parcours hybride CPN56 DEF

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Florence.Le-Bras@ac-rennes.fr

Au menu

Préambule : le parcours hybride

1. Manipulation des outils de Genial.ly

2. Mise en pratique sur un scénario hybride

Préambule :construire un parcours hybride?

B L O C S

Tâche complexe

Compétences

-redécoupage et agencement de "blocs" qui constituent un parcours en fin de séquence :

Savoir/savoir faire

Rétroactions Evaluations

1. Manipulation des outils de Genial.ly

Choisir son modèle

Les outils de Genially

Couper

Titre 2

Ajouter du texte

Titre 2

Les images

Les ressources

Les éléments interactifs

Les smartblocks

Follower Growth

14.2k

Audio et vidéo

Le fond

Les pages

L'interactivité

https://fr.padlet.com/e305/vv13oahtul9m0lbm

La zone d'édition

Les transitions

La navigation

La visualisation

Télécharger et partager

2. Mise en pratique sur un scénario hybride.

Parcours hybride (octobre 2020) anglais-documentation sur le thème du harcèlement scolaire

Bullying at school

Compétences travaillées:

Objectifs:

CO - CE - EOC - EE

Culturels : découvrir les réalités du harcèlement dans des pays anglophones Grammaticaux : les articles Lexicaux: vocabulaire lié au harcèlement, agression et souffrance Phonologiques : intonation des questions - question tags-

Tâche finale collaborative avec la professeure documentaliste :

A travers la création d'une affiche, sensibilisez les élèves de votre lycée contre le harcèlement scolaire. Sachez expliquez vos choix devant la classe.

Menu

In class : lesson A

At home : lesson B

Listening skills Speaking skills

Speaking skills

Reading skills

Final task

In class, lesson A

Step 1

Listening skills Speaking skills

Step 2

Step 3

Feedback

Step 4

Step #1 : Watch the video -clip : 1. What is the song about?

Lesson 1

2. List the different types of bullying you can see in the video : how many can you find? 3. Focus on the chorus : what does it mean?

Step #1 : Watch the video -clip : 1. What is the song about?

Lesson 1

2. List the different types of bullying you can see in the video : how many can you find? 3. Focus on the chorus : what does it mean?

1. List the different types of bullying you hear mentioned in the video. 2. What other types of bullying are there? 3. What do you think is the right thing to do in case of bullying? 4. What does Unkle Adams denounce?

Step # 2 Now focus on the lyrics : listen and read carefully

Extra step # 2 Time to sing together with Unkle Adams!

Step #3

1. What sort of behaviour does bulling include? 2. How can you tell if someone is being bullied in your class? 3. What should you do if someone in your school is being bullied? 4. How do you think being bullied makes someone feel? 5. What effect do you think bullying has? 6. Why do you think people bully?

Recap # 1

Step #4

Possible answers to the questions

Play with words : match the words from the list with their definitions

Step#4 1. My new vocabulary : - write the new vocabulary you have learnt, - translate it into French - test yourself!

English

French

2. Time to play: - https://learningapps.org/4869370 https://learningapps.org/8079572 https://learningapps.org/8176341

At home : lesson B

Reading skills Speaking skills

Step 1

Step 2

Feedback

Step 3

Step 4

Source : English Sparks 2ndes - Belin

13 reasons why : Step #1 : Anticipation Speaking skills : Answer the questions and record yourself.

Look at the picture and react : 1. Describe what you see (what - who- why) 2. What do you think is on these tapes? Make 3 hypotheses. (use may- might - probably) 3. What can you guess about the boy's feelings? Give 4 adjectives and relate them to a cause. ex: he must feel... because...

Helping hand ! 🖐

Now record yourself

Title 1

Step #2

Pronunciation

Time to practise your English!

Step #3 - Reading skills

Synopsis After being bullied at school, Hannah decides to commit suicide. Before dying, she sends a series of 13 tapes to a list of people on which she explains the reasons why she chose to end her life. Clay Jensen starts listening to these tapes, hearing Hannah's voice and reacting to her story…

Read the excerpt from the book "13 reasons why" by Jay Asher and answer 3 questions

Vocabulary

Read the extracts of the novel :1. Find all the information you can about the two characters speaking (name, actions and feelings). 2. Who are the other characters mentioned? What did they do? 3. Guess what happened after everyone read the list and listened to the tapes.

Nouns an event : un événement freshman year : la première année de lycée a joke : une plaisanterie revenge : la vengeance a side : une face (pour une cassette) a snowball effect : un effet boule de neige a tape une cassette (audio) Adjectives fair : juste unfair : injuste Verbs to affect [sth/sb] : affecter [qqch/qqn] to belong [somewhere]: trouver sa place [quelque part] to document [sth] : documenter, décrire [qqch] to keep-a-rolling = to keep on rolling : continuer de rouler, dégringoler to plan [sth] : prévoir [qqch] to scar [sb] : laisser une cicatrice[sur qqn] Other at least : au moins since : étant donné que

Title 1

"I’m sure you have no idea why you’re on here, Alex. You probably think you did a good thing, right? You voted me Best Ass in the Freshman Class. How could anyone be angry at that? But let me put it this way, I don’t think my ass—as you call it—was the deciding factor. I think the deciding factor...was revenge. But this tape is not about your motivation, Alex. Though that is coming up. This tape is about how people change when they see your name on a stupid list. I just looked over every name—every story—that completes these tapes. And guess what. Every single event documented here may never have happened had you, Alex, not written my name on that list. It’s that simple. You needed a name to put down opposite Jessica’s. And since everyone at school already had a perverted image of me after Justin’s little number, I was the perfect choice, wasn’t I? And the snowball keeps a-rollin’. Thanks, Justin.

So to back up a bit, this tape isn’t about why you did what you did, Alex. It’s about the repercussions of what you did. More specifically, it’s about the repercussions to me. It’s about those things you didn’t plan—things you couldn’t plan.” "Alex’s list was a joke. A bad one, true. But he had no idea it would affect her like this. This isn’t fair. And what about me? What did I do? How will Hannah say that I scarred her? Because I have no idea. And after people hear about it, what are they going to think when they see me? Some of them, at least two of them, already know why I’m on here. Do they see me differently now? No. They can’t. Because my name does not belong with theirs. I should not be on this list I’m sure of it. I did nothing wrong!” Thirteen Reasons Why, by Jay Asher, 2007

Title 1

Step #4

Grammar time!

Time to practise !

Travail en collaboration avec la professeure-documentaliste, Caroline Thiery

Padlet with all the pictures : https://padlet.com/caroline_thiery/g2dy9kn3tvgjm8f9

Final Task

Launch an anti-bullying campaign Bullying takes place in a lot of schools.But you can make your school a bullying-free zone! Choose 1 picture among the 4 to help you create a poster to launch a campaign. Team up and advertise your campaign in your school!

How to perform the final task...

Title 1

2. Think of the picture you want to use- Personalize it and make it eye-catching. -Add slogans… - Use bright colours, capital letters and bold type - Add the stopbullying phone number and the hashtag #stopbullying

1. Get started on your project Gather what you know about bullying and choose the starting point for your campaign. - Are you going to use statistics? - Do you want to focus on bullied students, bullies, or bystanders? - Do you want to denounce cyberbullying?

3. Make it memorable -Create a catchphrase that represents your campaign. - It has to be easy to remember. - It must sound like a slogan and encourage people to act. - It might rhyme.

Title 1

Compétence transversale : travailler en groupe efficacement

On s'organise Partagez-vous le travail. Proposez votre aide, puisez dans les ressources de chacun… Tout le monde peut avoir une bonne idée et participer. Pensez à déterminer le temps nécessaire pour chaque tâche afin de ne pas vous laisser déborder. Une fois que chacun(e) sait ce qu'il/elle doit faire, en combien de temps et comment, alors on peut vraiment commencer. I can take notes. There's only 5 minutes left. Let me help you. Let's present it to the class together!

On se fixe un objectif Commencez par la fin, en réfléchissant à l'objectif que votre enseignant(e) vous a fixé. Puis, ensemble, faites une liste de tout ce dont vous aurez besoin pour mener à bien votre projet, en identifiant chaque étape. Let's make a list! We need to make a first draft. We need to look up words in the dictionary. Les dictionnaires du CDI seront disponibles

Title 1

Compétence transversale : travailler en groupe efficacement

On se soutient Offrez des remerciements pour tous les efforts effectués. Si un(e) camarade perd confiance, allez l'aider, encouragez-le/la. Pensez à prendre du recul sur ce que vous faites mais surtout, soyez fièr(e)s du travail que vous avez accompli ensemble ! Don't worry about it That was awesome! We nailed it!

On s'écoute Offrez-vous un espace de parole libre où tout le monde peut participer, même les plus timides. Prenez en compte les sentiments de chacun même si vous n'êtes d'abord pas d'accord. Confrontez et mélangez vos idées! N'hésitez pas à désigner un médiateur pour organiser les tours de parole et restez à l'écoute. I'm not sure about this… Let's try looking at it from another angle! What about you, Thomas? What do you think

The campaign

ANNEXES

Tutoriel