A lesson in Frenchbut applicable in any content!

Telling time in Language Acquisition : A 21st century challenge

for 6th graders and their

teachersCombining strategies to overcome the challenge...

What time is it? 1 2 3

Write down how you would tell the time you see on each clock, on your index card. Write your first thoughts!

Now exchange your card with the person next to you:

Did you write the same answers?

Who wrote the analog time?

Who wrote the digital time?

What would your students have said?

Facts:●Most of our students

do not use analog time●They only know digital

time

Telling time : A multifaceted challenge: A- Mastering numbers up to 100 in the Target language (Particularly challenging in French: it involves maths operations: 70 = 60 +10 85 = 4x20+5 92 = 4x20+12…)

B- Understanding the difference between analog and digital time

C- Understanding time without using AM / PM (24h clock)

Which one do you think is the hardest?

Here are a few ideas to help your students “get it”

...A blended learning lesson to help 6th graders understand “Time telling”

NB: Both in Spanish and French, the analog clock is still widely used to tell time...

Students’ objective :

I can ...tell the time

I will….apply numbers up to 60

understand analog and digital time

1- Warm-up activity:suggestions - Kahoot game (10 questions mixing both analog and digital time) OR

- 3 questions to answer as a group on a large white board:

A- What date is it today?

B- What is the weather like ?

C- What time is it? (analog)

Students have 3 mn to write their answers. After 3 mn they rotate to the nearest group/ they underline the mistakes and make suggestions to their peers Teacher goes around, takes notes of who gets it / who does not/ guides answers

Teacher askes what mistakes students found in other’s work / open discussion

Students work collaboratively, are engaged, show their understanding, get immediate feedback

Teacher moves from group to group and redirects students: learning is taking place.

Students’ self-assessment of their understanding:Students stick a sticky note with their name on the Wall Target’s three possible zones to show their understanding. (Comfort Zone / Learning Zone/Panic zone)

At the end of the session, they can move their sticker if they feel they made progress.

What did we do prior to this session? - Explained the division of the clock in half and quarters

(Analog) : used a plate divided in quarts/halfs

- Many students discovered analog time and how to read a wall clock

- Short + long handles: what does each handle indicate?

- Worked on a table with time equivalencies between AM/PM times and 24 hour clock time.

Ex: 1pm = 13 h...

2- Differentiating the lesson: Quiz on CanvasStudents take a 10 question quiz on Canvas (multiple choice or filling blank answers) (5 minutes)

Teacher gets immediate feedback to see how to group students OR students can decide which station they want to attend depending on their results.

Teacher: provides a scale for self-evaluation :

10 - 8 = Superior 7-5 = Proficient 4-1 = Developing

Canvas quiz :provides immediate feedback

3- Students can decide which station to start with based on their results :

3 stations: 3 colors : Blue / White / Red (French flag)

ST 1: RED - Developing ( Teacher led station) : 1-Students make an analog clock with a paper plate /

2- They pull out labels with time phrases and move their clock handles to indicate time on labels

https://docs.google.com/document/d/16AWVYOVMZ3NE0lQldlihfV12y-K7I6hmYc6xDgMAYLw/edit?usp=sharing

Video to guide the making of the clock : https://youtu.be/el69hzqvyEY

Station 2 : White / Proficient Students pull out labels with words related to time phrases

They lay them all on the table

They build as many sentences as they can.

They record their answers on a Google Form.

(These answers will be used next lesson when all students have to correct a selection of wrongly built sentences )

https://docs.google.com/a/iss.k12.nc.us/document/d/1_TXMb7O7Q4izaZuLiH-KJeKGR1VuIKQhR9L992kQws8/edit?usp=sharing

Students understand their mistakes when their peers correct mistakes as a group and give explanation about what is incorrect

What students created and how it can be used further.Labels used to form sentences Completed sentences were used for follow-up

activity nex tesson

Station 3 : BLUE / Superior Students:

- Understand time zones in the French speaking World

- Calculate time differences between USA and a country in the French speaking world

- Create their own table of French speaking countries with big time differences / challenging for their peers (activity will be used during next lesson)

- https://docs.google.com/a/iss.k12.nc.us/document/d/11fDkOC6czW0BBFQ--qWIJR0g2oEdxH9-so004gZ19bY/edit?usp=sharing

Sample of students’ work: https://docs.google.com/a/iss.k12.nc.us/document/d/1znyZtLKSiclbT8c0w_V6_QMoz99U96ZSQz7AZ0bVMCU/edit?usp=sharing

To select their French speaking countries, students scout the poster or use the online link provided.

Each station lasts 20 mn: virtual changes

- No obligation to rotate

- Students have the choice to stay in their first station to either “get it” or continue an activity they enjoy. (Teacher led station)

- Students at station 1 can rotate to station 2.

- Students at station 2 can rotate to st 1 or 3 depending on how they feel.

Exit ticket:

Students go back to the Wall target : They move their sticker if they have improved their understanding. (self-assessment)

They can also leave a sticky with

questions they still have

What students liked:) - Freedom to chose their station / continue

doing the same activity if they enjoyed it- Immediate feedback on Canvas

- Hands-on activity with clock making

- Teacher’s individual help at a small station

- Challenging activity for the Blue station (Interactive map intrigued a few who wanted to explore more countries / time zones)

- 100% engagement during whole lesson

How do I know it worked?

Follow-up lesson:

Students worked on sentences created by stations 2 and corrected mistakes collabaoratively and mostly accurately.

- Follow-up Formative assessment :

- 80% of students “got it” and scored well on a task where they had to tell the time analog and digital.

- 10% mixed both analog and digital

- 10% needed reinforcement to get the concept.

Strategies that made the lesson successful: - Cooperative learning : Through warm-ups (work in groups) and each station

- Giving Freedom to choose a station beyond the results of the quiz : Students take ownership of their own learning

- Students can express feelings about where they are in their learning (Wall target / anonymous + Immediate Visual feedback to teacher) :

- Minimal time of Teacher on stage / emphasis on students

- 3-Tiered Differentiated activities through stations : allows student to learn at their own rhythm

- Use of digital technology ( Google Docs, Google forms, Canvas, Interactive maps, video for instructions)

- Hands-on activities (clock making, handling labels)

- Fun and challenging activities make students Happy at the end!

Tips given by students to improve and grow...- Set their computer and cell clock to 24h clock

- Ask parents at home to use analog time

- Ask your students to tell the time in your class by looking at the wall clock only

- Ask them to write it on the in-out chart when they want to go to the bathroom

Questions ?

Other Ideas to share?

Merci / Gracias / Thank you