works well with the hands-on MUZZY multimedia approach is Total Physical Response (TPR), shown to increase language comprehension and retention.

Using TPR, students might be asked to perform actions that are presented in the video as the teacher says them. Requesting that students demonstrate language such as "Je peux courir" will reinforce both understanding and recall of the language. Students might also be asked to recall and record events, characters or the setting of a segment by drawing them. Additionally, they might be asked to show what would happen if certain events and actions were changed in a particular chapter. See additional suggestions for TPR / TPRS under Best Practices for Language Teaching, and in Appendix F.Activity Suggestions for TPR / TPRS.

C. ADDITIONAL MULTIMEDIA TEACHING TECHNIQUES

Some general techniques to consider when planning for use of the MUZZY Story in the classroom are:

* Sound Off / Picture OnLower the volume and ask students to concentrate their attention on the action. During viewing, beginning level students might be requested to name or greet characters as they appear on the screen. Students with more language experience might be requested to focus their attention on the action. After they have viewed the segment, they may describe what they think has happened and predict what they think will happen next.

*Sound On / Picture OffCover the screen and ask students to concentrate on the dialogue and narrative. This technique is best used with beginning level students after they are familiar with a particular segment, as a technique to sharpen listening skills. You may also ask students to close their eyes and try to identify who is speaking and to visualize the action taking place. Students with more advanced language comprehension may perform this activity before viewing a segment, and then predict what action they will see when the monitor is uncovered and the segment is rerun.

* Repetition with the ScenesYou may occasionally wish to have students repeat certain vocabulary and expressions along with the video. This may be done by pressing the pause button to stop playback after each word or expression, and allowing students ample time to repeat.

*Dialogues with the ScenesYou can create an interactive dialogue by requesting that students respond to a language cue from one of the characters. Use of the pause button will allow students ample wait-time to formulate and say their answer. This technique is best used with beginning level students after they are familiar with a particular segment.

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Students with more advanced language comprehension skills may perform this activity with a segment they have never viewed before. This activity gives them the opportunity to devise their own responses and then to compare them with the responses on the video, once the pause button is released.

In MUZZY, the characters' conversation is focused on particular language components, which are reviewed in the context of the story. This presentation will motivate children first to imitate language and situations, and then to experiment with the language and characters and relate them to experiences outside of the story context.

* Using the MUZZY SubtitlesUse the MUZZY subtitles in the target language to support diverse learning styles. If you have a child with limited hearing capacity, this would be a logical modification. However, all of the children in the class will benefit. By showing the subtitles periodically, you are reaching beyond auditory learners, and will be supporting visual learners as well.Also, some children will suddenly understand something that they had missed before by glancing at the written word. In this technique, they will be exercising their brains in three modes: visual (pictures and action), reading (subtitles) and listening.On the other hand, we recommend not using the native language subtitles because the translations during this beginning oral learning stage would interfere with national standards and best practices of the immersion approach and delay comprehension and acquisition. The use of French subtitles can be utilized later, after and as age appropriate, for writing activities.

MUZZY has been divided into chapters to provide you with short focused segments which contain enough action to be interesting to students, but which have limited new language components and planned review of familiar material in new contexts. Each chapter is designed to hold the attention of students and yet not overwhelm or confuse them with too much new material. Multiple viewings of the same chapter with different emphases is key to reinforcement of the language components.

The key to successful multiple viewings is to request students to focus on different aspects of the same chapter before, during and after viewing. Students will benefit from multiple viewings of chapters, especially if you: I) stop an activity while interest is still high; 2) vary the types of tasks or activities that you plan for students.One or two chapters can be targeted for instruction per week when starting with the youngest students or with a short amount of time. Of course, this decision will be influenced by how often each class meets per week, the type and amount of vocabulary, phrases and topics presented in each MUZZY chapter, the other materials you are using, and individual class objectives.You may ask: "How can I effectively use one/two segment(s) during a week?" Consider the range of objectives which you may identify for a single viewing of a chapter. Don't forget to consider whether you wish to introduce or review a language skill or element.Possible objectives include:

* Oral language comprehension, achieved through listening to native-speaker dialogue and narrative presented in MUZZY.* Oral language practice, achieved through repeating dialogue, responding to dialogue cues, describing the characters, settings and actions presented in the videos and predicting what will happen next.

VI. PACING GUIDELINES FOR THE MUZZY PROGRAM


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* Setting* Plot

* Reading / writing / academic skills, if they are part of your program objectives, achieved through use of:

* Written presentation on the screen of the Story Scene dialogue by using the target language subtitles feature.* Written presentation on the screen of individual words and phrases as they appear in the story; the reproducible Activity Masters; and teacher and student written descriptions of the characters, settings and actions.

Student knowledge of both sight vocabulary and sound/symbol correlation will be increased through use of each MUZZY component. You will want to integrate the above language objectives with activities that focus on the MUZZY story line. Students will identify vocabulary, topics and phrases with:

* Characters and dialogue

Reinforcing these associations through various activities, such as role play, will strengthen students' learning and recall of the language.Video, as a teaching tool, accommodates different rates of second language learning. Individual students' rates of learning will vary. Because oral language is presented through video in such a clear context, all students will understand the character traits, the gist of the story and the language used. Students who initially prefer to observe and listen, without participating orally, will enjoy working with MUZZY to increase comprehension skills and develop confidence in the language. Students who are motivated to move earlier to a more active level of language learning will have immediate opportunities to learn, produce and apply language beyond the situations presented in the MUZZY program.

The suggestions in this guide are meant to serve as a springboard for your own ideas and creativity, as you integrate into your core foreign language program. The more you work with the MUZZY program, the more you will see it bring your target language to life and motivate your students. We hope that you and your class will enjoy MUZZY as much as we have enjoyed developing it.

VII. BEST PRACTICES FOR LANGUAGE TEACHING* Create a total immersion experience in which the target language is spoken as often as possible in class, even for classroom management, like attendance and discipline.* Integrate French with instruction in other subject areas, particularly those areas that interest your students, as well as cultural topics.* Give learners ample opportunites to engage in meaningful dialogue via real-life opportunities with other students and teachers using French.* Expose learners to a variety of native speakers via music, video, and guests.* Focus instruction on attaining the skills needed for communicating and not just for mastering spelling and verb conjugations, Be mindful of this in your error correction.* Make language comprehensible with body language and linguistic modifications, such as reduced speed and clearly enunciating.* Create and maintain a classroom environment in which students feel comfortable taking risks in expressing themselves.* Plan activities and lessons that both differentiate instruction to meet the individual needs of all learners and align with the national, state, and local standards.* Establish a safe learning climate in which diversity and equity for all are honored.* Stay up-to-date on current instructional practices by being involved in professional organizations and reading professional journals and publications.

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TPR/TPRSTPR, or Total Physical Response, is one of the most lauded approaches to second language education that uses movement with words and commands. It is well suited to any group, and helps create instant understanding and long term retention of words and vocabulary structures. By combining both verbal and physical movements, the learner internalizes language much like he or she did a first language. Simple examples of TPR include:

* Teaching body parts by playing Simon Says and naming the parts in the target language.* Teaching shapes by students standing up and drawing an exaggerated, giant shape in the air while reciting a rhythmic chant of the noun itself, for example, "C'est un rectange!"* Teaching sports vocabulary by doing the appropriate movement for each sport.

TPRS, or Total Physical Response Storytelling, developed by Blaine Ray, (now called Teaching Proficiency Through Reading and Storytelling) is based on using TPR to teach the various elements of a story. By combining physical expression of language concepts into the structure of a story, a teacher can easily lead his or her students to deciphering meaning and understanding the story. The MUZZY Language Program is rich with thematic, story, vocabulary and phrases opportunites to use these two methods. Try it; it's fun and very effective. (See Appendix F: TPR/TPRS Activities)

VIII. CLASSROOM SETUP/PREPARATIONIt takes a small time investment to organize everything you need for the MUZZY world language curriculum. Set aside a time, with other teachers or parent volunteers, to prepare the props and materials that are particularly helpful for language teaching. You can ask your students to help make the most of these items on the first days of school. They typically enjoy the creative activities and the learning that occurs in the process.

Foreign language instruction is very hands-on and multi sensory. It's learning by doing, making, acting-out, gesturing, role-playing, and drama. Props (costume accessories, puppets, masks, etc.) help greatly in encouraging the risk-taking needed for class participation when all learners are trying out unfamiliar words and sounds in front of others.

The following are the most important props and objects to have on hand for participatory world language and culture time. You will use these starting with the first class. These props are helpful for all ages of learners, through adults.

A. PROPS AND MATERIALS* Student Names: Assign each student a name in the target language (see list of names in Appendix), and make name tags. Use these names throughout the course.* Collect and Make Simple Props: The following is a list of readily available objects and simple crafts to make as your primary visual aids for MUZZY class time. The reproducible images in Appendix A: Illustrations will be very helpful. You will start using items 1 and 2 below with your first MUZZY Lesson: Scene 1 - "Meeting the Cast / Introductions." The main supplies you'll need are construction paper, markers, scissors, glue, and jumbo wooden sticks, as well as a copier and a laminator, if available.1. Make a sign with the target language flag on one side and the student's native language on the other side. This is to be used to indicate to your students when everyone is to be using the target language.


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2. Large Character and Object Flashcards: To use for class displays and daily discussions, make copies or enlargements of the MUZZY cast of characters illustrations found in Appendix A. There are seven characters - Muzzy, the King, Queen, Princess, Bob, Corvax, and Norman (the narrator on a bicycle who points out language usage). Ask students to color the character images, Laminate to make sturdy, and put magnetic tape on the back for whiteboards or bulletin boards during MUZZY Lessons.3. Character Stick Puppets: Copy the MUZZY Characters again, this time onto heavy card stock. Ask students to color the characters as they like. Cut out the characters (leaving a border if preferred) and glue a jumbo wooden craft stick on the back. (These can be standard 6" sticks or a classroom ruler, if handier.) Students will hold these puppets in front of their faces while practising dialogues with each other.4. Vocabulary Flashcards: Teachers can make their own larger vocabulary flashcards, in addition to the MUZZY flashcards that are available online. Take bright yellow card stock (or any other light vivid color) or construction paper and cut into 3" by 7" wide strips for MUZZY words. Laminate these for durability. These are great for vocabulary practice in class and can be used to label other school building places and objects when possible.5. Number Flashcards: If these are not already available to you as a math material, students can make them for maths practice in the target language.6. Decorative Bag: Select any colorful shopping bag, or decorate your own, for language time. The bag is for storing, removing, and naming objects in the target language.

7. Assorted Objects: Gather small, hands-on manipulatives for the language bag, and for other class learning. Best are artificial fruit, foods, and miniature furniture. Parent-donated doll houses or preschool toys as well as magnetic letters and a "Mr. (or Mrs.) Potato Head" (for parts of the body Lessons) are all perfect. "Bingo" and "Twister" games are fun for language practice too. Make use of the many regular classroom objects around you when practicing target language vocabulary words.8. Pass-Around Toy: Use a small object like a ball or microphone to facilitate students taking turns to speak. It helps to ease discomfort when speakers can hold something.9. World Map: Display the globe with all target language speaking countries. Point out where they are in relationship to each other and to the students' native country. (Use also for the MUZZY Cultural Connections section in the Teachers' Guide and Lesson Plan.)10. Bilingual Books: Ask your school librarian and public library to assist you.11. Language Corner: You may want to set up a Language Corner, with a bulletin board that features target language posters, vocabulary flashcards, and student work. You can also include target language books, games, puppets, toys, currency, and samples of advertisements of familiar products in the target language.

* Rewards: Frequent recognition and positive reinforcement for public risk-taking are essential in language learning. Daily applause for students can be complemented with awards, certificates, stickers, privileges, and treats (jars of cookies / candies from various countries are available in international sections of supermarkets).

B. EVERY CLASS PERIOD* Cue up the Scene in advance for the scenes needed; test all equipment.* Copy Reproducible Activity Masters as needed.* Select the Day's Lesson Props, MUZZY Character puppets, or reproducible images for activities, flashcards or laminates, that are provided in your MUZZY program or readily available in your classroom, for hands-on learning and kinesthetic fun with music, games, storyboards and role plays.

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Below are some suggestions for teaching students with special needs:

* Start Class the Same Way Each Day. Create a routine with clear expressions, as a best practice for all foreign language classes, and especially for students with diverse learning styles or special needs. Select a student each day to take attendance completely in the target language. As each student is called, they can repeat their name along with the target language word for "here" (ici) or "present" (présent). This gets everyone speaking from the start.* Encourage Acting out the words, scenes, and dialogues. Have fun with MUZZY!

HERITAGE SPEAKERS

Children and families whose native language is the target language can make an important contribution to your learning program. When some students inevitably point out in a Lesson that their family pronounces or uses words differently than what is being taught, say that they are correct, and most fortunate to know two ways of saying the same thing. Explain that all languages have many regional differences in pronunciation and vocabulary, and give examples.

While some heritage speakers will be reticent to share their background, which is to be respected, others may be more than willing. Their experiences enrich the classroom and foster awareness of other customs as well as similarities among cultures. Here are some ways to benefit from the knowledge of speakers of other languages:

IX. WORKING WITH STUDENT DIVERSITY

* Encourage heritage speakers to share how the Lesson's vocabulary or reference is pronounced or used in their own country.* Have a map available to locate countries where they speak the target language. Show the flags of these countries and of the students' native country as well.* Ask student heritage speakers to share favorite songs, fairy tales, books, games, customs, foods, and cultural events from their native countries.* Invite guest contributors, including parents and grandparents, consulates or cultural organizations, musicians, dancers, artisans, and chefs.* Emphasize cultural similarities as well as differences in words and social customs.* Encourage native speakers to talk to the class and to each other as appropriate, so the children can hear how the language is spoken naturally.* Foster an atmosphere of curiosity, respect, and the equality of all cultures. Obtain free samples and maps from tourism offices. Display advertisements and programs of familiar products children use with words in the target language, found in speciality grocery stores and in newspapers and magazines.

SPECIAL NEEDS STUDENTS

* MUZZY time is reported to be a happy and confidence-boosting time for children with language disabilities and limited proficiency. The multimedia method of communication, and the learning benefits that come from enjoyment and stress-reduction, work powerfully well for them. Let the children know that MUZZY time is something that will be relaxing and fun and where they will fully participate.* Multisensory instruction is proven to be highly successful with a range of learning styles, from visual to spatial and auditory learners. The MUZZY Lessons are designed to utilize activities of this nature, including singing, acting, and movement.* Teach the same idea in many different ways.* Use TPR (Total Physical Response), emphasising the use of gestures and other non-verbal ways that cultures use to communicate language.* Provide a structured environment - a common strategy for early learners and second language learners in general. Consistency is important, establishing daily routines, procedures, and expectations. Post these in the classroom and share them with parents.


Introduction

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* Keep classes mixed in ability level. During oral participation, give children a generous amount of

time to answer, and say you'd like to come back to them in a little while, if you need to move on.

* Any transition can be difficult, so help the students by preparing them for changes in the classroom.

* Present information slowly, in small pieces at a time. Work at one new skill at a time.

* Have everyone participate equally in the class, but allow them to respond in different styles. Adapt the

activity or assessment to the way each child learns best.

* Relate Lessons to students' interests and knowledge base.

* Use lots of positive reinforcement and award recognition.

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LESSONLessons 1

1

OBJECTIVES

VOCABULARY

Je suis I am Corvaxle Roi the King Bobla Reine the Queen Norman

Muzzy

MATERIALS

Princess Sylvia

* Introduce the characters by pointing to the cast pictures or finger puppets. Say their names and encourage the class to repeat after you.* Hold the finger puppet faces or pictures in front of your face and say, "Bonjour, je suis Sylvia / Corvax / Muzzy / la Reine / le Roi / Bob / Norman."* Point to yourself, and say "Je suis (name)." Indicate the "Je suis" vocabulary flash card at this time. Teachers with some French-speaking background might say: point to yourself and say "Bonjour, je suis (name). Je suis le professeur."

VIEWING ACTIVITIES* Show the video. Ask students to listen carefully for the word "Je suis." Have them count on their fingers the number of times they hear the word. (Answer: 8 times)* Show the scene again and pause it after the characters introduce themselves. Allow students time to repeat. "Je suis le Roi / la Reine / la Princesse Sylvia / Bob / Corvax / Muzzy."

MEETING THE CAST / INTRODUCTIONS

Meeting the MUZZY cast of charactersIntroducing oneself

Princesse Sylvia

MUZZY Online Level I - Unit 1 - Scene 1 - Hello! : 00:53-02:20Large picture or puppets of the MUZZY cast of characters (See Appendix A)Vocabulary flash card "Je suis"Activity Sheets 1a, 1b, 1c and 1d.

PRE-VIEWING ACTIVITIES

1


LESSONLessons 1

2

* Simple pictures of the characters can be drawn on paper plates, using yellow yarn for Sylvia's hair, for example. Or, use the cast pictures (See Appendix A) and colour them. Glue to construction paper. These can be quite useful when dramatising scenes from MUZZY in your classroom.Especially useful: If you have magnetic chalkboards, stick a small piece of magnetic tape on the back of all pictures and flash cards.* For good visibility, when creating the flash cards, use a strip (about 3" x 8") of bright yellow construction paper, cardstock or tagboard that has been laminated for longer wear. Print the French word with a broad black marker, using large letters. Leave the flash card and pictures where they are visible throughout the day, space permitting.* Use Activity Sheet 1b to make finger puppets of the MUZZY characters. Have students practice in pairs by saying, "Salut, je suis Bob; Bonjour, je suis Corvax," etc.* Use Activity Sheet 1c. These crowns can be used as props for skits. Spray the crown gold, or glue on fake jewels.* Use Activity Sheet 1d. Give students the instructions on how to complete this exercise.

GRAMMAR NOTEUnlike English, French has two forms of words used to address people, the formal and the familiar. "Tu" , which means "you" in the singular and in the personal, is used when speaking fo friends, family and children. "Vous" is "you" (familiar) in the plural and is also used to address people one has just met, and to show respect for older people and those of higher position.

* Discuss the characters, and review their names using the pictures or puppets.* Ask students to introduce themselves to the class, using the construction "Je suis" plus their name.* "Chain Reaction" activity. This works best if students sit in a large circle. A student (or the teacher) begins by saying, "Je suis (name), et tu?" (Turn to the next person while saying "et tu?" ) Continue in this way around the circle, so that each student has a chance to speak. After repeated practice, it is fun to use a stop watch and time this activity.Note: It helps to give students a ball or small stuffed animal to pass along to the next person after they have said, "et tu?"* Use Activity Sheet 1a.* Assign French names to students. Have them make a name card and decorate it. These can be displayed on a bulletin board, and used for future activities.

ONLINE EXERCISES* Unit 1 - Watch and Play - Hello! - Game "a" and game "b".

ADDITIONAL SUGGESTIONS

POST VIEWING ACTIVITIES* Ask students to report how many times they heard the words "Je suis." If there is disagreement, show the segment again, pausing the video each time the word "Je suis" is spoken.

LESSONActivity Masters


1

3

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OBJECTIVES, DIRECTIONS AND ANSWER KEY

Answer:

Directions:

Have students color and cut out these Muzzy finger puppets. Students may

attach the two ends of the bottom band with paste or scotch tape. The

puppets may be slipped over students' fingers to be used for a variety of

large and small group activities. The puppets may be used to practise

language and review story line events before or after viewing the video.

Students may create their own stories and re-sequence or change events by

using the finger puppets to demonstrate and practise action and dialogue.

AM 1c Can you make a crown?Objectives: To develop skill in: * following directions

* developing motor skills

Directions: Have students make a crown by following directions 1-9. (They can use

crayons or colored markers instead of paint.)

la Princesse Sylvia / Muzzy / le Roi / la Reine / Bob / Corvax

AM 1b Muzzy and his friendsObjectives: To develop skill in: * following directions

* fine motor skills

* recalling characters / events from a story

* practising oral language

The following objectives, directions and answer keys correspond to the Student Activity Sheets that are

referenced throughout the Lesson Plans. Please administer the Activity Sheets, while orally giving the

directions.

AM 1a Who is it?Objectives: To develop skill in: * recognising characters in a story

* distinguishing characters from one another and

naming them

Directions:

Have students write the name of each character in the appropriate blank.

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LESSONAssessment Master 1

Leçon 1

1.

2.

3.

4.

5.

6.

Je suis Bob. Je suis le jardinier.

Comment allez-vous? Je suis la Reine.

Salut! Je suis le Grand Muzzy.

Je suis le Roi de Gondoland.

DONNEZ UN NOM A CE PERSONNAGE !

Lisez les phrases suivantes à haute voix et demandez aux élèves d'écrire le

numéro correspondant dans le blanc à côté du personnage MUZZY approprié.

Lisez chaque article 2 à 3 fois si nécessaire.

Je suis Corvax.

Bonjour! Je suis la Princesse Sylvia.

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LESSONAssessment Master 1

5

1Lesson 1

1.

2.

3.

4.

5.

6.

Read the following sentences aloud and instruct the students to write the

corresponding number in the blank next to the appropriate MUZZY character. Read

each item 2-3 times as necessary.

Je suis Corvax.

Bonjour! Je suis la Princesse Sylvia.

Comment allez-vous? Je suis la Reine.

Salut! Je suis le Grand Muzzy.

Je suis Bob. Je suis le jardinier.

Je suis le Roi de Gondoland.

NAME THAT CHARACTER!

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Documents

THE BBC FRENCH - muzzybbc.com · Learning basic greetings Asking "How are you?" Describing physical and personal characteristics Referring to others (tu, il, elle…) Reporting one's