Mon monde personnel Mon monde Teacher’s Guide … 3 Mon monde personn… · 4 Nelson...

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ISBN-10: 0-17-652260-3ISBN-13: 978-0-17-652260-5

www.nelson.com Teacher’s Guide

Teacher’s Guide

Mon monde personnel

Senior Author and Educational ConsultantNicole Thibault

Series AuthorJohn Erskine

AuthorsMary Katherine Rose

Marcelle FauldsLori GosselinSandi KosturSusan Wright

Contributing AuthorBarbara Luciani

Nelson Explor-osité Series OverviewFive Overarching Language Contexts for Levels 1–3

Mon monde personnel

Mon monde informationnel

Mon monde médiatique

Mon monde civique

Mon monde interculturel

Level 1 Kits 978-0-17-652108-0 978-0-17-652116-5 978-0-17-652124-0 978-0-17-652132-5 978-0-17-652140-0

Level 2 Kits 978-0-17-652183-7 978-0-17-652191-2 978-0-17-652199-8 978-0-17-652207-0 978-0-17-652215-5

Level 3 Kits 978-0-17-652258-2 978-0-17-652266-7 978-0-17-652274-2 978-0-17-652282-7 978-0-17-652290-2

Mon monde personnel

Each of the 15 kits contains two modules to vary the communicative language situations.

exp3_1_tg.indd 2-3 12-12-17 9:29 AM




Marcelle Faulds Lori Gosselin Sandi Kostur Susan Wright


Teacher’s Guide

Mon monde personnel

Copyright © 2013 by Nelson Education Ltd.

ISBN-13: 978-0-17-652260-5 ISBN-10: 0-17-652260-3

Printed and bound in Canada 1 2 3 4 15 14 13 12

For more information contact Nelson Education Ltd., 1120 Birchmount Road, Toronto, Ontario M1K 5G4. Or you can visit our Internet site at www.nelson.com.

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Nelson Explor-osité 3 : Mon monde personnel teacher’s guide




Marcelle Faulds Lori Gosselin Sandi Kostur Susan Wright


Editorial DirectorLinda Allison

publisher, FSLDiane Masschaele

Managing EditorSusan Ure

product ManagerJessie MacKinnon

program Manager, FSLAdele Reynolds

project ManagerNancy Foran

Developmental EditorsKathleen BushLinda Cahill

Editorial AssistantKate Doyle

Content production EditorKelly Stern

CopyeditorKrista Smith

proofreadersJennifer RalstonLinda Szostak

production CoordinatorHuddy Wang

Design DirectorKen Phipps

interior DesignGreg Devitt

Cover DesignCourtney Hellam

Cover imagesQu'est-ce qu'on a en commun?Masterfile

Quels sont nos talents?Alistair Berg/Getty Images

CompositorMPS Limited

printerWebcom Ltd.

We wish to thank the members of our National Advisory panel who helped to inform and shape Nelson Explor-osité:Nancy Comeau, NSFrance Dupuis, ON John Erskine, MBLori Gosselin, ONSandi Kostur, BCValerie Leclair, AB Mary Katherine Rose, ON Ronald Sirois, SK Susan Wright, AB

Table of Contents

Table of ContentsNelson Explor-osité Resource Overview Foundational Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Gradual Release of Responsibility Process . . . . . . . . . . . . . . . . . . . . . . 5

Welcome to Nelson Explor-osité . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Framework: Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Introducing the Modules in Each Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Nelson Explor-osité Special Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Suggested Activities for Oral Language Development . . . . . . . . . . . . . . . . . 14

Module: Qu’est-ce qu’on a en commun?Lesson Plan Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lessons 1–4: Parlons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lessons 5–8: Explorons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Lessons 9–12: À l’action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lessons 13–15: Célébrons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Module: Quels sont nos talents?Lesson Plan Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lessons 1–4: Parlons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lessons 5–8: Explorons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Lessons 9–12: À l’action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Lessons 13–15: Célébrons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Blackline Masters Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Resource Overview

4 NELNelson Explor-osité 3 : Mon monde personnel Teacher’s Guide

Foundational Principles

Springboard to Discovery Learning allows students to pique their curiosity through rich

questioning and exploration-based tasks;

take risks in carefully scaffolded activities featuring modelled, shared, and guided practice;

participate in structured problem-solving opportunities and learner-centred activities;

transfer learning and social strategies across a range of communicative activities .

Cultural and Intercultural Explorations allow students to broaden their dimensions of cultural under-

standing—knowing (savoir), knowing how (savoir-faire), and being (savoir-être)—through citizenship and cultural literacy activities;

build global citizenship through their understanding of diverse representations of Francophone cultures, their own culture, and other people’s cultures;

extend learning via home–school communica-tions, links with various Francophone commu-nity partners, and cross-curricular options;

become part of caring communities of learners through suggestions for real-life actions .

Integrated Assessment for Learning and Goal-Setting allows students to set goals, monitor progress, and measure

success through the use of Can-do statements;

contribute to building the criteria for success in student language based on provincial and territorial outcomes;

successfully demonstrate evidence of learning through frequent student responses, checkpoints, and flexible performance tasks anchored in varied communicative situations .

Purposeful Oral Interactions and Talk allow students to make real-world connections through communi-

cative situations in functional language contexts;

engage in authentic oral interaction inspired by their own interests and choices;

make clear strategy connections between first- language literacy skills and applications in the second language;

maximize critical literacy and higher-order thinking opportunities;

participate in personal, media, informational, social/citizenship, and intercultural literacy activities .

5Nelson Explor-osité Resource OverviewNEL

The Gradual Release of Responsibility ProcessEvery lesson in Nelson Explor-osité links to the Gradual Release of Responsibility process in the following way:

Modelled Provide a model of the

activity for students . During the modelling, conduct a think-aloud, comment on the process, and use the language structures and vocabulary of the module .

Lead a discussion or a question-and-answer exchange on how to apply the strategies and how to complete the task or group work . Gradually invite individual students to share their ideas using the language structures and vocabulary of the module .

Shared After modelling the

process for students, involve them in shared practice .

While still providing the model, slowly engage students by asking questions . Ensure that all students have the opportunity to use the language structures or vocabulary and to build their confidence .

Guided After involving

students in shared practice, facilitate guided practice . Place students in pairs or small groups to work on short tasks and activities, which will offer a more intensive learning opportunity .

Keep these tasks brief initially, and circulate to check that students are on track and to provide additional language support . Students require multiple opportunities to practise necessary skills for successful comprehension and building confidence .

Independent Have students work

independently on tasks and activities for brief periods of time . It is important to circulate, facilitate discussion by answering questions, and check in to assess progress and to encourage student reflection .

high student independence

low student independence

6 Nelson Explor-osité 3 : Mon monde personnel Teacher’s Guide NEL

Welcome to Nelson Explor-ositéUsing Nelson Explor-osité in Your Classroom Nelson Explor-osité provides you with everything you need to plan, teach, and assess student learning, including authentic language scenarios, embedded culture, and discovery-based learning opportunities with integrated assessment.

Language Context Kit

Mon monde personnel

Curriculum Correlation

National

Functional Language Focus

Students use language to explore and discover self by socializing: greeting others; introducing friends; expressing a preference .


Mon mondemédiatique

Curriculum Correlations

BC, ON, SK


Students use language to explore and analyze messages by interpreting media: distinguishing fact

from opinion; explaining

promotional messages .


Mon monde civique


AB, BC, MB, NLNS, ON, PEI


Students use language to explore and discover how to work with others by interpreting social conventions: considering

perspectives; expressing

choices and beliefs .

Start with this kit

Continue with one or both of your curriculum-correlated kits

Conclude with this kit


Mon monde interculturel

Curriculum Correlation

National


Students use language to explore and discover intercultural connections by building interculturality: empathizing; building interdependencies .


Mon mondeinformationnel


AB, MB, NL, NS, PEI, SK


Students use language to explore, analyze, and manage actions by using factual information: asking and

answering questions;

sequencing; summarizing; solving problems .


Nelson Explor-osité Components

Mon dossier Available in two formats: - Single-use copies - Modifiable Blackline Masters on CD-ROM Includes Language Context Game

Student Book 5-Pack

Student Book 15 copies Flip book containing 2 modules

Audio CD 26 audio tracks,

including a song, a poem, and listening activities

Digital Resources DVD-ROM Student eBook with embedded audio 6 ePosters (3 with embedded audio) 26 modifiable student Blackline Masters 10 modifiable teacher Blackline Masters Audio and video scripts 2 videos Image Bank 5 Interactive Whiteboard Activities

(SMART and PowerPoint versions)

Pathways: Oral Language Development in FSL with DVD

In addition to this Teacher’s Guide, each language context kit contains:

Also available:

Optional component:

Posters Language Context Social Strategy Learning Strategy Graphic Organizer Song Poem

myNelson FSL Online Teaching Centre Teacher’s Guide Digital Resources

materials Audio tracks Mon dossier


Instructional Framework: Level 3Context Kit Functional Language

Mon monde personnel Use language to understand self

Mon monde informationnel Use language to learn about the world

Mon monde médiatiqueUse language to interpret media messages

Mon monde civique Use language to work with others

Mon monde interculturelUse language to appreciate cultures

National and Provincial Curriculum Correlations

National AB, MB, NL, NS, PEI, SK BC, ON, SK AB, BC, MB, NL, NS, ON, PEI National

Communicative Intent/Purpose

Socialize (face to face) Use factual information Interpret various media messages Interpret social conventions Discover interdependencies

Learning Goals

In each of the two modules per kit, students can

listen actively for key ideas and clarify ideas; acknowledge different points of view and be

responsible to the group; clarify ideas by asking and answering questions; make personal connections and make

comparisons; predict outcomes and evaluate audience

responses .

visualize while listening; ask questions to locate key information and to

monitor comprehension; sequence main ideas and instructions to prioritize

information; summarize to clarify understanding; convey meaning using charts and diagrams with

clear captions .

infer point of view while listening; ask questions to clarify meaning, facts, or

opinions; find important ideas while reading current

events; evaluate techniques or conventions used

in media texts; use a plan to write a concise message .

make inferences while listening; share personal connections in

spontaneous conversation; retell a text in clear sequence; synthesize key information by answering

key questions; put voice into a short written text .

listen attentively for novel ideas and perspectives;

summarize important points in a conversation or in a text while reading;

ask questions and justify a choice or decision based on facts;

express perspective in a media form; create a personal written recount (narrative) .

Module Title Qu’est-ce qu’on a en commun?Connecting to personal stories

Quels sont nos talents?Sharing talents and goals

Qu’est-ce qu’onobserve? Observing, searching for evidence

Peux-tu me suivre?Exploring goal-setting

Quel est ton point de vue? Analyzing persuasive techniques

Est-ce que c’est vrai?Analyzing docu-mented events

Qu’est-ce qui compte? Developing a sense of global community

Comment faire la paix?Exploring social causes

De quoi es-tu fier?Exploring contribu-tions

Quels sont nos souvenirs préférés? Reflecting on friend-ships

Assessment, Evidence of Learning

In each of the two modules per kit, students will

talk about and compare their preferences to those of others;

ask and answer questions to find common talents and interests;

speak with expression and with the audience in mind .

describe and compare personal talents and qualities with others;

ask and answer questions to identify and organize ideas;

identify similarities and differences between people;

make choices, evaluate progress on a goal;


visualize while listening;

ask questions and summarize to locate key information and to monitor comprehension;

give and follow instructions;

interpret a map or plan and explain steps in an itinerary;

sequence main ideas and prioritize key information .

visualize to help explain and follow a sequence of steps;

ask questions to monitor comprehension;

interpret diagrams or visual instructions;

convey meaning using visual charts or diagrams with clear instructions;

explain to others how to complete an activity .

find important ideas while listening or reading;

infer point of view in various texts;

share preferences and justify choices;

share point of view and personal feelings;

critique a work of art and explain point of view;

listen to others and support varying points of view .

find important ideas, facts, or opinions while listening or reading;

infer point of view while listening;

ask questions to clarify meaning, facts, or opinions;

share and justify a personal opinion;

plan and write a concise message .

ask questions and make inferences while listening;

interpret the results of a survey;

respond to a questionnaire and synthesize main priorities;

share personal connections and express feelings;

speak with expression and put voice and perspective into a message .

make inferences while listening;

share personal connections in spontaneous conversation;

retell a text in clear sequence;

synthesize key information by answering key questions;

put voice into a short written text .

listen attentively, and ask and answer questions to identify important information;

evaluate and justify different choices;

summarize the personal contributions made by someone .

listen attentively to others and for novel ideas;

talk about personal progress, goals, and favourite memories;

exchange ideas and opinions with others;

summarize important points in a conversation or text;

create a personal written recount .

Module mission finale (Performance Task Summary)

Survey friends and choose key objects to include in a class time capsule .

Present another person by describing his/her talents, qualities, and a challenge .

Invent a game exploring how people adapt to diverse conditions .

Choose and instruct others on completing a school-based activity .

Explain your point of view on a persuasive media sample .

Share the facts and opinions of a school current events story .

Explain a community improvement project idea .

Dramatize a peace-ful resolution to a school-based issue .

Use media to express your pride in your community .

Create a group pres-entation to express favourite memories of the school year .

Featured Learning Strategies

Using Active ListeningAcknowledging Different Points of ViewMaking Connections and PredictingClarifying Ideas

Visualizing While ListeningSummarizing to Clarify UnderstandingAsking Questions and Monitoring ComprehensionConveying Data Using Charts

Inferring Point of View While ListeningAsking QuestionsFinding Important Ideas and EvaluatingPlanning for Concise Writing

Making InferencesSharing Personal ConnectionsRetelling and SynthesizingPutting Voice into Writing

Listening for Novel IdeasSummarizing Important PointsMaking Choices and JustifyingCreating a Personal Narrative

Organizer Matrix Sequence chain Wheel 5Ws and 1 H Timeline

Texts and Genres PoemDialoguesJournal entryEmailsGraphic storyShared readingVideo

SongTV images Posters, collagePhoto albumWeb pageGraphic storyReader’s TheatreVideo

SongDiagrams, charts, and mapsDirection cardsSlides with captionsGraphic storyShared readingVideo

PoemDiagramsSurveys, Q&AChecklistsInstructionsGraphic storyReader’s TheatreVideo

SongComic strips and cartoonsPosters and adsBlog postsGraphic storyShared readingVideo

PoemNews scriptsWeb reportsLetters and emailsGraphic storyReader’s TheatreVideo

SongPosters, signs, and bannersSurveys, Q&ALettersGraphic storyShared readingVideo

PoemPosters, maps, and signsInterviewsPersonal recountGraphic storyReader’s TheatreVideo

SongInterviewsEmails Posters and signsLettersGraphic storyShared readingVideo

PoemDialogues and interviewsPhotosSlides with captionsGraphic storyReader’s TheatreVideo

Culture French culture in Canadians’ lives Natural diversity of regions of French Canada Bilingual and French media forms Major Francophone communities of the world Important contributions of Francophones

Opt

iona

l Li

nks

Media Explaining varied audience responses Interpreting diagrams, charts, tables Identifying characteristics of media Identifying point of view Expressing perspective in media forms

Technology Recording using a storytelling application Completing an online search Documenting a school event with audio Creating a class website page Creating a multimedia slideshow

Cross-Curriculum Language/The Arts Science Technology Character Education/Math Social Studies


Instructional Framework: Level 3Context Kit Functional Language

Mon monde personnel Use language to understand self

Mon monde informationnel Use language to learn about the world

Mon monde médiatiqueUse language to interpret media messages

Mon monde civique Use language to work with others

Mon monde interculturelUse language to appreciate cultures

National and Provincial Curriculum Correlations

National AB, MB, NL, NS, PEI, SK BC, ON, SK AB, BC, MB, NL, NS, ON, PEI National

Communicative Intent/Purpose

Socialize (face to face) Use factual information Interpret various media messages Interpret social conventions Discover interdependencies

Learning Goals

In each of the two modules per kit, students can

listen actively for key ideas and clarify ideas; acknowledge different points of view and be

responsible to the group; clarify ideas by asking and answering questions; make personal connections and make

comparisons; predict outcomes and evaluate audience

responses .

visualize while listening; ask questions to locate key information and to

monitor comprehension; sequence main ideas and instructions to prioritize

information; summarize to clarify understanding; convey meaning using charts and diagrams with

clear captions .

infer point of view while listening; ask questions to clarify meaning, facts, or

opinions; find important ideas while reading current

events; evaluate techniques or conventions used

in media texts; use a plan to write a concise message .

make inferences while listening; share personal connections in

spontaneous conversation; retell a text in clear sequence; synthesize key information by answering

key questions; put voice into a short written text .

listen attentively for novel ideas and perspectives;

summarize important points in a conversation or in a text while reading;

ask questions and justify a choice or decision based on facts;

express perspective in a media form; create a personal written recount (narrative) .

Module Title Qu’est-ce qu’on a en commun?Connecting to personal stories

Quels sont nos talents?Sharing talents and goals

Qu’est-ce qu’onobserve? Observing, searching for evidence

Peux-tu me suivre?Exploring goal-setting

Quel est ton point de vue? Analyzing persuasive techniques

Est-ce que c’est vrai?Analyzing docu-mented events

Qu’est-ce qui compte? Developing a sense of global community

Comment faire la paix?Exploring social causes

De quoi es-tu fier?Exploring contribu-tions

Quels sont nos souvenirs préférés? Reflecting on friend-ships

Assessment, Evidence of Learning

In each of the two modules per kit, students will

talk about and compare their preferences to those of others;

ask and answer questions to find common talents and interests;


describe and compare personal talents and qualities with others;

ask and answer questions to identify and organize ideas;

identify similarities and differences between people;

make choices, evaluate progress on a goal;


visualize while listening;

ask questions and summarize to locate key information and to monitor comprehension;

give and follow instructions;

interpret a map or plan and explain steps in an itinerary;

sequence main ideas and prioritize key information .

visualize to help explain and follow a sequence of steps;

ask questions to monitor comprehension;

interpret diagrams or visual instructions;

convey meaning using visual charts or diagrams with clear instructions;

explain to others how to complete an activity .

find important ideas while listening or reading;

infer point of view in various texts;

share preferences and justify choices;

share point of view and personal feelings;

critique a work of art and explain point of view;

listen to others and support varying points of view .

find important ideas, facts, or opinions while listening or reading;

infer point of view while listening;

ask questions to clarify meaning, facts, or opinions;

share and justify a personal opinion;

plan and write a concise message .

ask questions and make inferences while listening;

interpret the results of a survey;

respond to a questionnaire and synthesize main priorities;

share personal connections and express feelings;

speak with expression and put voice and perspective into a message .

make inferences while listening;

share personal connections in spontaneous conversation;

retell a text in clear sequence;

synthesize key information by answering key questions;

put voice into a short written text .

listen attentively, and ask and answer questions to identify important information;

evaluate and justify different choices;

summarize the personal contributions made by someone .

listen attentively to others and for novel ideas;

talk about personal progress, goals, and favourite memories;

exchange ideas and opinions with others;

summarize important points in a conversation or text;

create a personal written recount .

Module mission finale (Performance Task Summary)

Survey friends and choose key objects to include in a class time capsule .

Present another person by describing his/her talents, qualities, and a challenge .

Invent a game exploring how people adapt to diverse conditions .

Choose and instruct others on completing a school-based activity .

Explain your point of view on a persuasive media sample .

Share the facts and opinions of a school current events story .

Explain a community improvement project idea .

Dramatize a peace-ful resolution to a school-based issue .

Use media to express your pride in your community .

Create a group pres-entation to express favourite memories of the school year .

Featured Learning Strategies

Using Active ListeningAcknowledging Different Points of ViewMaking Connections and PredictingClarifying Ideas

Visualizing While ListeningSummarizing to Clarify UnderstandingAsking Questions and Monitoring ComprehensionConveying Data Using Charts

Inferring Point of View While ListeningAsking QuestionsFinding Important Ideas and EvaluatingPlanning for Concise Writing

Making InferencesSharing Personal ConnectionsRetelling and SynthesizingPutting Voice into Writing

Listening for Novel IdeasSummarizing Important PointsMaking Choices and JustifyingCreating a Personal Narrative

Organizer Matrix Sequence chain Wheel 5Ws and 1 H Timeline

Texts and Genres PoemDialoguesJournal entryEmailsGraphic storyShared readingVideo

SongTV images Posters, collagePhoto albumWeb pageGraphic storyReader’s TheatreVideo

SongDiagrams, charts, and mapsDirection cardsSlides with captionsGraphic storyShared readingVideo

PoemDiagramsSurveys, Q&AChecklistsInstructionsGraphic storyReader’s TheatreVideo

SongComic strips and cartoonsPosters and adsBlog postsGraphic storyShared readingVideo

PoemNews scriptsWeb reportsLetters and emailsGraphic storyReader’s TheatreVideo

SongPosters, signs, and bannersSurveys, Q&ALettersGraphic storyShared readingVideo

PoemPosters, maps, and signsInterviewsPersonal recountGraphic storyReader’s TheatreVideo

SongInterviewsEmails Posters and signsLettersGraphic storyShared readingVideo

PoemDialogues and interviewsPhotosSlides with captionsGraphic storyReader’s TheatreVideo

Culture French culture in Canadians’ lives Natural diversity of regions of French Canada Bilingual and French media forms Major Francophone communities of the world Important contributions of Francophones

Opt

iona

l Li

nks

Media Explaining varied audience responses Interpreting diagrams, charts, tables Identifying characteristics of media Identifying point of view Expressing perspective in media forms

Technology Recording using a storytelling application Completing an online search Documenting a school event with audio Creating a class website page Creating a multimedia slideshow

Cross-Curriculum Language/The Arts Science Technology Character Education/Math Social Studies


FEATURE INSTRUCTIONAL PURPOSE ExAMPLES Lesson Sequence

Focuses attention on the phase in the Gradual Release of Responsibility process

Identifies the instructional approaches and strands being used in the lesson

Lesson 1: Modelled Oral Interaction Shared Oral Interaction Guided Listening Linking Instructional Goals to Assessment

Instructional Focus

Focuses attention on the overall purpose of the lesson: understanding or applying learning strategies or literacy links

Understanding Listening Strategies: Using Active Listening and Acknowledging Different Points of View

Criteria forSuccess

Links assessment and instruction Criteria for Success: Setting SMART Goals

Language Outcomes

Identifies the overall language outcomes for the lesson in six areas: L: Listening; S: Speaking; R: Reading; W: Writing; C: Culture; ML: Media Literacy

L/S Demonstrate an understanding of active listening by asking questions .

Materials List Identifies the kit components required for the lesson Provides references for text selections and audio

Language Context Poster Audio CD Track 1: Qu’est-ce qu’on a en commun?

LinguisticContent

Provides an overview of the language being introduced in the lesson

Presented in the form of questions and answers where possible

Qu’est-ce que nous avons en commun? / Nous avons un talent pour jouer de la musique.

Quel objet nous représente bien? / Cette photo nous représente bien.

SpecialFeatures Boxes

Provides suggestions to extend understanding and offer support to students during the lesson (see p . 12)

Strategy Tip: Sharing Can-do StatementsBring students’ attention to the identified Can-do statements for this module (see p . 17, SB p. 14, or Mon dossier p. 9) .

Assessment for Learning: Ongoing Observation

Provides suggestions for ongoing observation, differentiated instruction, and a key assessment question or questions

Identifies the evidence of student learning at the end of the lesson

Students who understand will respond using the modelled language structure; listen for, anticipate, and identify the key idea; restate important information in their own words; sometimes adapt the language structure with a

personal response .Lesson Steps Identifies the phase in the Gradual Release of

Responsibility process through four steps in each lesson

Provides guidance for the instructional focus and models the French language to be used

Step 2: Shared and Guided Reading Model the strategy as you read to emphasize how it aids comprehension .

Assessment for Learning: Checking Progress

Identifies the form of student response or learning tool

Provides a reference of key assessment questions and suggestions for next steps in student learning

Evidence of LearningCompleted Mon dossier p. 5Key Assessment QuestionEncourage students to reflect on their ability to use the reading strategy . Comment est-ce que la stratégie de faire des liens et

des prédictions t’aide à comprendre ce que tu lis?Découverte Questions: Higher-Order Thinking Skills

Provides a springboard for discovery learning that is aligned with higher-order thinking skills: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

Facilitates student use of oral language to discover ideas linked to the mission finale

Teacher’s Guide: Lessons 2, 15 Module VideoMon dossier pp . 4–7, 9 (optional)

Lesson Plan FeaturesQU’EST-CE QU’ON A EN COMMUN?

17Qu’est-ce qu’on a en commun? NEL

*Multigrade ClassroomsPlanning in Multigrade Classrooms should begin with a review of the provincial or territorial curriculum . Identify the similarities at each grade level and the increasing level of achievement in the higher grade . Consider planning tiered activities and setting up learning centres where feasible . Adapt the mission finale and the success criteria to differentiate between the grade levels .

Module SummaryLEVEL 3 PERSONAL LANGUAGE CONTExT / MON MONDE PERSONNEL (INTRODUCTORY KIT)

Exploring and Analyzing Shared Interests and Talents

Communicative Intent, Functions

parler de ses intérêts et de ses talents se comparer aux autres et identifier une similarité faire un lien entre un objet ou un symbole et ses intérêts ou ses talents

Learning Goals*

Students will

listen actively for key ideas and clarify ideas acknowledge different points of view and be responsible to the group clarify ideas by asking and answering questions make personal connections and make comparisons predict outcomes and evaluate audience responses

Main Can-do Statements Je peux parler de mes intérêts, de mes talents et de ceux de mes camarades. Je peux encourager mes camarades. Je peux me comparer aux autres. Je peux poser des questions et organiser des informations. Je peux identifier une similarité entre mes camarades et moi. Je peux prédire et expliquer un choix.

Mission finale (Performance Task Summary)

Ta classe prépare une capsule témoin. En groupe de trois, vous parlez de vos intérêts et de vos talents; identifiez ce que vous avez en commun; choisissez un objet qui représente le groupe.

Communication Type, Thinking Skills

Oral Interaction/Conversation Predicting Surveying

Communicative Situations, Scenarios

Une capsule témoin – explorer ses intérêts, ses talents et des objets qui représentent ces intérêts et talents

Une conversation en ligne – comparer ses intérêts sportifs aux intérêts sportifs des autres et identifier un intérêt qu’on a en commun

Le Journal de l’école Beauchamp – identifier des intérêts et des talents que les membres des clubs et des équipes sportives ont en commun à l’école; décrire des symboles qui représentent ces intérêts et talents

Des correspondants compatibles – lire / remplir un formulaire pour identifier ses intérêts et ses talents et trouver un correspondant ou une correspondante avec qui on a quelque chose en commun

Lear

ning

Str

ateg

y Oral Using Active Listening and Acknowledging Different Points of View

Reading Making Connections and Predicting

Writing Clarifying Ideas

Graphic Organizer Matrix – Un tableau de comparaison

Social Strategy Being responsible to the group

Cultural Literacy Francophone culture in the lives of people in Canada

Opt

iona

l Li

nks Media Literacy Link Explaining varied audience responses

Technology Link Recording using a storytelling application

Cross-Curriculum Link Language and the Arts

Ongoing Activities Warm-up Activity: Module poem: Vive les similarités! Vive les différences!

56 Nelson Explor-osité 3 : Mon monde personnel Teacher’s Guide NEL

LESSON 6Shared and Guided Oral Interaction Shared and Guided Reading Modelled and Shared Writing Linking Instructional Goals to Assessment

Language Outcomes

L/S/R Use a variety of learning strategies before, during, and after listening and reading to understand and talk about increasingly complex audio, visual, and printed texts.

R Extend understanding by predicting, as well as by comparing and contrasting ideas in oral and visual texts to self/text/world.

R Develop interpretations of texts by making personal connections and using text clues (titles, known words, images).

C Make personal connections to the symbols, food, and traditions of Francophone and other cultures by comparing them to one’s own cultural influences.

ML Choose an appropriate media form to suit a specific purpose and the intended audience.

Materials List

Instructional Focus

Understanding Reading Strategies: Making Connections and PredictingEffective readers make connec-tions to a text, their own lives, and events in the world . They make predictions, thinking about what they already know or what has happened so far . They use visual images and clues from the title, known words, structures, or cognates to confirm or revise their understanding, and they continually make new predictions as they read on .

Quels sont les talents des athlètes? / Voici le talent d’un joueur de hockey : il patine bien. Il travaille bien en groupe.

Quelles sont les qualités uniques de l’athlète? / Voici ses qualités uniques : il est rapide et coopératif. / L’athlète est agile et précis.

Audio CD Track 19: Bienvenue aux Jeux d’hiver de l’Arctique! Learning Strategy Poster SB pp. 6–7 Digital Resources DVD-ROM: BLM 2

Linguistic Content

ASSESSMENT FOR LEARNING

Ongoing Observation Differentiated Instruction Assessment

Students who understand will use what they already know to make

predictions; use the title, headings, photos, and

illustrations to make predictions about what they will learn;

verify their predictions and make new ones as they read;

examine familiar words and word parts to discover meaning .

BLM 2: Oral Language Tracking Sheet

To provide additional support, provide a list of clues or key ques-

tions to look for to help students practise making predictions;

play the audio several times; have students share their thinking

with a partner .

To provide challenge, have partners find additional similarities

between the students and the athletes; encourage reflection on how the

strategy helps clarify reading .

Key Assessment Questions Comment est-ce que les titres, les

photos et les illustrations t’aident à prédire ce qui va se passer?

Qu’est-ce que tu as en commun avec un des athlètes?

Evidence of LearningStudents identify familiar words, phrases, and

structures in the text; compare their own sporting activities

with those of another person .

DI

EXplorons! 2

Mon dossier p. 5Optional

57NEL Quels sont nos talents?

Step 1: Shared and Guided Oral InteractionPrepare for the text by having stu-dents listen to Audio CD Track 19 to make personal connections, set the context for their reading, and listen for key ideas. Set a purpose for listening: learning the name of the sport that each character is describing, and the talents and unique qualities of an athlete who practises that sport.- Vous allez écouter une descrip-

tion des sports aux Jeux d’hiver de l’Arctique.

- Voici votre intention d’écoute : Quels sont les noms des sports? Quels sont les talents des athlètes? Quelles sont les qualités uniques des athlètes?

Step 2: Shared and Guided Reading Have students turn to Mon dossier

p�. 5, Bienvenue aux Jeux d’hiver de l’Arctique!, number 1 to record their reading intentions. Bring students’ attention to the Learning Strategy Poster and model the fea-tured reading strategies, “Making Connections” and “Predicting.” Using SB p�p�. 6–7, Bienvenue aux Jeux d’hiver de l’Arctique!, bring students’ attention to the Stratégie

box. Review the content of the Avant... box.- Qu’est-ce que je fais quand

j’utilise la stratégie « Je fais des liens et des prédictions »? Oui, je fais des liens entre mes expériences et les indices comme le titre, les mots connus, les mots-amis et les images. Ensuite, je prédis l’idée principale du texte.

- Regardez les pages 6 et 7 dans votre livre. Lisons la stratégie.

Model the strategy as you read to emphasize how it aids compre-hension. Ask students questions to check for initial reactions and understanding. Invite students to read more independently, this time with a partner. Encourage students to personalize their responses to the Après... box on SB, p�. 7. Have students complete Mon dossier p�. 5, numbers 2 and 3, to record their reading response. Circulate to offer lan-guage support as needed.

Step 3: Modelled and Shared WritingHave students turn to Mon dossier p�. 5 to answer the Découverte ques-tion (Applying) and extend the learning. Orally model sentences

that demonstrate how the reading strategy aided comprehension of the text. This is a check for under-standing with no score or marking.

Step 4: Linking Instructional Goals to AssessmentShared and Guided Practice: Explain how the content of this Explorons! activity links to the mission finale. Give students time to share with a partner, using and reusing language questions related to talents, unique qualities, and personal challenges. Circulate, provide language support as required, and record observations on BLM 2.- Dans cette activité Explorons!, vous

avez lu des collages sur les Jeux d’hiver de l’Arctique. Les collages décrivent les talents et les qualités uniques des ath-lètes de trois sports aux Jeux, et les élèves de madame Tremblay se comparent aux athlètes sur les collages. Dans votre mission finale, vous allez décrire les talents et les qualités uniques d’un ou d’une camarade, et vous allez vous comparer à votre camarade.

- Maintenant, travaillez avec un ou une camarade. Posez des questions à votre camarade pour parler de vos talents, qualités uniques ou défis personnels.

ASSESSMENT FOR LEARNING

Checking Progress Next Steps

Evidence of LearningCompleted Mon dossier p. 5 .

Key Assessment QuestionsEncourage students to reflect on their ability to use the reading strategy . Comment est-ce que la stratégie de faire des liens et des

prédictions t’aide à comprendre ce que tu lis?

For students who need extra support with the reading strategy, have them look at the illustrations to help them make

sense of the words in the text and connect the visuals with the words;

ask them what they noticed about their understanding when they made predictions about the text and read on to verify their predictions .

For students who understand the reading strategy, ask them to explain how they have used this strategy

in a specific instance of reading and how it helped their understanding .

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