Putnam's THUMB-NAIL SKETCH OF ME! in a FL:
skills: reading; writing speaking; adaptations for listening
a.Pull up a Pen pal site in your FL, selecting if possible, one with thumb-nail sketches of young people seeking penpals.
I pulled up Club des moussaillons in Québec at
http://www.quebectel.com/escale/corresp.htm
Before class:
1.Select 6-8 pages of the FL thumbnail sketches to print out for your students. They will read and alter the pages you distribute, as a guide to writing up their own self-sketch in the FL.
2.Make 2 copies of each page your class will use. Mark the page numbers 1A and 1B;2A and 2B and so on, in big numbers. For a class of 16, print 2 copies of 8 pages. Put the pairs of each page (1A and 1B) together with a paper clip.
In class
1.Ask students to pair off, then distribute one clippped dual page to each pair (group 1 getting one set of ONE page); next pair gets dual packet of page 2 and so on.
DAY 1
1.5 minute "Guess Who: 3rd person" activity: Each person in pair reads then each selects one person from their list. Taking turns, each asks the other one "yes/no only" question in the FL. The first member of the pair to ask "is it (Name)? wins and the game proceeds. Do one or two more as time allows. 5 minutes ONLY! Optional: each pair switches packet with another pair for 5 more minutes.
2 10 minute "Who Am I, in first and second person" activity: Each person in the pair (keeping their packet) picks someone to become: for each pair there will be 2 different people represented. Now make groups of 4 (3 if uneven in number). Exchange packets and play a "Who Are You": 2nd-1st person" game, as before.
2.10 minute whole class focus "What Kind of Public Information Do they Share": All groups (each with a packet)now look at the kinds of information given by those seeking pen pals. The teacher might list categories on the board (name/where from/family/preferences/pasttimes/school info) to elicit form group. My students say "she or he explains/ presents/ gives a description of/says/ I know that/ as typical phrases. Teacher can predetermine preferred expressions, depending on the level. Have class note information that they do not understand (usually acronyms, place names, and slang expressions)
3.10 minute lead-in for Homework "A Clear and Informative Thumb Sketch": After whole class discussion, each pair gets together to write two double-spaced copies of One example of the most complete sketch possible, using only the information on their particular sheet. They can mix and put together any information on their sheet, each writing out the agreed-upon information.
For Homework:
-each pair exchanges a sheet packet with a different pair.
Now, the Homework is to add new information categories or details to the ORIGINAL made-up person using the information from the new packet. Students are asked to NOT write on the packets so they can be re-used in later classes.
-each student is to write in rough draft form (short FL phrases)and bring to class the following day information about themselves in each category.
DAY 2:
1. 10 minute "Writing and Editing With Others" activity:
in pairs, students edit each others Imaginary Pen Pal work: ten minutes on form, with at least three people signing one's sheet after having edited it for form. Turn into teacher after 10 minutes and students take out HW draft: information on "Self".
2. 10 minute activity :Writing and Editing With Others: as students help each other and sign for editing, teacher puts common errors form Imaginary Pen Pal writing on board. After 10 minutes, whole group focuses on editing board materialand there is time for further questions about form of "Self" activity.
2. 10 minute pair activity for Amount of Content "Self" thumbnail sketch: teacher has categories on board. Edit and sign for classmates, with focus on content information. Remind students that each individual decides the amount of detail for topics such as housing and family. Homework is 1. to write your own full sentence sketch, using all categories and double-spaced on sheet; 2. to pick three nice descriptive phrases (is happy; is never mean; plays hockey well) about your partner to add to their self sketch.
Day 3:
1. 10 minute sharing HW and descriptive phases with partner: check for information in all categories then move to different topic.
2.Follow-Up: a. A week later, focus on school subjects on leisure activities in FL and on time expressions (first then, later,after dinner) then have class write in DETAIL about one weekday or weekend/vacation day.
b. Using real information, select trouble points for a dictation or focused listening activity in class.
c. Continue bringing in samples of On-Line sketches of individuals and of classes. The focus on content continues to be clarity: where is their home (near --; two hours by train/car/ from; kilometers from: what measurement do theyand we use. Culminating activities will be actually going on-line, individually on their own and as a group in the initial part of our Big Class project.