YouTube Clips

In speaking about using short YouTube videos in our CI classes (see categories on that topic), Sabrina once described how they can be used. Here is that description. Using videos for CI just adds to our list of things we can do to use CI in our classrooms, but they have to be used in the service of CI as Judy Dubois and Sabrina have often mentioned here over the years. Here is what Sabrina says on it:

There is no substitute for CI. Whatever I do in my classes, my rationale is ALWAYS to deliver CI. And it always is on the back on my mind, informing everything I do.

So with this video*, although I won’t be delivering the CI myself, this adorable little girl will. And I trust it will be compelling b/c how could you not totally fall in love with that adorable little girl telling such a cute little story?

Most importantly b/c I have these kids for 2 years now, I KNOW the language they have acquired , and I can go in tomorrow confident they will be familiar with 95 % of what that adorable little girl said.

The only thing that may sound different to them is the accent (this girl has a southern accent whereas my accent is Parisian) . But I ‘ll let them watch it twice if necessary. I think it s great that they can hear different accents.

When I showed my kids the Canadian Clip about texting and driving**, I asked them if they heard the different accent and they were able to hear it.

The other video I sent, the commercial clip called ipad vs paper is different. I use a total different approach with that one. The commercial has almost no words, but the message is clear through the visuals.   So I have already planned out all the CI I will use. I plan to stop the video at each new image and will circle the who/where/when/what/how/why questions and will provide the structures/words they don’t have and we’ll circle that . That is like movie talk but done on a smaller scale. I plan on circling that for about 40 minutes BTW.

To me it’s just another form of CI , and it gives them a break from the stories , adds a little novelty , cute visuals, and their brain needs that.

*http://www.youtube.com/watch?v=381bv0_Gpo8

**http://www.youtube.com/watch?v=yoGw5lDAYdQ&feature=youtu.be

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6 thoughts on “YouTube Clips”

  1. I recently did YouTube and Discuss (non-target language video) with 8th graders: Simon’s Cat “Scary Legs.” I showed the whole thing, then went back over & did a lot of pausing, discussing, circling, all using structures I wanted to spend a lot of discussion time on. Then one last time through the video with the sound low & my narration over it using the things we’d discussed, including the things they noted as much as I could as well as the target structures.

    As a follow up on the next day, I took screenshots of several points in the video. I put these pictures into a Powerpoint slideshow, leaving room at the top for captions. I asked kids for help creating sentences that matched each slide, sometimes leading with a target word to include. Typed “live” until class ended. After class, I wrote a sentence for each one & put them in a Word document in a table. The table format easily allowed me to alphabetize the sentences and scramble their order. The kids worked in pairs to copy the sentences into the Powerpoint on a matching slide, and then took turns reading sentences and translating to each other in what I’m calling PingPong. I liked that they had the picture for help remembering the meaning and reading.

    One thing to adjust: I should’ve made about 8-10 slides for them (I had 16, too many). For Ping Pong there need to be more. It took me 25-30 minutes of prep time, but now I have it forever. Not sure how I had these ideas, except the final step I think comes from Blaine Ray (?). I haven’t kept notes on where I find things.

    They did some freewriting today, and one of the girls had lots of use of the structures introduced in these activities – used perfectly even though the sentence order differs from English. It was cool.

    1. I like this idea of ordering sentences from a previous story discussed in class. I’m going to try that, perhaps before doing a full read through, as per Reading Option A.

  2. Diane, aren’t Simon’s Cat the best clips! I love them because they are short and can easily be adapted by level. I just did “Cat Man Doo” with levels 1 and 2. I used the snipping tool and printed slides for the kids. I did a reading, a textivate scrambled sentence tiles, and a textivate fill in the letters. Monday, they will get the screen shots. I have used Laurie’s scaffolded writing idea and given them sentences for a beginning, middle, and end. They are free to add to those sentences and invited to fill in the rest of the story. I used wants to eat, wants to sleep, hits him/her and bed, bedroom, etc. Can’t wait ’til Monday to see how this turns out! Can’t wait ’til Monday????!!!! Huh?

    1. I’ve used that one, too. It’s great! In fact, just got home from tutoring a girl who re-read our summary (typed up 2 weeks ago while watching) of Cat Man Doo. “Feed Me” has a lot of potential for beginners, too: wants to eat, won’t wait, on the counter, on the floor, on his head, stuff like that.

      Next time around with a video, I’ll add that kind of scaffolded writing for the older groups. They need more structure to increase the depth of their writing – if it’s a free write, several of them tend to write a lot of “I like blahblah. I don’t like blahblah.” without using more interesting details or a coherent storyline or dialogue.

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