Teacher’s Guide - Pearsoncle.pearsoncanada.ca/fsl/file/33d93913-3849-4b28-b359...Legend...

Teacher’s Guide

Module 5

Allons au festival!

Senior Authors Bev Anderson / Wendy Carr

Teacher’s Guide Authors Lisa Avram-McLean Regina Public Schools Saskatchewan Lisa Powell Regina Public Schools Saskatchewan NOTE: Regional versions of this Teacher’s Guide including provincial curriculum expectations will be posted online when they are available.

Allons au festival! Teacher’s Guide

Copyright © 2014 Pearson Canada Inc., Toronto, Ontario

All rights reserved. This publication is protected by copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. Pages designated as reproducible with the following icon may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Pearson Canada Inc., or as permitted by law. Permission to reproduce material from this resource is restricted to the purchasing school. Permission to reprint copyright material is gratefully acknowledged. Every effort was made to trace ownership of copyright material, secure permission, and accurately acknowledge its use. For information regarding permissions, please contact the Permissions Department through www.pearsoncanada.ca. The information and activities presented in this work have been carefully edited and reviewed. However, the publisher shall not be liable for any damages resulting, in whole or in part, from the reader’s use of this material. Brand names and logos that appear in photographs provide students with a sense of real-world application and are in no way intended to endorse specific products. Feedback on this publication can be sent to [email protected]. Pearson Canada Inc. 26 Prince Andrew Place Don Mills, ON M3C 2T8 Customer Service: 1-800-361-6128

2 3 4 5 WC 17 16 15 14 Printed and bound in Canada

Publisher: Lise Tremblay Research and Communications Manager: Jody Yvonne Managing Editor: Caroline Kloss Series Editor: Elaine Gareau Coordinating Editor: Marie Kocher Developmental Editors: Elaine Gareau, Carol Wells Project Managers, Editorial: Louise McCauley, Arlene Miller Manager, Project Management K 12: Alison Dale Project Manager, Production: Cheri Westra Art Director: Zena Denchik Cover Design: Alex Li Cover Images: (butterfly kite) ©Hemera/Thinkstock, (fish kite) ©m.bonotto/Shutterstock, (sandcastle) ©Philip Lange/Shutterstock, (dogs) ©prochasson Frederic/Shutterstock, (background) ©Mitar Vidakovic/Shutterstock, (boy and girl) Louise Catherine Bergeron, (mountains) ©Volodymyr Goinyk/Shutterstock, (leaves) ©iStockphoto/Thinkstock Composition: Lapiz Digital Services Audio Production: Hara Productions Vice-President, Publishing: Mark Cobham

ISBN-13 978-0-321-71029-1

Acknowledgements Many educators participated in the development of this resource. Pearson Canada would like to thank the following professionals who contributed their time and expertise.

Specialists Consultants Differentiation and Assessment: Katy Arnett St. Mary’s College of Maryland Maryland, USA

Culture: Daniel Dionne (retired) Ottawa Catholic School Board Ontario

English Language Learners: Callie Mady Nipissing University Ontario

Interactive Whiteboard Activities: Geoff Collins Durham District School Board Ontario

Cooperative Learning Strategies: Jim Howden McGill University Quebec

Advisors Rosa V. Cipparone (retired) Windsor-Essex Catholic District School Board Ontario

Stefanie Muhling Toronto District School Board Ontario

Geoff Collins Durham District School Board Ontario

Catherine Murray (retired) Thames Valley District School Board Ontario

Amy Cundari Peel District School Board Ontario

Christine Rees Hamilton-Wentworth District School Board Ontario

Daniel Dionne (retired) Ottawa Catholic School Board Ontario

Lorraine Richard York Region District School Board Ontario

Jayne Evans Niagara Catholic District School Board Ontario

Cathy Stanley York Region District School Board Ontario

Sylvianne Kohl (retired) Halton Catholic District School Board Ontario

Reviewers Christine Kazakevicius Grand Erie District School Board Ontario

Jennifer Sampson Kawartha Pine Ridge District School Board Ontario

Maria Massarella Brant Haldimand Norfolk Catholic District School Board Ontario

Stacey Sveistrup Vancouver School District 39 British Columbia

Julie McMann Peel District School Board Ontario

Josephine Varone York Catholic District School Board Ontario

Lisa Powell Regina Public Schools Saskatchewan

Legend Abbreviations used in this Teacher’s Guide:

AAL AFL AOL ELL GP IP M PD S1, S2, S3 SP

Assessment AS Learning Assessment FOR Learning Assessment OF Learning English Language Learner Guided Practice Independent Practice Modelling Professional Development Student 1, Student 2, Student 3 Shared Practice

Contents PART 1: MODULE 5 PLANNER

Module 5 Overview: Allons au festival! 6

Learning Outcomes and Assessment Plan 7

Action-Oriented Performance Task 10

Differentiating the Performance Task 10

Handling Sensitive Issues 10

Text Exploration 11

Module 5 Strategies 14

Cooperative Learning 14

Intercultural Understanding 15

Module 5 Lessons at a Glance 17

PART 2: TEACHING NOTES

Explorons! 19

Célébrez l’été! 28

Célébrez l’automne! 36

Le sirop d’érable… un trésor du Canada 44

Célébrez l’hiver! 48

Célébrez le printemps! 58

Qu’est-ce que je porte? 68

Mon projet 74

Je peux 81

Encore des festivals! 85

Bon appétit! 90

PART 3: LINE MASTERS

Fiches d’activité FA1 15

Fiches de stratégie FS3, 10 11

Fiches d’évaluation FE1 9

6 Échos Pro 1 Teacher’s Guide Allons au festival! Copyright © 2014 Pearson Canada Inc.

Module 5 Overview: Allons au festival!

Global community and cultural awareness: In this module, students explore a variety of festivals across Canada during

all four seasons. They learn to talk about weather and clothing for each season as well as activities to be enjoyed at each

festival. The message of the module is that Canadians enjoy geographic and cultural diversity well worth celebrating.

Explore texts:

1. Graphic text: Célébrez l’été!

2. Posters: Célébrez l’automne!

3. Webpage: Célébrez l’hiver!

4. Internet conversation: Célébrez le printemps!

5. Song: Qu’est-ce que je porte?

Unit opener: Explorons!

Learn to describe weather, clothing, and festival activities.

Plan ahead: Zoom sur mon projet

Preview the performance task:

Create a webpage or a poster and a group chant to advertise a festival.

Listen to group chants prepared by classmates and view their posters and webpages in order to make some choices of festivals to attend.

Explore further: Enrichment texts

Postcard and email messages: Encore des festivals!

Recipes: Bon appétit!

Use strategies:

1. Je contrôle ma voix.

2. Je consulte des ressources (1).

3. Je fais un brouillon.

4. Je réfléchis.

Performance task: Mon projet

Reflect:

Je peux : Reflect on skills and strategies.

Explore culture:

Informative text: Le sirop d’érable… un trésor du Canada

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Allo

ns a

u fe

stiv

al!

7

Lear

ning

Out

com

es a

nd A

sses

smen

t Pla

n B

egin

mod

ule

plan

ning

by

exam

inin

g th

e le

arni

ng o

utco

mes

bel

ow. A

ligni

ng y

our i

nstru

ctio

n to

out

com

es e

nsur

es e

ffec

tive

and

valid

ass

essm

ent.

Le

arni

ng o

utco

mes

are

exp

ress

ed a

s “ca

n do

” st

atem

ents

for s

tude

nts o

n pa

ge 1

of t

he S

tude

nt R

esou

rce.

The

y ar

e al

so li

sted

as s

ucce

ss c

riter

ia a

t the

beg

inni

ng

of e

very

less

on a

nd su

mm

ariz

ed in

the

char

t bel

ow. C

omm

unic

ate

lear

ning

goa

ls to

stud

ents

in si

mpl

e Fr

ench

at t

he b

egin

ning

of e

very

less

on se

quen

ce.

Ref

er to

the

Prog

ram

Ove

rvie

w, p

p. 3

6-41

, for

a d

escr

iptio

n of

Ass

essm

ent F

OR

, OF,

and

AS

Lea

rnin

g in

this

Pro

gram

. Use

Fic

he d

’éva

luat

ion

8 to

refle

ct

as y

ou p

lan,

impl

emen

t, an

d de

brie

f you

r exp

erie

nce

with

this

mod

ule.

ASS

ESSM

ENT

PLA

N

Lear

ning

out

com

es a

re a

sses

sed

usin

g th

e fo

llow

ing

met

hods

and

act

ivit

ies:

Succ

ess C

rite

ria

(intro

duce

d in

less

ons i

ndic

ated

be

low

in it

alic

s)

Ass

essm

ent F

OR

L

earn

ing

Lear

ning

Che

cks

Ass

essm

ent F

OR

L

earn

ing

Sugg

estio

ns fo

r Su

ppor

t/Cha

lleng

e

Ass

essm

ent A

S L

earn

ing

Ass

essm

ent O

F L

earn

ing

Lis

teni

ng to

U

nder

stan

d R

etrie

ve in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

iden

tify

wor

ds. L

esso

ns 1

, 2, 1

0, 1

1, 1

2, 1

3, 1

7 R

etrie

ve in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

iden

tify

idea

s. Le

sson

8

Lear

ning

out

com

es a

re a

ddre

ssed

in th

is m

odul

e, b

ut th

ey a

re n

ot a

sses

sed

to th

e po

int o

f A

OL.

Ple

ase

refe

r to

othe

r Éch

os P

ro 1

mod

ules

for t

he fu

ll as

sess

men

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Lis

teni

ng to

In

tera

ct

Res

pond

to a

n or

al te

xt b

y st

atin

g a

fact

. Le

sson

s 4, 6

, 11,

12,

18

Res

pond

to a

n or

al te

xt b

y gi

ving

an

opin

ion.

Le

sson

8

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

n 18

List

en a

nd sh

are

a pr

efer

ence

for

map

le sy

rup.

Les

son

8

List

en a

nd re

spon

d as

a p

artn

er

desc

ribes

sprin

g w

eath

er a

nd

clot

hing

. Les

son

11

Ref

lect

on

liste

ning

sk

ills a

nd st

rate

gies

af

ter c

ompl

etio

n of

th

e m

odul

e.

Less

on 1

8

List

en a

nd re

spon

d as

you

des

crib

e an

im

age

with

a

partn

er.

Less

on 1

8 In

terc

ultu

ral

Und

erst

andi

ng

(Lis

teni

ng)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

8 R

ecog

nize

Fre

nch

soci

olin

guis

tic c

onve

ntio

ns. L

esso

n 13

R

efle

ct o

n in

terc

ultu

ral u

nder

stan

ding

. Le

sson

18

List

en to

a v

ideo

. Le

sson

8

Ref

lect

on

cultu

res.

Less

on 1

8

8 É

chos

Pro

1 T

each

er’s

Gui

de A

llons

au

fest

ival

! C

opyr

ight

© 2

014

Pear

son

Can

ada

Inc.

ASSE

SSM

ENT

PLAN

Le

arni

ng o

utco

mes

are

ass

esse

d us

ing

the

follo

win

g m

etho

ds a

nd a

ctiv

ities

:

Succ

ess C

rite

ria

(intro

duce

d in

less

ons i

ndic

ated

be

low

in it

alic

s)

Ass

essm

ent F

OR

L

earn

ing

Lear

ning

Che

cks

Ass

essm

ent F

OR

L

earn

ing

Sugg

estio

ns fo

r Su

ppor

t/Cha

lleng

e

Ass

essm

ent A

S L

earn

ing

Ass

essm

ent O

F L

earn

ing

Spea

king

to

Com

mun

icat

e C

onve

y in

form

atio

n or

ally

, e.g

., se

ason

s, m

onth

s; a

fe

stiv

al, w

eath

er, c

loth

ing,

fest

ival

act

iviti

es,

Less

ons 1

, 2, 5

, 9, 1

3, 1

5, 1

6, 1

7 R

espo

nd o

rally

to a

writ

ten

text

. Le

sson

s 5, 7

, 8, 9

, 12,

18,

19,

20

Use

rhyt

hm to

exp

ress

an

idea

. Le

sson

s 1, 3

, 4, 5

, 8, 1

3, 1

4, 1

7, 1

8 U

se a

stra

tegy

to c

omm

unic

ate

oral

ly. L

esso

n 3

Rea

d w

ith e

xpre

ssio

n. L

esso

ns 5

, 12,

19,

20

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 1

7, 1

8

Sort

the

mon

ths b

y se

ason

with

a p

artn

er.

Less

on 1

Ta

lk a

bout

win

ter

wea

ther

and

clo

thin

g.

Less

on 9

Talk

abo

ut se

ason

al

wea

ther

and

cl

othi

ng. L

esso

n 13

Ref

lect

on

spea

king

sk

ills a

nd st

rate

gies

af

ter c

ompl

etio

n of

th

e m

odul

e.

Less

ons 1

7, 1

8

Pres

ent a

n ex

pres

sive

cha

nt in

a

grou

p.

Less

on 1

7

Spea

king

to

Inte

ract

Pr

ovid

e in

form

atio

n in

resp

onse

to o

ral c

ues.

Le

sson

s 3, 4

, 5, 6

, 7, 9

, 13,

14,

19,

20

Lear

ning

out

com

es a

re a

ddre

ssed

in th

is m

odul

e, b

ut th

ey a

re n

ot a

sses

sed

to th

e po

int o

f A

OL.

Ple

ase

refe

r to

othe

r Éch

os P

ro 1

mod

ules

for t

he fu

ll as

sess

men

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Inte

rcul

tura

l U

nder

stan

ding

(S

peak

ing)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

sons

4, 7

, 10,

12

Rec

ogni

ze F

renc

h so

ciol

ingu

istic

con

vent

ions

. Les

son

3 R

efle

ct o

n in

terc

ultu

ral u

nder

stan

ding

. Le

sson

18

Dis

cuss

Can

adia

n Fr

anco

phon

e fe

stiv

als.

Le

sson

4

Ref

lect

on

cultu

res.

Less

on 1

8

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Allo

ns a

u fe

stiv

al!

9

ASSE

SSM

ENT

PLAN

Le

arni

ng o

utco

mes

are

ass

esse

d us

ing

the

follo

win

g m

etho

ds a

nd a

ctiv

ities

:

Succ

ess C

rite

ria

(intro

duce

d in

less

ons i

ndic

ated

be

low

in it

alic

s)

Ass

essm

ent F

OR

L

earn

ing

Lear

ning

Che

cks

Ass

essm

ent F

OR

L

earn

ing

Sugg

estio

ns fo

r Su

ppor

t/Cha

lleng

e

Ass

essm

ent A

S L

earn

ing

Ass

essm

ent O

F L

earn

ing

Rea

ding

C

ompr

ehen

sion

U

se a

com

preh

ensi

on st

rate

gy. L

esso

ns 1

, 4, 6

, 8, 9

, 11,

13

, 19,

20

Res

tate

or r

etel

l inf

orm

atio

n fr

om a

writ

ten

text

. Les

sons

12

, 14,

17,

20

Iden

tify

the

feat

ures

/sty

le o

f a te

xt. L

esso

ns 5

, 7, 1

0, 1

6,

19

Expr

ess p

erso

nal t

houg

hts a

bout

a te

xt.

Less

on 1

8

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 1

7, 1

8

Rea

d fe

stiv

al p

oste

rs.

Less

on 1

2 C

ompa

re tw

o fe

stiv

als u

sing

a

Ven

n di

agra

m.

Less

on 1

4 R

eord

er se

nten

ce

strip

s to

crea

te a

lo

gica

l rec

ipe.

Le

sson

20

Ref

lect

on

read

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 17,

18

Rea

d cl

assm

ates

po

ster

s and

w

ebpa

ges.

Le

sson

17

Rea

ding

: Pu

rpos

e, fo

rm,

and

styl

e

Rea

d/vi

ew/li

sten

to a

var

iety

of t

exts

, e.g

., a

grap

hic

text

, pos

ter,

info

rmat

ive

text

, web

page

, Int

erne

t co

nver

satio

n, so

ng, p

ostc

ards

, em

ails

, rec

ipes

. Les

sons

4,

6, 8

, 9, 1

0, 1

1, 1

3, 1

9, 2

0

Lear

ning

out

com

es a

re a

ddre

ssed

in th

is m

odul

e, b

ut th

ey a

re n

ot a

sses

sed

to th

e po

int o

f A

OL.

Ple

ase

refe

r to

othe

r Éch

os P

ro 1

mod

ules

for t

he fu

ll as

sess

men

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Inte

rcul

tura

l U

nder

stan

ding

(R

eadi

ng)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

sons

4, 7

, 8, 9

R

efle

ct o

n in

terc

ultu

ral u

nder

stan

ding

. Le

sson

18

R

ead

abou

t map

le

syru

p tra

ditio

ns.

Less

on 8

R

efle

ct o

n cu

lture

s. Le

sson

18

Wri

ting:

Pu

rpos

e,

audi

ence

, and

fo

rm

Writ

e us

ing

a va

riety

of f

orm

s, e.

g., l

abel

a d

raw

ing,

an

emai

l. Le

sson

s 2, 1

9 Le

arni

ng o

utco

mes

are

add

ress

ed in

this

mod

ule,

but

they

are

no t

asse

ssed

to th

e po

int o

f A

OL.

Ple

ase

refe

r to

othe

r Éch

os P

ro 1

mod

ules

for t

he fu

ll as

sess

men

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Usi

ng th

e W

ritin

g Pr

oces

s U

se a

gra

phic

org

aniz

er to

reco

rd id

eas.

Less

ons 4

, 6, 9

, 11

Rev

ise

a te

xt. L

esso

ns 7

, 10,

12,

15

Publ

ish

a fin

al p

rodu

ct. L

esso

n 16

R

efle

ct o

n sk

ills a

nd st

rate

gies

. Les

sons

17,

18

Prep

are

a fly

er fo

r an

even

t. Le

sson

7

Writ

e ab

out a

sc

hool

eve

nt.

Less

on 1

0

Ref

lect

on

writ

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 17,

18

Prep

are

a gr

oup

post

er fo

r a fe

stiv

al

of y

our c

hoic

e.

Less

on 1

6

Inte

rcul

tura

l U

nder

stan

ding

(W

ritin

g)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

14

Rec

ogni

ze F

renc

h so

ciol

ingu

istic

con

vent

ions

. Les

sons

7,

19

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng.

Less

on 1

8

C

ompa

re fe

stiv

als.

Less

on 1

4

Ref

lect

on

cultu

res.

Less

on 1

8


Action-Oriented Performance Task

Keep the performance task in mind when planning your activities. (See Zoom sur mon projet pp. 4–5 and Mon projet pp. 22–23 in Student Resource Module 5.) Refer to the Program Overview, pp. 34-35, for a description of the performance task in this program.

In this module, students read about various seasonal festivals that occur across Canada, and read and view promotional materials for the festivals. They work in groups to choose a festival and create a webpage or poster, and a group chant to promote it to classmates. Students use models seen throughout the module to design their poster or webpage, including information about the festival’s name, season, month, activities, probable weather, and suggestions of what to wear. Their group chant relays this information in a rhythmic and dramatic fashion. Groups practise and present their festival promotion to the class.

Differentiating the Performance Task Refer to the Program Overview, pp. 42-44, for a description of differentiation in this program. If you choose to modify what students will produce, ensure that you provide the necessary scaffolding.

Handling Sensitive Issues Be sensitive to students… Suggestion who are newly arrived to this country and are unfamiliar with Canadian place names.

Be sure to make use of the cultural learning suggestions for finding festival locations on a map. Reinforce names and locations of provinces for students who may not be familiar with all of Canada.

who feel uncomfortable discussing the clothing they wear for any reason.

Establish a classroom climate of acceptance, where students’ dress does not subject them to criticism or ridicule (for cultural or economic reasons). If students in your class wear traditional garb, research French language for the clothing items so that you can provide these terms if needed when students are discussing what they wear.

whose socio-economic circumstances may mean that they have little experience with or opportunity to attend festivals, such as those showcased in the module.

Mention examples of festivals and events that are local to your community, especially those that do not involve an admission fee.

who may not celebrate birthdays for religious reasons or may not be aware of their birthdate.

Consider removing the use of birthdays from the warm-up in Lesson 1 and replacing with other dates that may be known to students in your class.

PERFORMANCE TASK OPTIONS • Instead of using one of the eight festivals in the module, permit students to

choose a school festival or a local one. They may even invent a festival. • Consider having students publicize an actual school or local festival, especially

if the organization can use their print advertisement or webpage. • If students have the technical knowledge to do so, ask them to create a real

webpage using a free tool, such as Google Sites. • Encourage students to look for models other than those provided in the Student

Resource Module when creating their print advertisement or webpage. • Encourage students to add other slogans to their poster using the imperative

form learned in this module, e.g., Célébrez. Venez au festival. • Instead of a group chant, permit students to create a TV commercial for their

chosen festival. The information is the same but may be dramatized differently. • Videotape the chants and upload them to the school website. • Invite other classes to listen to the chants or have some groups present their

chant at a school assembly.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Allons au festival! 11

Text Exploration Students explore a variety of thematic texts to build their language and strategic competencies. Refer to the Program Overview, pp. 61-68, for a description of exploring text in this program.

Explorons!, photos Student Resource Module pp. 2–3

Teacher’s Guide Lessons 1–3

Bef

ore

Contextualize/Personalize Talk about seasons and months, e.g., C’est quelle saison? C’est l’hiver. C’est quel mois? C’est janvier.

Shared Listening 1 Listen for familiar words.

Dur

ing

Shared Listening 2 Identify the month and season.

Aft

er

Response to Text Identify the month and season. Associate images with seasons. Learn a chant.

Célébrez l’été!, graphic text/posters Student Resource Module pp. 6–7


Bef

ore

Contextualize/Personalize Talk about summer weather and clothing, e.g., Il fait…, Je porte….

Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Consult resources.

Shared Reading 2 Make meaning and link to personal experience. Dur

ing

Shared Reading 3 Explore language.

Aft

er

Response to Text Select a favourite festival.

Célébrez l’automne!, posters Student Resource Module pp. 12–13


Bef

ore

Contextualize/Personalize Talk about fall weather and clothing, e.g., Il fait…, Je porte….



Shared Reading 2 Make meaning and link to personal experience. Dur

ing


Aft

er

Response to Text Prepare a flyer for an event.


Le sirop d’érable… un trésor du Canada, graphic text

Student Resource Module pp. 14–15

Teacher’s Guide Lesson 8

Bef

ore

Contextualize/Personalize Talk about maple syrup.

Dur

ing Modelled Reading Verify predictions.

Shared Reading Make meaning and link to personal experience.

Aft

er

Response to Text Talk about a maple sugar festival.

Célébrez l’hiver!, webpages Student Resource Module pp. 16–17


Bef

ore

Contextualize/Personalize Talk about winter weather and clothing, e.g., Il fait…, Je porte….

Dur

ing



Shared Reading 2 Make meaning and link to personal experience.


Aft

er

Response to Text Draw and describe a person’s clothing.

Write about a school event.

Célébrez le printemps!, live chat Internet Student Resource Module pp. 18–19


Bef

ore

Contextualize/Personalize Talk about spring weather and clothing, e.g., Il fait…, Je porte….

Dur

ing

Shared Listening 1 Listen for familiar words.

Shared Listening 2 Listen for spring weather, clothing, and activities.

Shared Listening 3 Listen for festival months.

Shared Reading Make meaning and link to personal experience.

Aft

er

Response to Text Read festival posters.

Create a spring festival poster.


Qu’est-ce que je porte?, song Student Resource Module pp. 20–21


Bef

ore

Contextualize/Personalize Talk about seasonal clothing and weather.

Dur

ing Shared Listening 1 Listen for gist and enjoyment.

Shared Listening 2 Listen for seasons and weather.

Shared Listening 3 Listen for clothing items.

Aft

er

Response to Text Compare two festivals.

Un peu plus!: Enrichment Text after Je peux, Lesson 18

Encore des festivals!, postcard and email Student Resource Module pp. 26–27


Bef

ore

Contextualize/Personalize Talk about festival activities.

Dur

ing Modelled Reading Read for gist and enjoyment.


Shared Reading 2 Explore text features.

Aft

er

Response to Text Write an email.

Un peu plus!: Enrichment Text after Je peux, Lesson 18

Bon appétit!, recipes Student Resource Module pp. 28–29


Bef

ore

Contextualize/Personalize Talk about season-related snacks.

Dur

ing Modelled Reading Read for gist and enjoyment.



Aft

er

Response to Text Sequence the recipe steps.


Module 5 Strategies Strategies are explicitly taught in this module while others are spiralled from previous modules. Please see the Program Overview, pp. 57-60, for a description of strategies in this program.

Strategies Explicitly Taught in this Module Strategies Suggestions

Je contrôle ma voix. Introduce in Lesson 3. Reinforce in Lessons 4, 6, 20. Refer often to the T-chart on p. 9 of the Student Resource Module when students are working collaboratively. Display Fiche de stratégie 10 or make an anchor chart of the fiche for easy reference. Encourage students to use one or two expressions during specific group work activities over the course of the module.

Je consulte des ressources. (1)

Introduce in Lesson 4. Reinforce in Lessons 6, 9, 11, 19, 20. Use Student Resource Module pp. 10–11 to introduce the strategy. Display Fiche de stratégie 11 or make an anchor chart of the fiche for easy reference.

Je fais un brouillon. Introduce in Lesson 7. Use Student Resource Module p. 22 to introduce the strategy. Display Fiche de stratégie 3 or make an anchor chart of the fiche for easy reference.

Je réfléchis.

Use Fiche d’évaluation 1 to help students reflect on the performance task. Use Fiche d’évaluation 2 to help students reflect on the module. Use Fiche d’évaluation 3 to help students reflect on intercultural understanding. Help students set goals for future learning.

Strategies Spiralled from Previous Modules Strategies Suggestions

Je regarde bien. Je pose des questions. (1) Je fais des prédictions. (Fiches de stratégie 2, 5, 7) J’écoute bien. (Fiche de stratégie 1) J’aide mes amis. (1) Je demande de l’aide. (Fiches de stratégie 6, 8)

Lessons 4, 6, 9, 11, 19, 20 Lessons 10, 13, 19, 20 Lessons 4, 16

Cooperative Learning For more information on these techniques and others, please see the Program Overview, pp. 53-55.

Grouping Techniques Suggestions

Corners Inside/Outside Circle Milling to Music Think, Pair, Share

Lesson 1 Lesson 5 Lesson 6 Lesson 13


Intercultural Understanding In Échos Pro, students learn not only that French and English are Canada’s two official languages, but also that Canada is a multilingual and multicultural society. Students see themselves and their cultural backgrounds represented in a variety of texts and are invited to reflect on and share their experiences. Refer to the Program Overview, pp. 69-72, for more information on intercultural understanding in Échos Pro.

To support students in this module in noticing both similarities and differences between their everyday world and the ways Francophones across Canada live their lives and do and say things, please see the specific examples listed below.

Cultural Awareness Francophone and other cultures are featured in a number of ways throughout the module.

Students learn…

Zoom sur mon projet Student Resource Module pp. 4–5

about the Carnaval de Québec held in Quebec City and its mascot, le Bonhomme Carnaval, as well as the Festival Boréal, a bilingual music festival held in Sudbury, Ontario, where 40% of the population is francophone.

Célébrez l’été! Student Resource Module pp. 6–7

about the Festival de cerf-volant held in Dieppe, New Brunswick, where 75% of the population is of French Acadian origin.

Célébrez l’automne! Student Resource Module pp. 12–13

about the Festival d’automne in Rimouski, Québec, where 85% of the population is of French origin.

Le sirop d’érable… un trésor du Canada Student Resource Module pp. 14–15

about the origins and methods of maple syrup production in Québec and nearby parts of Canada. They are introduced to the traditions of la cabane à sucre, including la tire.

Célébrez l’hiver! Student Resource Module pp. 16–17

about the bilingual festival, le Bal de Neige, in Ottawa-Gatineau and the Festival du Voyageur in the Saint-Boniface area of Winnipeg, Manitoba.

Encore des festivals! Student Resource Module pp. 26–27

about the festival Merveilles de sable in Gatineau, Québec, la course de boîtes à savon in Saint-Jean, New Brunswick (where approximately 23% of the population is French-speaking), and les Folies Grenouilles, in Saint-Pierre-Jolys, Manitoba (where 64% of the population speaks French).


Intercultural Awareness Intercultural awareness is developed when students are exposed to a variety of cultures (francophone and others) and invited to observe elements they find interesting, similar to, or different from their own culture. In Échos Pro, intercultural awareness is developed across the language strands.

Sociolinguistic Awareness Sociolinguistic conventions, or examples of language used in a variety of social situations, are highlighted in many texts.

Students learn…

Je coopère! Student Resource pp. 8 9

different ways to negotiate and interact with peers using common expressions for asking a speaker to increase or decrease the volume of their voice.

Célébrez l’automne! Student Resource pp. 12 13

how dates and cities are written in French.

Qu’est-ce que je porte? Student Resource pp. 20 21

the names of some clothing items that are regional expressions, e.g., des mitaines, une tuque.

Encore des festivals! Student Resource pp. 26 27

how to write an address in French and learn about French texting abbreviations.

Assessing Intercultural Understanding The process of assessing students' developing intercultural understanding is complex and, at times, quite nuanced because it is not just about gauging whether students are familiar with certain cultural traditions associated with the target language. Research on best practices for assessing intercultural understanding indicates that portfolio tools are the most appropriate for helping students demonstrate the ways in which they have come to connect French culture to their own and to other cultures with which they are familiar, as well as with their understanding of how a culture is reflected in language and how language is used within a culture. Within Échos Pro, best practices for assessing intercultural understanding—portfolio assessment, and the use of reflection about culture—have been adapted in a way that respects the age of the students and their developing proficiency in the target language. Students may personally reflect on their developing understanding on Fiche d’évaluation 3 : Je réfléchis sur les cultures.

Students can…

Célébrez l’été!, Célébrez l’automne!, Célébrez l’hiver!, Célébrez le printemps!, Student Resource Module pp. 6–7, pp. 12–13, pp. 16–17, pp. 18–19

name Francophone festivals that take place in Canada and associate festivals with different parts of Canada. (speaking)

Le sirop d’érable... un trésor du Canada, Student Resource Module pp. 14–15

read about traditions associated with maple syrup in Québec: la tire and la cabane à sucre. (reading)

view a video about maple syrup or a maple syrup festival in Québec. (listening)

Qu’est-ce que je porte?, Student Resource Module pp. 20–21

compare a festival from their region or personal experiences with a francophone festival. (writing)


Module 5 Lessons at a Glance LESSONS* STUDENT RESOURCE STUDENTS… FICHES

Dans ce module… p. 1 discover the learning goals associated with each new text.

Lessons 1–3 Explorons! pp. 2–3

Zoom sur mon projet pp. 4–5

Je coopère! pp. 8–9

learn the months of the year and the seasons. learn about the performance task. learn a cooperative strategy.

Fiches d’activité 1, 2, 3

Fiche de stratégie 10 Fiche d’évaluation 7 (ongoing)

Lessons 4–5 Célébrez l’été! pp. 6–7 read a graphic text about summer festivals and learn to talk about summer weather, clothing, and activities.

Fiche d'activité 4a Fiche d’évaluation 3 (ongoing) Fiche de stratégie 11

Lessons 6–7 Célébrez l’automne! pp. 12–13

read posters about fall festivals and learn to talk about fall weather, clothing, and festival activities.

Fiches d'activité 4a, 4b Fiches de stratégie 3, 11

Lesson 8 Le sirop d’érable… un trésor du Canada pp. 14–15

learn about the history and production of maple syrup.

Fiches d'activité 4b, 5 Fiche d’évaluation 3 (ongoing)

Lessons 9–10 Célébrez l’hiver! pp. 16–17

read webpages about winter festivals and learn to talk about winter weather, clothing, and activities.

Fiches d'activité 4a c, 6 Fiche de stratégie 11 Fiche d’évaluation 4

Lessons 11–12 Célébrez le printemps! pp. 18–19

listen to an Internet conversation and compare two spring festivals in different parts of Canada.

Fiches d'activité 4a, 4b, 4c, 4d, 7, 8a, 8b, 9 Fiche de stratégie 11 Fiche d’évaluation 4

Lessons 13–14 Qu’est-ce que je porte? pp. 20–21

learn a song and learn to talk about weather and clothing for each season.

Fiches d'activité 10a, 10b Fiche d’évaluation 4 Fiche de stratégie 1


Lessons 15–17 Mon projet pp. 22–23 prepare a written advertisement

for a festival of their choice and present their festival to the class as an expressive chant.

Fiches d'activité 11, 12, 13 Fiches d’évaluation 1, 5a, 5b, 6, 9 Fiches de stratégie 3, 4

Lesson 18 Je peux pp. 24–25 Parle-moi de…, p. 32

Self-assess their performance and set learning goals.

Fiche d'activité 14 Fiches d’évaluation 2, 3, 5a, 5b, 6, 8

Lesson 19 Encore des festivals! pp. 26–27

read a postcard and an email message and learn to write an email message.

Fiches d’activité 4a d Fiches de stratégie 1, 11 Fiche d’évaluation 4

Lesson 20 Bon appétit! pp. 28–29 read recipes. Fiche d'activité 15 Fiche de stratégie 11 Fiche d’évaluation 4

* Based on 30 to 40 minute lessons. Teaching time may extend beyond estimated time due to administrative

tasks or class presentations.


FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Listening/

During Listening

1

Warm-Up: Review birthday months. Contextualize/Personalize: Talk about seasons and months.* Anticipate: Examine images. Shared Listening 1: Listen for familiar words. Shared Listening 2: Identify the month and season. Wrap-Up: Associate months with seasons.

Student Resource pp. 2–3 Fiches d'activité 1, 2 Audio: Explorons!

After Listening

2

Warm-Up: Review seasons. Response to Text 1: Identify the month and season. Response to Text 2: Associate images with seasons. Wrap-Up: Learn about the performance task.

Student Resource pp. 2–3, 4–5 Fiche d'activité 3 Audio: Explorons! Prop: 1 piece of paper per student

After Listening

3

Warm-Up: Associate seasons with images. Cooperative Learning: Adjust volume. Response to Text 3: Learn a chant. Wrap-Up: Give feedback on volume.

Student Resource pp. 8–9

Fiche de stratégie 10 Fiche d'évaluation 7 Audio: Je contrôle ma voix. Prop: Student-drawn images

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Use rhythm to express an idea.

• Convey information orally, e.g., seasons, months.*

• Use a comprehension strategy.

• Retrieve information from an oral text, e.g., identify words.

• Write using a variety of forms, e.g., label a drawing.

• Provide information in response to oral cues.

• Use a strategy to communicate orally.

• Recognize French sociolinguistic conventions.

• Je communique avec rythme.

• Je parle des saisons et des mois.

• J’utilise une stratégie de compréhension.

• J’identifie des mots dans un texte oral.

• J’écris une légende pour une image.

• Je réagis à un indice oral.

• J’utilise une stratégie pour communiquer oralement.

• Je remarque des différences culturelles. *Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Strategy Focus: Students are introduced to the strategy Je contrôle ma voix. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Lessons 1–3 Explorons!Student Resource Module pp. 2–3

Learning Goal Students learn to identify seasons by listening to young people describe a seasonal festival. J’écoute une conversation. Je parle des saisons.


WARM-UP: Review birthday months.

(M) (SP) (GP) State the month of your birthday and clap to create a rhythm. Invite students who share your birthday month to stand and join in. Call on a volunteer to stand and state his/her birthday month. Continue until all students are standing.

- Mon anniversaire est en mai [tape] en mai. Qui a un anniversaire en mai [tape] en mai? (Mon anniversaire est en mai [tape] en mai.)

- Marissa, quel est le mois de ton anniversaire? (Mon anniversaire est en septembre [tape] en septembre.)

- Qui a un anniversaire en septembre [tape] en septembre?

BEFORE LISTENING CONTEXTUALIZE/PERSONALIZE: Talk about seasons and months. (M) (SP) In advance, use Fiche d'activité 1 : Les saisons to create four season icons. Do a think-aloud as you point to each image and associate the name of each season. Invite students to recall by pointing to the images again and asking them to identify each season.

- Il y a quatre saisons. Regardez le flocon de neige. C’est l’hiver. C’est un soleil. C’est l’été. C’est une fleur. C’est le printemps. C’est une feuille. C’est l’automne.

- C’est quelle saison? (C’est…)

(M) (SP) In advance, cut Fiche d'activité 2 : Les mois de l’année into four to create month cards for the months of the year. Do a think-aloud to associate a month with a season. Invite students to follow your model. Decide in advance whether to use the precise timing of the seasons or a more casual interpretation of the months commonly associated with each season.

- Je choisis un mois. C’est février. Février, c’est quelle saison? C’est l’hiver. Je place « février » sous l’image de l’hiver.

- Sophie, choisis un mois. C’est quel mois? (C’est juillet.)

- Juillet, c’est quelle saison? (C’est l’été.)

- Sophie, place « juillet » sous l’image de l’été.

Lesson 1 Explorons!Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 2–3 Fiche d'activité 1 : Les saisons Fiche d'activité 2 : Les mois de l’année Audio: Explorons!

LANGUAGE FOCUS You may already share class birthdays as part of your regular classroom routines. If so, this warm-up will set the context for talking about seasons. If this is not part of your class routine, introduce it through modelling the question and answer, then offer shared, guided, and independent practice before moving on to the seasons. - C’est quand

ton anniversaire? - Mon anniversaire est

le __ _____.

ENGLISH LANGUAGE LEARNERS Ask students to compare Canada’s seasons to those of other countries. If your class includes students from other countries, have them indicate the month and season of their country of origin. (e.g., En avril aux Philippines, quelle saison est-ce? Quel temps fait-il? En juin en Afrique du Sud, quelle est la saison? Quel temps fait-il?)


(GP) Invite two students to exchange information as the class observes. Continue until all months have been placed under the appropriate season.

MODÈLE

S1: C’est novembre. C’est l’automne. S2: C’est avril. C’est le printemps.

(IP) In advance, place the season icons and sentence strips from Fiche d'activité 1 and Fiche d'activité 2 in an envelope and prepare one envelope for every pair of students. Invite students to sort the months by season with a partner, saying the month and season aloud as they classify them.

Learning Check (Speaking to communicate): Circulate, monitor, and confirm. As students are classifying the images, listen for their use of the targeted month and season vocabulary. If needed, refer students to the Student Resource Module or a word wall for help with terms.

ANTICIPATE: Examine images. (SP) Refer to Student Resource Module pp. 2–3. Talk about the four images and ask students to identify the season associated with each image.

- Qu’est-ce qu’il y a ici? Ce sont des citrouilles. C’est quelle saison? (C’est l’automne.)

- C’est du sirop d’érable. Miam miam! C’est quelle saison? (C’est le printemps.) Ce sont des cerfs-volants. ... (C’est l’été.) C’est une compétition de planche à neige. ... (C’est l’hiver.)

Student Resource Module pp. 2–3: For teacher reference (seasons and inset images) 1. C’est l’automne. Il porte un gilet et une veste. Note: For simplicity, un gilet is used in this module to refer to a zip-up fleece, a sweatshirt, and a hoodie. 2. C’est le printemps. Il porte un imperméable et des bottes de pluie. 3. C’est l’été. Il porte un t-shirt et des lunettes de soleil. 4. C’est l’hiver. Elle porte une tuque, un anorak et des mitaines.

DURING LISTENING SHARED LISTENING 1: Listen for familiar words. (M) Play the audio selection Explorons! Think aloud as you listen to the first speaker by raising your hand and saying the familiar words you hear.

- J’écoute. Quels sont les mots familiers? Je lève la main. C’est « bonjour ».

LANGUAGE FOCUS Use the photos on Student Resource Module pp. 2–3 to elicit seasons only. All other language will be taught as each season is encountered over the course of the module. It is not necessary to teach these language terms at this point.

PD CORNER Classifying the months by season helps students organize and retain language.

Assessment FOR Learning


(SP) (GP) Direct students to listen to the remainder of the audio selection and raise their hands when they hear familiar words.

- Écoutez. Levez la main quand vous entendez un mot familier.

- Quels sont les mots familiers?

Explorons! 1. Bonjour. Je m’appelle Érika. C’est avril. J’adore le sirop d’érable. Miam miam! 2. Salut. Je m’appelle Stéphane. C’est février. J’aime la planche à neige! 3. Bonjour. Je m’appelle Martin. C’est juillet. Il fait beau. J’aime les cerfs-volants! 4. Bonjour. Je m’appelle Alex. C’est octobre. J’aime les grosses et les petites citrouilles! J’adore la couleur orange!

SHARED LISTENING 2: Identify the month and season. (M) Play the audio selection a second time. Listen to the first speaker and raise the month card from Fiche d'activité 2 that matches the month that was stated. Then think aloud to infer and point to the corresponding seasonal photo featured on Student Resource Module pp. 2–3.

- J’écoute. Quel mois est-ce? C’est avril. C’est quelle saison? Avril, c’est le printemps.

- Voici la photo du printemps dans le livre.

(SP) (GP) Distribute a month card to each student using Fiche d'activité 2. Have students listen to the remainder of the audio selection and stand if they hear the month, holding the month card in the air (some months are mentioned in the audio selection and others are not). Ask a student to point to the corresponding photo on Student Resource Module pp. 2–3.

- Écoutez. Quel mois est-ce? (C’est février.)

- Levez-vous si vous avez « février ».

- Pensez à la saison. Février, c’est quelle saison? (C’est l’hiver.)

- Montrez-nous l’image de l'hiver.

WRAP-UP: Associate months with seasons. (M) (SP) Use the "corners" technique to have students associate months with seasons. (Refer to the Program Overview, p. 53, for a description of this grouping technique.) Place the season icons in the four corners of the classroom. Direct students to use the month card distributed in the previous activity. Think aloud as you move to the appropriate corner for the card you are holding. Ask a student volunteer to follow your model.

- C’est « septembre ». Je prends ma carte et je vais dans le coin de l’automne.


- Éric, tu as quel mois? (C’est mai.)

- C’est quelle saison? (C’est le printemps.)

- Éric, va dans le coin du printemps.

(GP) (IP) Direct students to take their month card and move to the appropriate season's corner. Ask each group to name its months and season.

- Regardez votre mois et pensez à la bonne saison. Allez dans le coin de cette saison.

- Maintenant, présentez les mois et la saison de votre groupe. (C’est juin, juillet, août. C’est l’été.)


WARM-UP: Review seasons. (M) Display the four season icons and place the names of the associated months below each season. Create a “human graph” using students’ birthdays as follows. State your birthday month and season, and stand in front of the appropriate season.

- Mon anniversaire est en février. C’est l’hiver. Je me place devant l'hiver.

(SP) (GP) Invite a student to state his/her birthday month and season and stand in front of the matching month. Continue until all students are part of the human graph.

- Marie, quel est le mois de ton anniversaire? (Mon anniversaire est en avril.)


- Place-toi devant la phrase « C’est avril. ».

Ask students to count members in their line of the graph. As a class, identify the most popular season for birthdays.

- Comptez les élèves dans votre groupe. Quelle saison est très populaire pour les anniversaires? (C’est…)

AFTER LISTENING RESPONSE TO TEXT 1: Identify the month and season. (SP) Distribute Fiche d'activité 3 : Explorons! Listen to the first speaker in the audio selection Explorons! Direct students to identify the month and record the corresponding season.

- C’est Érika. J’écoute bien. C’est quel mois? (C’est avril.)

- J’écris « C'est avril ». Je réfléchis. C’est quelle saison? (C’est le printemps.) J’écris « C'est le printemps. ».

(GP) Listen to the second speaker (Stéphane) in the audio selection. Ask a volunteer to complete the information for Stéphane in a large group setting.

- Un volontaire, s’il vous plaît? Écoutez Stéphane. (C’est février. C’est l’hiver. [Student records the month and season.])

Lesson 2 Explorons!Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 2–3, 4–5 Fiche d'activité 3 : Explorons! Audio: Explorons! Prop: 1 piece of paper per student


(IP) Direct students to listen to the two remaining descriptions in the audio selection and complete Fiche d'activité 3.

- Maintenant, écoutez Martin et Alex.

Fiche d'activité 3 Answer Key 1. C'est avril. C'est le printemps. 2. C'est janvier. C'est l'hiver. 3. C'est juillet. C'est l'été. 4. C'est octobre. C'est l'automne.

RESPONSE TO TEXT 2: Associate images with seasons. (M) (SP) (GP) Cut a sheet of paper into four quadrants. Think aloud as you quickly sketch a personal picture depicting a season. Label it on the back using Student Resource Module pp. 2–3 as a writing guide. Invite a student to follow your model and a second student to sketch a picture for a new season.

- C’est le printemps. Je dessine un symbole [e.g., draw an umbrella]. Au verso, j’écris « C’est le printemps. ».

- Claire, c’est le printemps. Dessine une image et écris une phrase.

- Anthony, c’est l’hiver. Dessine une image et écris une phrase.

(IP) Distribute a sheet of paper to each student. Direct them to fold and cut the sheet into four pieces, then draw and label an image for each of the four seasons. Collect images for use in the next lesson.

- À votre tour. Dessinez des images qui représentent chaque saison.

- Écrivez le nom de la saison au verso.

WRAP-UP: Learn about the performance task. Refer to Student Resource Module pp. 4–5 to introduce the performance task. Show students the choices they have for announcing a festival at the end of this module. Show them the photo of students repeating a chant to announce their festival. Note: The location is missing from festival posters. This will be corrected in reprints of the Student Resource Module.

- Regardez « J’annonce un festival. ».

- Regardez. C’est le Carnaval de Québec. C’est le Festival Boréal.

- Il y a deux choix : une page Web et une affiche publicitaire.

- Il y a aussi un chant. Ce groupe d’élèves fait une présentation orale.

PD CORNER When students visualize and create an image related to what they are learning in French, different thinking processes are activated and they may make the information more memorable.

CULTURAL AWARENESS Locate Québec City, QC and Sudbury, ON on a map of Canada. Le Carnaval de Québec takes place in Québec City, where 95% of the population speaks French. The festival is renowned for its famous mascot, le Bonhomme Carnaval. You may choose to search online for the theme song, Chanson du Carnaval. and play it for students. Le Festival Boréal is a bilingual music festival highlighting local talent. It is held in Sudbury, ON, where 40% of the population is Francophone.

INTERACTIVE TECHNOLOGY Consider using Allons au festival!, Interactive Whiteboard Activity 1: Des festivals amusants! (online or on DVD) to talk about familiar words, cognates, and words containing the é sound.


WARM-UP: Associate seasons with images.

(M) (SP) Model a guessing game about the seasons using the images drawn by students in the previous class. Choose an image at random, show it to the class, and ask students to guess the season.


- Joshua, choisis une image et pose la question. (C’est quelle saison?)

(GP) Give two images, chosen at random, to two student volunteers and have them model an exchange.

- Voici des images. Posez la question à votre partenaire.

MODÈLE

S1: C’est quelle saison? S2: C’est l’hiver. S1: Non, dommage. S2: C’est le printemps? S1: Oui, c’est bien.

S2: C’est quelle saison? S1: C’est l’été. S2: Oui, c’est bien.

(IP) Give four images, chosen at random, to each student. In pairs, ask students to discover the season. If some pairs finish ahead of others, they can exchange images with other pairs who finish early.

AFTER LISTENING (CONTINUED) COOPERATIVE LEARNING: Adjust volume. Introduce the comprehension strategy: Refer to the pictogram of the strategy at the top of Student Resource Module p. 9 or use Fiche de stratégie 10 : Je contrôle ma voix. Mime the action [speaking into an imaginary megaphone] and ask students to repeat.

- Regardez la stratégie. Je contrôle ma voix. [Mime the action.]

Lessons 3 Explorons! Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 8–9 Fiche de stratégie 10 : Je contrôle ma voix. Audio: Je contrôle ma voix. Prop: Student-drawn images

COOPERATIVE LEARNING The T-chart on Student Resource Module p. 9 offers several verbal and non-verbal cues for the cooperative strategy Je contrôle ma voix. Many more cues exist, and depending on your class, you may choose to introduce more. Use your professional judgement to decide how much language is appropriate: Enough to give students flexibility without overwhelming them. The goal is to provide students with the cooperative language to be successful in class.

ASSESSMENT TIP Consider using Fiche d’évaluation 7 : Strategies Planning Sheet to track and assess students’ progress with cooperative, comprehension, production, and metacognition strategies throughout the module.


(M) (SP) Refer to the photos on Student Resource Module p. 8. Model the interaction and use gestures as well as the volume of your voice to reinforce the concept of too loud and not loud enough.

- Montrez-moi la personne qui parle trop fort. [Speak loudly.] (C’est la fille.)

- Montrez-moi la personne qui ne parle pas assez fort. [Speak really quietly.] (C’est le garçon.)

(M) (SP) Refer to the T-chart on Student Resource Module p. 9. Mime the non-verbal cues (left side of T-chart) and model the verbal cues (right side of T-chart).

- Je contrôle ma voix. Faites comme moi. [Mime a “lower your voice” gesture, a “just right” gesture, and a “speak up” gesture.]

RESPONSE TO TEXT 3: Learn a chant. (M) (SP) Listen to the audio selection of the chant Je contrôle ma voix found at the bottom of Student Resource Module pp. 8–9. Associate gestures to each line of the chant to increase understanding.

- Écoutez le chant.

Je contrôle ma voix.

Chut! Chut! Parle moins fort, s’il te plaît! Oui! C’est bien. C’est parfait! Pardon? Pardon? Parle plus fort, s’il te plaît! Oui! C’est bien. C’est parfait!

(SP) Play the audio selection again and ask students to join you in repeating the chant and adding gestures.

WRAP-UP: Give feedback on volume. (M) (SP) Say your birthday in a “too loud” voice. Ask students to give you appropriate feedback on the volume. Call on volunteers in turn to follow your model, speaking too loudly, too softly, or in a “just right” voice.

- [Speak loudly] Mon anniversaire est en mai. C’est le printemps.

- Qu’est-ce que vous dites: « Parle plus fort, s’il te plaît! Parle moins fort, s’il te plaît! C’est parfait! » (Parle moins fort, s’il te plaît!)

- Excellent. Un volontaire, s’il vous plaît.

PD CORNER The non-verbal cues (gestures) associated with cooperative strategies serve to reinforce the meaning of language.

COOPERATIVE LEARNING Reflection on the process of cooperation and the use of the cooperative strategy is essential. It enables students to transfer their learning to new contexts and ultimately to make spontaneous use of the strategy.

SOCIOLINGUISTIC AWARENESS As well as promoting cooperation, these expressions encourage students to use common verbal formulas in a variety of social contexts, e.g., asking a speaker to increase or decrease the volume of their voice.




• Provide information in response to oral cues.*

• Respond to an oral text by stating a fact.


• Read a variety of texts, e.g., a graphic text.

• Use a graphic organizer to record ideas.

• Respond orally to a written text.

• Identify the features/style of a text.

• Read with expression.

• Convey information orally, e.g., a festival.

• Compare one's cultural knowledge and experiences to new learning.



• J’écoute un texte oral et je donne des informations.


• Je lis une histoire en images.

• Je note mes idées dans un organisateur graphique.

• Je parle d’un texte.

• J'identifie les éléments d'une histoire en images.

• Je lis avec expression.

• Je parle de mon festival préféré.

• Je compare ma culture avec d'autres cultures.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)


Before Reading/During

Reading

4

Warm-Up: Perform the cooperative chant. Contextualize: Describe summer weather and clothing. Personalize: Talk about summer weather and clothing. Anticipate: Do a picture walk. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Consult resources. Wrap-Up: Complete a graphic organizer.

Student Resource pp. 6–7, 10–11, 30–31 Fiche d'activité 4a Fiche de stratégie 11

During Reading/

After Reading

5

Warm-Up: Review weather and clothing. Shared Reading 2: Make meaning and link to personal experience. Shared Reading 3: Explore language. Independent Reading: Read aloud in pairs. Response to Text: Select a favourite festival. Wrap-Up: Share a festival preference.*

Student Resource pp. 6–7 Fiche d'activité 4a

Strategy Focus: Students are introduced to the strategy Je consulte des ressources. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Learning Goal Students read a graphic text about summer festivals and learn to talk about summer weather, clothing, and activities. Je lis une histoire en images. Je parle de la météo, des vêtements et des activités aux festivals.

Lessons 4–5 Célébrez l’été! Student Resource Module pp. 6–7


WARM-UP: Perform the cooperative chant. Re-enact the chant learned in the previous lesson to reinforce expressions used to ask classmates to speak more softly or to speak up. Encourage the use of rhythm and gestures to reinforce meaning.

- Lisez le chant : Chut! Chut! Parle moins fort, s’il te plaît! Oui! C’est bien. C’est parfait! Pardon? Pardon? Parle plus fort, s’il te plaît! Oui! C’est bien. C’est parfait!

BEFORE READING CONTEXTUALIZE: Describe summer weather and clothing. (SP) Refer to Student Resource Module pp. 6–7 (images-only version). Point to images and use gestures to support meaning. Ask students to identify the weather and the clothing worn by each of the module mascots, Félix and Francine.

- C’est l’été. Quel temps fait-il? Est-ce qu’il fait beau ou il fait mauvais? (Il fait beau.)

- Est-ce qu’il fait chaud ou il fait froid? (Il fait chaud.)

- Est-ce que c’est calme ou est-ce qu’il y a du vent? Regardez le cerf-volant. (Il y a du vent.)

- Regardez Félix. Il porte des lunettes de soleil, un t-shirt, un short et des chaussures de sport. Regardez Francine. Elle porte un costume et des chaussures de danse.

- Qui porte un t-shirt? Des chaussures de danse? Des lunettes de soleil? Un costume? Un short? Des chaussures de sport? (Félix / Francine porte…)

Student Resource Module pp. 6–7: For teacher reference Félix porte des lunettes de soleil, un t-shirt, un short et des chaussures de sport. Francine porte un costume et des chaussures de danse. Additional clothing shown: Chez Céline : Céline porte un t-shirt, un short et des chaussettes. Chez Tanisha : Tanisha porte un débardeur et un short.

Lesson 4 Célébrez l’été!Student Resource Module pp. 6–7

MATERIALS Student Resource Module pp. 6–7, 10–11, 30–31 Fiche d'activité 4a : C’est l’été! Fiche de stratégie 11 : Je consulte des ressources. (1)

LANGUAGE FOCUS You may already discuss the daily weather as part of your regular classroom routine. If not, you may wish to introduce the weather language here through modelling the question and answer, (as seen in the Contextualization step), then offer shared, guided, and independent practice before moving on to the clothing.

ENGLISH LANGUAGE LEARNERS Students can indicate what clothes they would wear in different countries at different times of the year (e.g., En juillet à New Delhi, qu’est-ce que tu portes?).


PERSONALIZE: Talk about summer weather and clothing. (M) State the weather and name something you like to wear in the summer.

- C’est l’été. Il fait beau. Je porte des lunettes de soleil.

(SP) Ask students to follow your model. Be prepared to name other items of clothing, referring to Student Resource Module pp. 30–31. As comfort level increases, have students ask the questions of other students.

- Shannon, quel temps fait-il? Qu’est-ce que tu portes? (Il y a du vent. Je porte un t-shirt.)

- Shannon, pose les questions à Marcella : Quel temps fait-il? Qu’est-ce que tu portes? (…)

Verify comprehension: After several students have shared information about the clothing they wear in the summer, ask others to recap what was just said.

- Qui porte un t-shirt? (Shannon porte un t-shirt. Ryan porte un t-shirt aussi.)

For teacher reference: Other summer clothing: des chaussures de sport, des sandales, des sandales de plage, un maillot de bain, une jupe

Clothing worn year-round: un turban, une kippa, une écharpe

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about summer weather and clothing in a large group setting.

MODÈLE

S1: C’est l’été. Quel temps fait-il? S2: Il fait chaud. S1: Qu’est-ce que tu portes? S2: Je porte un short.

(IP) Direct students to work in pairs to exchange information about summer weather and clothing.

Share aloud: Ask several students to share their partner’s clothing preference with the class.

- Qui est ton / ta partenaire? (C’est Monica.)

- C’est l’été. Qu’est-ce qu’elle porte? (Elle porte des chaussures.)

COOPERATIVE LEARNING If necessary, use some of the verbal and non-verbal language (gestures) from Student Resource Module p. 9 to reinforce the strategy Je contrôle ma voix (e.g., Parle plus fort, s’il te plaît; Parle moins fort, s’il te plaît).


ANTICIPATE: Do a picture walk. (SP) (GP) Refer to Student Resource Module pp. 6–7 (images-only version). Direct students to talk about the graphic text using 'before reading' comprehension strategies learned in previous modules: Je regarde bien; Je pose des questions; Je fais des prédictions. Introduce festival activities using images to support meaning and suggest predictions if students need prompting.

- Examinez le texte et regardez les stratégies de compréhension.

- Posez des questions ou faites des observations. (Les festivals s’appellent…)

- Il y a des activités aux festivals. À quel festival est-ce qu’il y a une démonstration? Des costumes? De la danse? Un défilé? De la musique? (Il y a une démonstration au Festival de cerf-volant.)

- Faites des prédictions. Où est chaque festival?

Guided Practice: For teacher reference

Je regarde bien : Je vois Tanisha et Céline, des activités. Je vois Francine et Félix.

Je pose des questions : Quel est le titre? Le titre est « Célébrez l’été! ». Quels sont les mots familiers et les mots-amis? « Été » est un mot familier. « Célébrez » est un mot-ami. Quelles sont mes expériences personnelles? Je porte des lunettes de soleil. Je regarde des photos.

Je fais des prédictions : J’identifie le contexte. C’est un texte graphique. Ce sont des festivals.

DURING READING MODELLED READING: Read for gist and enjoyment. Read aloud or play the audio selection for the graphic text, pausing to see if students understand the gist of the reading and to confirm predictions.

- En quel mois est le Festival antillais? (Le Festival antillais est en juillet et en août.)

- Où est le Festival de cerf-volant? le Festival antillais? (Le festival est à…)

- Regardez nos prédictions. Est-ce que nos prédictions sont correctes? (…)

SHARED READING 1: Consult resources. Introduce the comprehension strategy: Refer to Student Resource Module pp. 10–11 and point to the images as you introduce the comprehension strategy Je consulte des ressources.

PD CORNER Students are encouraged to become problem solvers as they make meaning by seeking help from a classmate (demande à un / une ami / amie) before seeking it from the teacher (demande à Madame / Monsieur).

CULTURAL AWARENESS Locate Dieppe, NB and Toronto, ON on a map of Canada. Le Festival de cerf-volant is an international festival held in Dieppe, where 75% of the population is of French Acadian origin. It is the largest majority-francophone city in North America outside Québec. The local accent (le chiac) is unique to southeast New Brunswick. Consider searching online for a video of kite flying at the festival.


- Je consulte le dictionnaire visuel. À quelle page est le dictionnaire visuel? (Le dictionnaire est aux pages 30 et 31.)

- Je consulte les ressources dans la salle de classe. Montrez-moi une ressource dans la salle de classe. (Voici une ressource.)

- Je demande de l’aide. À qui est-ce que vous demandez de l’aide? (Je demande à un ami ou une amie. Je demande à Madame / Monsieur.)

(M) (SP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you read the text again with students using an echo reading technique. Pause when encountering weather, clothing, and festival activity expressions and model using the appropriate resources.

- Je lis et je consulte des ressources. « Il y a du vent. » C’est un mot non-familier. Je consulte le dictionnaire visuel! Aha! Je comprends.

- « Je porte des chaussures. » C’est un mot non-familier. Qu’est-ce que tu fais, Robert? (Je consulte les ressources dans la salle de classe.)

- « Il y a un défilé. » C’est un mot non-familier. Qu’est-ce que tu fais, Stéfanie? (Je demande de l’aide.)

WRAP-UP: Complete a graphic organizer. (SP) Refer to Student Resource Module pp. 10–11. With student help, use three colours to identify and label weather, clothing, and festival activities expressions.

- Quel temps fait-il? Surlignez les expressions en violet. (« Il fait chaud. »)

- Qu’est-ce qu’il porte? Surlignez les expressions en rouge. (« Il porte un t-shirt. »)

- Quelles activités est-ce qu’il y a au festival? Surlignez les expressions en vert. (« Il y a une démonstration. »)

Refer to Fiche d'activité 4a : C’est l’été! Ask students to record summer weather, clothing and festival activities in the first row of the organizer. Leave the second row of the organizer (Et aussi…) blank at this time. Return to this organizer later in the module and add other expressions in the second row that students have learned that would apply to summer in your area.

Fiche d'activité 4a C’est l’été! : For teacher reference

Quel temps fait-il? Je porte… Au festival, il y a… C’est l’été Il fait chaud.

Il y a du vent. Il fait beau.

des lunettes de soleil. un t-shirt. un short. des chaussures de danse.

une démonstration de cerfs-volants. un défilé. des costumes. de la musique. de la danse.

Et aussi…

COOPERATIVE LEARNING Remind students of strategies they have practised in previous modules (e.g., Je demande de l’aide; J’aide mes amis). You may wish to do a quick review of verbal and non-verbal language for those strategies. This type of revisiting and continued practice of strategies helps students assimilate them.

INTERCULTURAL AWARENESS As students talk about summer festivals and in later lessons about fall, winter, and spring festivals, have them make connections and comparisons to seasonal festivals they are familiar with in their region or in other parts of the world. Have students use Fiche d’évaluation 3 to record the date when these reflections take place.

Assessment AS Learning


WARM-UP: Review weather and clothing. (M) (SP) Refer to Fiche d'activité 4a completed in the previous lesson. Establish a clapping pattern (clap hands, tap thighs) to a 1-2 beat as you complete a sentence starter for weather and clothing in turn, asking students to continue the pattern with different responses.

MODÈLE

T: Au festival [tape, tape] d’été [tape, tape], il fait [tape, tape] beau. [tape, tape] Whole class : [repeat] S1: Au festival [tape, tape] d’été [tape, tape], il fait [tape, tape] chaud. [tape, tape] Whole class: [repeat] T: Au festival [tape, tape] d’été [tape, tape], je porte [tape, tape] un short. [tape, tape] Whole class: [repeat] S2: Au festival [tape, tape] d’été [tape, tape], je porte [tape, tape] un t-shirt. [tape, tape] Whole class: [repeat]

DURING READING (CONTINUED) SHARED READING 2: Make meaning and link to personal experience. (SP) Do a shadow reading of the text. Ask questions about both festivals and link to students’ personal experience.

- Qui va au Festival de cerf-volant? (Céline va au Festival de cerf-volant.)

- Quelles activités est-ce qu’il y a au Festival antillais? (Il y a des costumes, de la danse et un défilé au Festival antillais.)

- Est-ce que vous allez à un festival d’été? quel festival? Quelles activités est-ce qu’il y a à ce festival d’été?

- Qui a un cerf-volant? Qui aime les défilés? (…)

Lesson 5 Célébrez l’été!Student Resource Module pp. 6–7

MATERIALS Student Resource Module pp. 6–7 Fiche d'activité 4a : C'est l'été! (for reference)

ENGLISH LANGUAGE LEARNERS Invite students to share summer festivals in other countries. Ask them to bring in photos of festivals in their home country. Est-ce qu'il y a un festival d'été dans votre pays d'origine? Quel festival? Apportez des photos.


SHARED READING 3: Explore language. (SP) Read the text with students using an audio-assisted technique, pausing to note the use of intonation and how it is conveyed through punctuation.

- Regardez la phrase « Je vais au Festival… ». Il y a un point.

- Regardez la phrase « Waouh! ». Il y a un point d’exclamation.

- Écoutez et regardez la prochaine phrase. Est-ce qu’il y a un point ou un point d’exclamation?

Graphophonics: Pause to identify words containing the [e] sound in the title. Exaggerate pronunciation to indicate what the mouth will look like when making the sound. Point out that the [e] sound has more than one graphic representation, e.g., « é », and « ez ».

- Je lis le titre : Il y a le son « e » : « Célébrez l’été! »

- Quels autres mots ont le son « e »? (une démonstration, un défilé)

INDEPENDENT READING: Read aloud in pairs. Invite pairs of students to read aloud the text to each other. Encourage students to speak with expression. Use random groupings or informal groupings based on reading or language abilities. (Refer to the Program Overview, pp. 53-55, for a description of these grouping techniques.)

AFTER READING RESPONSE TO TEXT: Select a favourite festival. (M) (SP) Refer to Student Resource Module pp. 6–7. Choose which summer festival you prefer and say why. Ask a student to state his or her preference, following your model. Continue until all students have had the opportunity to share their festival preferences.

- Je pense aux activités. J’aime les défilés alors je préfère le Festival antillais.

- Sophie, quelle activité est-ce que tu aimes? (J’aime les démonstrations.)

- Alors, quel festival est-ce que tu préfères? (Je préfère le Festival de cerf-volant.)

(GP) Invite two student volunteers to ask about each other’s favourite festival in a large group setting.

PD CORNER Provide opportunities for students to develop an understanding of sound-symbol connections for the [e] sound (pronounced like the English “ay” as in “day”). Graphophonics are a key building block in speaking a language and pronouncing words correctly.


WRAP-UP: Share a festival preference. (IP) Use an "inside/outside circle" to have students share their favourite festival with more than one partner. (Refer to the Program Overview, p. 54, for a description of this grouping technique.)

- Je préfère le Festival antillais. Patrick, quel festival est-ce que tu préfères? (Je préfère le Festival de cerf-volant.)

- Quelle activité est-ce que tu aimes? (J’aime les démonstrations.)

Learning Check (Speaking to interact): Circulate and monitor. Listen to students as they share information about their preferences; provide individual support as needed. This activity will occur several times throughout the module. If appropriate, consider using it as an additional assessment opportunity.

MODÈLE

S1: Quelle activité est-ce que tu aimes? S2: J’aime la musique. S1: Alors, quel festival est-ce que tu préfères? S2: Je préfère le Festival antillais.





Reading

6

Warm-Up: Create a language chain. Contextualize: Describe fall weather and clothing. Personalize: Talk about fall weather and clothing. Anticipate: Do a picture walk. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Consult resources. Wrap-Up: Complete a graphic organizer.

Student Resource pp. 12–13, 30–31 Fiches d'activité 4a, 4b Fiche de stratégie 11

During Reading/

After Reading

7

Warm-Up: Play charades. Shared Reading 2: Make meaning and link to personal experience. Shared Reading 3: Explore language. Response to Text: Prepare a flyer for an event. Wrap-Up: Prepare a final copy.*

Student Resource pp. 6-7, 12–13, 22 Fiches d'activité 4a, 4b Fiche de stratégie 3


• Respond to an oral text by stating a fact.



• Read a variety of texts, e.g., a poster.




• Revise a text.*






• Je lis une affiche.



• J'identifie les éléments d'une affiche.

• Je révise mon texte.


• Je remarque des différences culturelles.


Strategy Focus: Students are introduced to the strategy Je fais un brouillon. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Learning Goal Students read posters about fall festivals and learn to talk about fall weather, clothing, and festival activities. Je lis une affiche. Je parle de la météo. Je parle des vêtements. Je parle des activités aux festivals. J’écris une annonce publicitaire.

Lessons 6–7 Célébrez l’automne! Student Resource Module pp. 12–13


WARM-UP: Create a language chain. (M) Refer to Fiche d'activité 4a completed in a previous lesson. Start a chain about weather, clothing, or activities at summer festivals.

- Au festival d’été, il y a une démonstration.

(SP) (GP) Ask a student to restate your statement and add his/her own statement. Invite other students to add to the chain. Play until the chain is broken and repeat the chain as often as interest and time permit. (Different types of weather and clothing items may be added.)

- Mikhaila, c’est ton tour. Répète ma phrase et dis une autre phrase pour les festivals d’été. (Au festival d’été, il y a une démonstration. Au festival d’été, il fait beau.)

- Taylor, c’est ton tour. (Au festival d’été, il y a une démonstration. Au festival d’été, il fait beau. Au festival d’été, je porte un t-shirt.)

BEFORE READING CONTEXTUALIZE: Describe fall weather and clothing. (SP) Refer to Student Resource Module pp. 12–13 (images-only version). As was done for summer, invite students to talk about the weather and clothing worn in the fall by offering them choice in describing the images on the page.

- C’est l’automne. Est-ce qu’il fait chaud ou il fait frais? (Il fait frais.)

- Il fait frais, mais est-ce qu’il fait soleil? (Oui, il fait soleil.)

- Regardez Francine. Elle porte un jean et un gilet. Regardez Félix. Il porte une casquette, un gilet et un jean.

- Qui porte un jean? un gilet? une casquette? (Félix / Francine porte…)

Student Resource Module pp. 12–13: For teacher reference Dans la photo des jeux, le garçon porte un short, un t-shirt, une casquette et des chaussures de sport. Francine porte un jean, un t-shirt et un gilet. Félix porte une casquette, un t-shirt, un gilet et un jean.

Lesson 6 Célébrez l’automne! Student Resource Module pp. 12–13

MATERIALS Student Resource Module pp. 12–13, 30–31 Fiche d'activité 4a : C'est l'été! Fiche d'activité 4b : C’est l’automne! Fiche de stratégie 11 : Je consulte des ressources. (1)

COOPERATIVE LEARNING This is an ideal opportunity to emphasize the cooperative strategy Je contrôle ma voix. Students must use moderate volume—neither too loud, nor too quiet—to hear and understand what other students are saying.


PERSONALIZE: Talk about fall weather and clothing. (M) State the weather and name something you like to wear in the fall.

- C’est l’automne. Il fait frais. Je porte un gilet.


- Duncan, quel temps fait-il? (Il fait soleil.)

- Qu’est-ce que tu portes? (Je porte un jean.)

- Duncan, pose les questions à Ahmed : Quel temps fait-il? Qu’est-ce que tu portes? (…)

Verify comprehension: After several students have shared clothing they wear in the fall, ask others to recap what was just said.

- Qui porte un jean? (Duncan porte un jean. Mischa porte un jean.)

For teacher reference (other fall clothing): des chaussures de sport, un pantalon, une chemise, un chandail

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about fall weather and clothing in a large group setting.

MODÈLE

S1: C’est l’automne. Quel temps fait-il? S2: Il fait soleil. S1: Qu’est-ce que tu portes? S2: Je porte un gilet.

(IP) Direct students to ask and answer the questions with several classmates using the “milling to music” technique. (Refer to the Program Overview, p. 55, for a description of this grouping technique.) Use gestures to cue students as you play the module song or other French music of your choice.

- Levez-vous. Marchez. Écoutez la musique. Quand la musique arrête, arrêtez! Parlez à la personne près de vous.


- Qui est ton / ta partenaire? (C’est Erin.)

- C’est l’automne. Qu’est-ce qu’elle porte? (Elle porte un gilet.)

PD CORNER Students feel successful and validated when they communicate messages that are real for them.


ANTICIPATE: Do a picture walk. (SP) (GP) Refer to Student Resource Module pp. 12–13 (images-only version). Direct students to talk about the posters using comprehension strategies as you did earlier in Lesson 4 (see the sample questions in that lesson). Introduce festival activities using images to support meaning and suggest predictions if none are made by students.


- Posez des questions ou faites des observations. (« Octobre » est un mot familier.)

- Il y a des activités aux festivals. À quel festival est-ce qu’il y a des jeux? Des manèges? Des défilés? De la nourriture? (Il y a des jeux au Festival d’automne.)



- En quel mois est le Festival d’automne? (Le Festival d’automne est en octobre.)

- Qui aime l’automne? (J’aime l’automne.)

- Où est le Festival d’automne? Le Festival de la citrouille? (Le festival est à...)


SHARED READING 1: Consult resources. (M) (SP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you read the text again with students using an echo reading technique. Pause when encountering weather, clothing, and festival activity expressions and model using the appropriate resources.

- Je lis et je consulte des ressources pour m’aider.

- « Il fait frais. » C’est un mot non-familier. Je consulte le dictionnaire visuel! Aha! Je comprends.

- « Portez un gilet. » C’est un mot non-familier. Qu’est-ce que tu fais, Madison? (Je consulte les ressources dans la salle de classe.)

- « Il y a de la bonne nourriture. » C’est un mot non-familier. Qu’est-ce que tu fais, Matthew? (Je demande de l’aide.)

ENGLISH LANGUAGE LEARNERS Discuss other fall festivals that students are aware of (e.g., Diwali est un festival indien en octobre ou novembre. Quels autres festivals sont en automne?)

PD CORNER Displaying the strategy anchor chart for student reference throughout the module provides both a visual reminder to use the strategy as well as the necessary language to use it.


WRAP-UP: Complete a graphic organizer. (SP) Refer to Fiche d'activité 4b : C’est l’automne! Ask students to suggest fall weather, clothing, and festival activities described on Student Resource Module pp. 12–13. Direct students to record these in the first row of the organizer.

- Quel temps fait-il? Qu’est-ce que tu portes? Quelles activités est-ce qu’il y a au festival? (…)

(SP) When students have finished, ask them to help you identify other weather, clothing, and activities learned previously when talking about summer that could apply to fall festivals in your area. Record these in the second row of the organizer.

- Pensez à l’été. Quelles expressions s’appliquent à l’automne aussi? (…)

- Est-ce qu’il y a des vêtements d’été que vous portez aussi en automne? (…)

- Est-ce qu’il y a des activités aussi? (…)

Fiche d'activité 4b C’est l’automne! : For teacher reference

Quel temps fait-il?

Je porte… Au festival, il y a…

C’est l’automne

Il fait frais. Il fait soleil.

un gilet. une casquette. un jean.

de la nourriture. des jeux. un défilé. des manèges. des compétitions.

Et aussi… Answers will vary: Any appropriate expressions students learned for summer in Lessons 4 and 5 apply here.


WARM-UP: Play charades. (M) (SP) Refer to Fiche d'activité 4a and Fiche d'activité 4b completed in previous lessons for summer and fall. Choose a festival activity and think aloud as you mime it. Invite students to take your place.

- Regardez les activités d’été et d’automne. Je mime une activité. C’est quelle activité? (C’est une démonstration.)

- Non, dommage. (C’est un défilé.)

- Oui, c’est bien!

MODÈLE

S1: C’est quelle activité? S2: C’est une danse. S1: Oui, c’est bien!

DURING READING (CONTINUED) SHARED READING 2: Make meaning and link to personal experience. (SP) Do a shadow reading of the text on Student Resource Module pp. 12–13. Ask questions about both festivals and link to students’ personal experience.

- Quelles activités est-ce qu’il y a au Festival d’automne? (Il y a des jeux et des compétitions au Festival d’automne.)

- Qui préfère les festivals d’automne? Quelles activités aimes-tu? (J’aime...)

- Est-ce que les activités aux festivals d’automne sont différentes des activités aux festivals d’été? Quelles activités? (Oui, les activités sont différentes. Il y a de la danse au Festival antillais. Il n'y a pas de danse au Festival d’automne et au Festival de la citrouille.).

- Qui joue au frisbee? Qui aime les défilés? Nommez un défilé que vous aimez. Qui aime les manèges?

- Qui aime la tarte à la citrouille? Quelle nourriture est-ce que vous mangez aux festivals?

Lesson 7 Célébrez l’automne! Student Resource Module pp. 12–13

MATERIALS Student Resource Module pp. 6–7, 12–13, 22 Fiche d'activité 4a : C'est l'été! Fiche d'activité 4b : C'est l'automne!

INTERACTIVE TECHNOLOGY Consider using Allons au festival!, Interactive Whiteboard Activity 2: Qu’est-ce que tu portes? (online or on DVD) to talk about summer and fall clothes and weather.


SHARED READING 3: Explore language. (SP) Refer students to Student Resource Module pp. 6–7 and ask them to reread the two sentences where Félix and Francine describe what they are wearing (Je porte…). Then reread the two sentences on Student Resource Module pp. 12–13 where they suggest what to wear (Portez…!). Explain the difference between the two.

- Je porte des lunettes de soleil. C’est une description.

- Portez des lunettes de soleil. C’est une suggestion.

(SP) Read aloud Student Resource Module pp. 12–13 using a chime-in reading technique. Pause to clarify the difference between Il / Elle porte (descriptions) and Portez (suggestions).

- Qu’est-ce que Francine porte? (Elle porte un gilet.)

- Oui, c’est une description. Et quelle est la suggestion de Francine? (Portez un gilet!)

- Qu’est-ce que Félix porte? (Il porte une casquette.)

- Oui, c’est une description. Et quelle est la suggestion de Félix? (Portez une casquette.)

- Imaginez : Il fait soleil / frais / chaud / etc. Faites une suggestion. (Portez...)

Graphophonics: Ask students to point out the words containing the [e] sound.

- Trouvez le son « e ». Par exemple, « célébrez ». (premier, portez, compétitions, défilé)

(SP) Draw attention to the capitalization rules for months, seasons, cities, and provinces in the text.

- Regardez la date. C’est octobre et septembre. Est-ce que c’est une lettre majuscule ou minuscule? (C’est une lettre minuscule.)

- Regardez la saison. C’est l’automne. Est-ce que c’est une lettre majuscule ou minuscule? (C’est une lettre minuscule.)

- Regardez la ville. C’est Rimouski et Port Elgin. Est-ce que c’est une lettre majuscule ou minuscule? (C’est une lettre majuscule.)

- Regardez la province. C’est le Québec et l’Ontario. Est-ce que c’est une lettre majuscule ou minuscule? (C’est une lettre majuscule.)

(M) (SP) Introduce a rap rhythm to reinforce capitalization rules.

- Chantez avec moi.

ENGLISH LANGUAGE LEARNERS Ask students to compare these rules with ones in other languages they know. For example, En hongrois, octobre = október; en arabique, octobre = ukt bar; ce sont des lettres minuscules. En allemand, octobre = Oktober; c’est une lettre majuscule.

PD CORNER Focusing on capitalization in French allows students to make connections between their first language literacy knowledge and a second language context.

CULTURAL AWARENESS Locate Rimouski, QC and Port Elgin, ON on a map of Canada. In Rimouski, 85% of the population is of French origin. The city doubles in population during Le festival d’automne. You may choose to search online for the festival's theme song and play it for students.


MODÈLE

[Regular volume] Pour les mois et les saisons, c’est une lettre minuscule… [quieter] minuscule… [quietest] minuscule.

[Regular volume] Pour les villes et les provinces, c’est une lettre majuscule… [louder] majuscule… [loudest] majuscule.

AFTER READING RESPONSE TO TEXT: Prepare a flyer for an event. Introduce the production strategy: Refer to Student Resource Module p. 22 to introduce the production strategy Je fais un brouillon.

- Je fais un brouillon. C’est la première version de mon texte.

Ask students to think of a party, festival, or celebration that they have attended with family or friends. Students may want to bring a photo to show the class if they have one. In this writing activity, students record the event, the place, and the date using Tanisha and Céline as models. Think aloud as you model for students how they would complete a draft of their description.

- Voici ma photo. Je prépare une description. C’est le brouillon.

- Je vais à une fête. C’est à Beddington, Nouvelle-Écosse. C’est en juillet.

(SP) Invite students to help you edit the text. Check the use of upper and lower case letters for the month and location.

- Je révise le texte. Aidez-moi.

- On vérifie. Le mois a une minuscule, oui? La ville et la province ont des majuscules, oui?

(GP) Ask a student volunteer to draft a description in a large group setting for all to see. Invite the volunteer to call up a classmate to peer-edit his/her work using the same checklist as in the previous step.

- Un volontaire, s’il vous plaît.

- Demande à un ou une ami(e) de vérifier ton texte.

WRAP-UP: Prepare a final copy. (IP) Direct students to write a description and ask a classmate to peer-edit. When they have finished, they can prepare a final copy for display.

- Préparez la copie finale. Dessinez une image.

Learning Check (using the writing process): Collect and monitor. Review students’ final copies of the announcements, checking for students’ fidelity to the template and ability to edit their draft.

SOCIOLINGUISTIC AWARENESS Students learn how dates and cities are written in French.

PD CORNER Display an anchor chart of the production strategy (Fiche de stratégie 3) to serve as a reference and a visual reminder for students to use the strategy throughout the module.





Reading/After

Reading

8

Warm-Up: Review weather and clothing. Contextualize/Personalize: Talk about maple syrup.* Anticipate: Make predictions. Modelled Reading: Verify predictions. Shared Reading 1: Make meaning and link to personal experience. Response to Text: Talk about a maple sugar festival. Wrap-Up: View a video about maple syrup.

Student Resource pp. 14–15

Fiches d'activité 4b, 5 Fiche d’évaluation 3 Image Bank: Image of waffles, pancakes, ice-cream, and french toast Props: Bottle of maple syrup and some maple syrup for tasting (optional)



• Respond to an oral text by giving an opinion.*

• Read a variety of texts, e.g., an informative text.



• Retrieve information from an oral text, e.g., identify ideas.



• J'écoute un texte oral et donne mon opinion.

• Je lis une histoire en images.



• J’identifie des idées dans un texte oral.

Je compare ma culture avec d'autres cultures.


Learning Goal Students learn about the history and production of maple syrup. Je lis un texte informatif. Je découvre le sirop d’érable.

Lesson 8 Le sirop d’érable… un trésor du CanadaStudent Resource Module pp. 14–15


WARM-UP: Review weather and clothing. (M) (SP) Refer to Fiche d'activité 4b completed in the previous lesson. Repeat the clapping pattern activity learned in Lesson 5 to practise language for fall clothing and weather. Once students are comfortable, have them add new lines about local festivals.

MODÈLE

T: Au Festival [tape, tape] d’automne [tape, tape], il fait [tape, tape] frais. [tape, tape] Whole class : [Repeat] etc.

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about maple syrup. (M) Use a maple syrup bottle to introduce the topic and mention the maple leaf on Canada’s flag to support comprehension of sirop d’érable. (Optional: Provide a taste of maple syrup to students. Ensure students have no related food allergies.)

- Regardez le drapeau du Canada. C’est une feuille d’érable.

- Voici du sirop d’érable. Qu’est-ce que c’est? (C’est du sirop d’érable.)

(SP) (GP) Refer to images of various foods, state a food you would like to eat with maple syrup, and then ask students to say what they would like to eat with it.

- Imaginez. On mange du sirop d’érable avec les crêpes, la crème glacée, les gaufres et le pain doré. Moi, j’aime le sirop d’érable avec les crêpes. Et toi, Breanne? (J’aime le sirop d’érable avec…)

- Qui aime le sirop d’érable avec les gaufres? Avec la crème glacée? Avec les crêpes? Avec le pain doré? (J’aime le sirop d’érable avec les gaufres.)

- Et toi, Austin?

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about maple syrup in a large group setting.

Lesson 8

Le sirop d’érable… un trésor du Canada Student Resource Module pp. 14–15

MATERIALS Student Resource Module pp. 14–15 Fiche d'activité 4b : C'est l'automne! Fiche d'activité 5 : Au festival du sirop d'érable Image Bank: Image of waffles, pancakes, ice-cream, and French toast Props: Bottle of maple syrup and some maple syrup for tasting (optional)

ENGLISH LANGUAGE LEARNERS Show flags from other countries and ask students to name the colours on the flags. Invite students to name the colours on the flags of their native countries or ones they have visited. Students may also be able to describe other items on the flag.


MODÈLE

S1: J’aime le sirop d’érable avec les crêpes. Et toi? S2: J’aime le sirop d’érable avec le pain doré.

(IP) Ask students to work with a partner to ask and answer the question independently.

Learning Check (Listening to interact): Circulate and monitor. As students are talking, listen for their use of the structure and/or complete sentences. If needed, re-cue students to targeted forms on an individual basis.

ANTICIPATE: Make predictions. (M) (SP) Refer to Student Resource Module pp. 14–15 (images-only version) and draw students’ attention to the title. Ask students to make two predictions.

- Quel est le titre? (C’est « Le sirop d’érable… un trésor du Canada ».)

- Faites des prédictions. Qui utilise le sirop d’érable en premier? les Québécois ou les Premières Nations?

- En quelle saison est-ce qu’on produit le sirop d’érable? C’est l’été? L’automne? L’hiver? Le printemps?

DURING READING MODELLED READING: Verify predictions. (M) Read aloud Student Resource Module pp. 14–15, stopping to see if students understand the gist of the text and to verify predictions.

- Qui utilise le sirop d’érable en premier? Quelle est la saison? (C’est les Premières Nations. C’est le printemps.)

- Regardez nos prédictions. Est-ce que nos prédictions sont correctes?

SHARED READING: Make meaning and link to personal experience. (M) (SP) Read Student Resource Module pp. 14–15 using an echo reading technique. Pause and ask questions occasionally to verify comprehension.

- Regardez la carte. Dans quelles provinces est-ce qu’on produit le sirop d’érable? (On produit du sirop en Ontario, au Québec, au Nouveau-Brunswick.)

- Quelle province produit beaucoup de sirop d’érable? (Le Québec produit beaucoup de sirop d’érable.)

CULTURAL AWARENESS The tradition of the “sugar shack” (la cabane à sucre) began due to the amount of work involved in collecting and transforming maple sap into syrup. Settlers worked together, sharing resources (horses, wood, buckets, etc.). Eventually, maple season or le temps des sucres came to represent the end of the long winter and a tradition of getting together, sharing hearty meals, and rejoicing. Today, les cabanes à sucre have become popular attractions where visitors can enjoy the process, regional foods, and many outdoor activities. A traditional treat is la tire— hot maple taffy poured on snow and then pulled on a stick before it hardens.



- Pour faire de la tire, où est-ce qu’on met le sirop? (On met le sirop sur la neige.)

- C’est quelle saison? Quel temps fait-il? Qu’est-ce qu’on porte pour faire du sirop d’érable?

- Qui mange du sirop d’érable? de la tire? Est-ce que vous allez à des cabanes à sucre? Où?

AFTER READING

RESPONSE TO TEXT: Talk about a maple sugar festival. (M) (SP) (GP) Ask students to talk about maple sugar festivals they know.

- Comment s’appelle le festival? (Il s’appelle…)

- Où est le festival...? (Le festival est à…)

- Quand est le festival...? (Le festival est en…)

(SP) (GP) Refer to Fiche d'activité 5 : Au festival du sirop d'érable. Read the poster and ask students to look for the same information (name, place, date) about the maple syrup festival. Alternatively, refer to maple syrup festivals in Canada on authentic websites.

Maple syrup festivals: For teacher reference Festival Beauceron de l’Érable, le 11e Maple Sugar Festival du Sucre d'Érable, le Festival de l’Érable de Plessisville

WRAP-UP: View a video about maple syrup. (M) (SP) Invite students to view a video about making and enjoying maple syrup. Ask students to talk about the weather and clothing they see.

- Regardons une vidéo sur le sirop d’érable.

- Quel temps fait-il? Qu’est-ce que les personnes portent?

PD CORNER To help students access information from external websites, model how to use familiar comprehension strategies as they do the research collaboratively. Suggest and post keywords to control web searching.

Suggested search terms for maple syrup videos: - Heritage minutes, syrup - faire de la tire - le sirop d'érable - cabane à sucre - Érable le sucre santé

INTERCULTURAL AWARENESS Students read about traditions associated with maple syrup in Québec: la tire and la cabane à sucre and compare to similar traditions around food in other cultures. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.

INTERCULTURAL AWARENESS Viewing a video about making and enjoying maple syrup provides students an opportunity to listen to speakers demonstrating the traditions. Compare them to traditions associated with the production of foods in other cultures. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.





Reading

9

Warm-Up: Review weather and clothing. Contextualize: Describe winter weather and clothing.* Personalize: Talk about winter weather and clothing. Anticipate: Do a picture walk. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Consult resources. Wrap-Up: Complete a graphic organizer.

Student Resource pp. 16–17, 30–31 Fiche d'activité 4c Fiche de stratégie 11 Copies of a blank 12-hour clock face, one per student Props: 2 bags of clothing

During Reading/

After Reading

10

Warm-Up: Listen to clothing descriptions. Shared Reading 2: Make meaning and link to personal experience. Shared Reading 3: Explore language. Response to Text 1: Draw and describe a person’s clothing. Response to Text 2: Write about a school event.* Wrap-Up: Present a chant.

Student Resource pp. 16–17, 30–31 Fiches d'activité 4a-c, 6 Fiche d'évaluation 4 Blank paper for sketching



• Convey information orally, e.g., weather, clothing, and festival activities.


• Read a variety of texts, e.g., a webpage.





• Revise a text.*



• Je parle de la météo. Je parle des vêtements. Je parle des activités aux festivals.


• Je lis une page Web.




• J'identifie les éléments d'une page Web.




Learning Goal Students read webpages about winter festivals and learn to talk about winter weather, clothing, and activities. Je lis une page Web. Je parle de la météo, des vêtements et des activités aux festivals.

Lessons 9–10 Célébrez l’hiver! Student Resource Module pp. 16–17


WARM-UP: Review weather and clothing. (M) Prepare a bag containing summer and fall clothing items (sunglasses, t-shirt, shorts, shoes, jacket, jeans, a baseball cap). Pull one item at a time from the bag, name it, and invite students to describe the related weather.

- Je porte une casquette. Quel temps fait-il? Il fait frais.

- Maintenant, je porte des lunettes du soleil. Quel temps fait-il? (Il fait soleil ou il fait chaud.)

(SP) (GP) Invite students to take your place.

- Sarah, choisis un vêtement et pose la question. (Je porte un t-shirt. Quel temps fait-il?)

BEFORE READING CONTEXTUALIZE: Describe winter weather and clothing. (SP) Prepare a second bag containing winter clothing (jacket, ski pants, tuque, mitts, scarf, and boots). Describe the clothing items one at a time and ask students to personalize what they wear. Offer students expressions to describe winter weather that they may not yet have encountered.

- Regardez ces vêtements. C’est l’été? (Non, c’est l’hiver.)

- Je porte un anorak. Qui porte un anorak rouge comme moi? (Je porte un anorak rouge.)

- Patrick, de quelle couleur est ton anorak? (Mon anorak est bleu.)

- Quel temps fait-il? Est-ce qu’il fait chaud ou il fait froid? (Il fait froid.)

- Est-ce qu’il pleut ou il neige? (Il neige.)

PERSONALIZE: Talk about winter weather and clothing. (M) State the weather and name something you wear in the winter.

- C’est l’hiver. Il fait froid. Je porte une tuque.

Lesson 9


MATERIALS Student Resource Module pp. 16–17, 30–31 Fiche d'activité 4c : C’est l'hiver! Fiche de stratégie 11 : Je consulte des ressources. (1) or an anchor chart of the fiche Props: A bag containing summer and fall clothing and another bag containing winter clothing; copies of a blank 12-hour clock face, one per student



- Josie, quel temps fait-il? Qu’est-ce que tu portes? (Il neige. Je porte un anorak.)

- Josie, pose des questions à Darren : Quel temps fait-il? Qu’est-ce que tu portes? (…)

Verify comprehension: After several students have shared information about clothing they wear in the winter, ask others to restate the information they have just heard.

- Qui porte un anorak? (Josie porte un anorak. Danielle porte un anorak aussi.)

For teacher reference (other winter clothing): des bottes de neige, un chandail, un jean, un pantalon, une veste, des gants, une écharpe

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about winter weather and clothing in a large group setting.

MODÈLE

S1: C’est l’hiver. Quel temps fait-il? S2: Il fait froid. S1: Qu’est-ce que tu portes? S2: Je porte des mitaines.

(M) (SP) (GP) Have students ask and answer the questions about winter clothing with several classmates using the “appointment clock” structure. (Refer to the Program Overview, p. 53, for a description of this grouping technique.) In advance, make a blank 12-hour clock and distribute a copy to each student. Think aloud as you model how to collect four signatures on your clock, at 3:00, 6:00, 9:00, and 12:00. Ask two students to model the exchange in a large group setting.

- Je trouve quatre partenaires : un ou une partenaire à 3h, à 6h, à 9h et à 12h.

MODÈLE

T: Sandra, est-ce que tu es libre à 3h? S: Oui, je suis libre à 3h. T: Écris ton nom, s’il te plaît.

COOPERATIVE LEARNING Informal or random groupings are effective in second language classrooms. These are often preferable to having students find their own partners or groups. Refer to the Program Overview, pp. 53-55, for descriptions of grouping techniques.

DIFFERENTIATION To help students recall of stated clothing, consider using the props from earlier as prompts.


(IP) Direct students to ask and answer questions about winter clothing with several classmates and collect the four signatures.

- Parlez à votre partenaire de 9h. Posez des questions et répondez aux questions.

- Au son de la cloche, changez de partenaires.


- Qui est ton / ta partenaire? (C’est Eric.)

- C’est l’hiver. Qu’est-ce qu’il porte? (Il porte un pantalon de neige.)

Learning Check (Speaking to communicate): Circulate, monitor, and confirm. As students are sharing what they discussed, listen for their use of the targeted clothing and weather vocabulary. If needed, refer students to the Student Resource Module for help with terms.

ANTICIPATE: Do a picture walk. (SP) (GP) Refer to Student Resource Module pp. 16–17 (images-only version). Direct students to talk about the webpages using comprehension strategies as you did in Lesson 4 (see the sample questions in that lesson). Introduce festival activities using images to support meaning and suggest predictions if none are made by students.


- Posez des questions ou faites des observations. (Quel est le titre? Je vois deux festivals. Un festival s’appelle…)

- Il y a des activités aux festivals. À quel festival est-ce qu’il y a des sculptures de neige? Du patinage? Des activités dans la neige? (Il y a des sculptures de neige au Festival du Voyageur.)


Student Resource Module pp. 16–17: For teacher reference Francine porte une tuque, un anorak, un pantalon de neige, des mitaines et des patins. Félix porte une tuque, des bottes, un costume de voyageur et une ceinture fléchée.

PD CORNER Predicting content before reading helps students understand text and begin to make personal connections to it. In the process, students are anticipating images and language that they will encounter.




- Qui fait le site Web du festival Bal de Neige et du Festival du Voyageur? (C’est Félix et Francine.)

- En quel mois est le festival Bal de Neige? (Le festival est en février.)

- Où est le festival Bal de Neige? le Festival du Voyageur? (Le festival est à...)

- Regardez nos prédictions. C’est vrai ou faux? (…)

SHARED READING 1: Consult resources. (GP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you read the text again with students using an echo reading technique. Ask students to examine the text, identify words they do not understand, and choose appropriate resources.

- Choisissez des mots non-familiers. Qu’est-ce que vous faites? Est-ce que vous consultez le dictionnaire visuel, consultez les ressources dans la salle de classe ou demandez de l’aide? (Voici « ceinture ». C’est un mot non-familier. Je demande de l’aide.)

WRAP-UP: Complete a graphic organizer. (SP) Refer to Fiche d'activité 4c : C’est l’hiver! Ask students to suggest winter weather, clothing, and festival activities described on Student Resource Module pp. 16–17. Direct students to record these in the first row of the organizer.

- Quel temps fait-il? Qu’est-ce que tu portes? Quelles activités est-ce qu’il y a au festival? (…)

(GP) When students have finished, ask volunteers to identify other weather, clothing, and activities learned previously that could apply to winter festivals in your area. Record these in the second row of the organizer.

- Pensez à l’été et à l’automne. Quelles expressions s’appliquent à l’hiver aussi? (…)

- Est-ce qu’il y a des vêtements d’été et d’automne que vous portez aussi en hiver? (…)

- Est-ce qu’il y a des activités aussi? (…)

- Comparez vos vêtements en été et en hiver. Qu'est-ce que vous remarquez?

CULTURAL AWARENESS Locate Ottawa, ON, Gatineau, QC, and Winnipeg, MB on a map of Canada. Bal de Neige is a bilingual festival created to celebrate Ottawa-Gatineau’s unique northern climate and culture (search the keywords capitale du canada celebrons, bal-de-neige). Gatineau is located directly across the river from Ottawa and together they form the National Capital Region. French is the mother tongue for 80% of Gatineau’s population, while 37% of Ottawa residents can speak both official languages, making it the city with the highest bilingual population in Canada.

The Festival du Voyageur (search the keywords festival voyageur ) is held in Saint-Boniface, a Franco-Manitoban community within Winnipeg where just under 30% of the population speaks French. The festival celebrates the joie de vivre of the fur traders who established the Red River Colony and the ever-growing French-Canadian community in Western Canada.

DIFFERENTIATION Provide students with pictures of all activities, clothing, and weather featured so far in the module. Students can suggest whether or not their pictured item belongs on the organizer.


Fiche d'activité 4c C’est l’hiver! : For teacher reference

Quel temps fait-il?


C’est l’hiver

Il neige. Il fait froid. Il fait frais. Il fait beau.

des mitaines. un pantalon de neige.un anorak. une tuque. des bottes d’hiver. des patins.

des activités dans la neige. du patinage. une compétition de sculptures de neige. du toboggan.

Et aussi…

Answers will vary. Any appropriate expressions students learned for summer and fall apply here.


WARM-UP: Listen to clothing descriptions. (M) (SP) Refer to Fiche d'activité 6 : Au festival d’hiver! Ask students to look carefully at the clothing items in number 1 and choose the correct description, while you describe what you would wear to the festival Bal de Neige.

- Je vais au festival Bal de Neige. Écoutez bien. « Je porte un anorak et un pantalon de neige. Il y a du patinage sur le canal Rideau. Youpi! Je porte mes patins. J’aime l’hiver! » Quelle description est-ce que j’encercle? (Tu encercles b.)

(M) (SP) Describe what you would wear to the Festival du Voyageur and ask students to choose from the clothing items in number 2.

- Je vais au Festival du Voyageur. Écoutez bien. « Je porte un costume traditionnel et une ceinture fléchée. La ceinture fléchée est rouge, alors je porte une tuque rouge. Il y a une compétition de sculptures de neige. Hourra! » Quelle description est-ce que j’encercle? (Tu encercles a.)

(GP) Invite a few students to take your place describing for the class what they would wear to each of the festivals. The class listens and suggests which of the drawings they would circle.

- Des volontaires, s’il vous plaît. Qu’est-ce que vous portez au festival Bal de Neige et au Festival du Voyageur?

Fiche d'activité 6 : Au festival d’hiver! Answer Key

Answers will vary.

DURING READING (CONTINUED) SHARED READING 2: Make meaning and link to personal experience. (SP) Refer to Student Resource Module pp. 16–17. Do a shadow reading of the text. Ask questions about both festivals and link to students’ personal experience.

- Quelles activités est-ce qu’il y a au festival Bal de Neige? (Il y a des activités dans la neige et du patinage au festival Bal de Neige.)

Lesson 10


MATERIALS Student Resource Module pp. 16–17 Fiches d'activité 4a-c, 6 Fiche d'évaluation 4 : Assessment FOR Learning Audio: Au festival d'hiver! Prop: Blank paper for sketching

COOPERATIVE LEARNING Remind students of the cooperative learning strategy J’écoute bien, taught in Ma classe et moi. This is also an opportunity to practise Je contrôle ma voix.

DIFFERENTIATION If students have difficulty following the oral description, pause after each clothing item and ask a student to place a checkmark beside the pictures of that item on Fiche d'activité 6 until they are able to determine the answer by process of elimination.


- Est-ce que vous faites du patinage? Où? (Je fais du patinage à...)

- Est-ce que vous faites du patinage? Où? (Je fais du patinage à...)

- Qu’est-ce que vous portez pour faire du patinage? Pour jouer dans la neige? Pour faire du toboggan? (Je porte...)

- Est-ce que vous allez à des festivals d’hiver? Qu’est-ce que vous faites aux festivals d’hiver? (Je fais..., Je joue...)

SHARED READING 3: Explore language. (SP) Refer to Student Resource Module pp. 16–17. Do a choral reading of the text. Divide the class into three groups and direct each group to read the text with a different expression (questioning, factual, excited). Direct students’ attention to the punctuation that corresponds to each expression: Interrogative, declarative, and exclamatory.

- Regardez les trois types de ponctuation : le point d’interrogation (?), le point (.) et le point d’exclamation (!).

- Groupe 1, lisez les phrases avec un point d’interrogation. Pratiquez avec moi. Groupe 2, lisez les mêmes phrases avec un point. Pratiquez avec moi. Groupe 3, lisez les mêmes phrases avec un point d’exclamation. Pratiquez avec moi.

Graphophonics: Ask students to point out the words ending in the [e] sound.

- Trouvez le son « e ». Par exemple, célébrez. (février, Québec, portez, activités, compétition, défilé, fléchée)

AFTER READING RESPONSE TO TEXT 1: Draw and describe a person’s clothing. (M) (SP) Choose one of the mascots, Francine or Félix, and sketch the character wearing clothing items with which students are familiar. Keep the drawing hidden while you describe the character to the class and ask students to sketch what they hear. (They may refer to Fiches d'activité 4a-c for support).

- Je dessine Félix. Écoutez ma description et dessinez l’image : « Il porte des sandales, un t-shirt, un pantalon de neige et une tuque! » Voici mon dessin. Montrez-moi vos dessins. Comparez. Est-ce qu'ils sont similaires?

(GP) Ask all students to draw Francine or Félix wearing various clothing items and ask them to keep the drawings hidden. Call on two volunteers to demonstrate the listening activity in a whole class setting. One partner orally describes his/her sketch and the other partner draws what he/she

PD CORNER Having students exchange information without visual cues develops their listening comprehension skills. In this case, their comprehension is verified by what they draw.


hears on a new sheet of paper. When both partners have listened and sketched, they compare drawings to see how closely the “listener” matched what was described.

(IP) In pairs, ask all students to participate in the activity, switching roles.

- Maintenant, écoutez la description de votre partenaire. Dessinez ce que vous entendez. Comparez les dessins. C’est bien?

RESPONSE TO TEXT 2: Write about a school event.

(SP) Create a list with students of the events that have taken place in your classroom, school, or community over the course of the year, e.g., Parents’ Night, Halloween Party, Terry Fox Run, Arts Night, Holiday Concert, Winter Festival, Music Night, Field Day.

- Je pense aux activités spéciales dans notre école cette année. Est-ce qu’il y a un festival ou une activité spéciale à notre école? Ou dans notre ville? En septembre, c’est la Soirée des parents. Et aussi? (...)

Possible school events: For teacher reference Il y a la Soirée des parents, la Fête de l’Halloween, la Course Terry Fox, l’Exposition d’art, le Spectacle du temps des fêtes, le Festival d’hiver, le Spectacle de musique, la Journée sportive.

(M) In this writing activity, students write a description of activities for a school event. Think aloud as you model for students how they would complete a draft of their description.

- Je pense à la Soirée des parents. J’écris une description des activités. C’est le brouillon : C’est la Soirée des parents. Il y a de la nourriture. Il y a de la musique.

(SP) Invite students to help you edit the text. Refer to Fiche d'activité 6a-c to check the spelling of the activities.

- Je révise le texte. Aidez-moi. Les activités sont bien, oui?

(GP) Ask a student volunteer to prepare a draft description for a different event in a large group setting. Invite the volunteer to call up a classmate to peer-edit his/her work using the same checklist as in the previous step.

- Demande à un ou une ami(e) de vérifier ton texte.

(IP) Direct students to create their description for a current school event and ask a classmate to peer-edit. When they have finished, have them prepare a final copy for display.

- Préparez la copie finale.

DIFFERENTIATION Consider directing students to certain partners, to ensure either greater difference between images (to add challenge) or more similarity (to provide extra support).


Assessment FOR Learning (using the writing process): Monitor and assess to determine if students can write and publish a text about a school event. If needed, consider the recommendations below.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Provide students with a personal copy of the model to use as a reference for their drafts. Monitor the draft, providing individual feedback as needed.

Invite students to provide more details about the event, perhaps including the day or adjectives for the event, e.g., une fête fantastique.

WRAP-UP: Present a chant. (M) (SP) With a student volunteer, show students how to turn their descriptions into a chant by using an interrogative and an exclamatory voice for the description of each activity.

- Voici ma description. Avec un ou une volontaire, je présente ma description.

MODÈLE

T and S: C’est la Soirée des parents. T: Il y a de la nourriture? S: Il y a de la nourriture! T: Il y a de la musique? S: Il y a de la musique! T and S: C’est la Soirée des parents.

(GP) Ask two student volunteers to chant their descriptions in the same way.

(IP) Pair students in order to prepare their chants. After a short practice, ask each pair to present to another pair of students or to the whole class.

- Avec un ou une partenaire, préparez un chant. Présentez le chant.

DIFFERENTIATION Give students the option of incorporating gestures into their chant as well, perhaps to match the rhythm or to reflect the meaning of each line.

Use Fiche d'évaluation 4 : Assessment FOR Learning to track a few students’ facility with the criterion each day, noting who needs support (S), who needs challenge (C), and who is on target (T).




Before Listening/

During Listening

11

Warm-Up: Role-play a lost and found station. Contextualize: Describe spring weather and clothing.* Personalize: Talk about spring weather and clothing. Anticipate: Use comprehension strategies. Shared Listening 1: Listen for familiar words. Shared Listening 2: Listen for spring weather, clothing, and activities. Wrap-Up: Complete a graphic organizer.*

Student Resource pp. 18–19, 30–31 Fiches d'activité 4d, 7 Fiche de stratégie 11 Fiche d'évaluation 4 Audio: Célébrez le printemps! Props: Clothing for summer, fall, winter, and spring; copies of a blank 12-hour clock face, one per student

During Listening/

After Listening

12

Warm-Up: Review festival activities. Shared Listening 3: Listen for festival months. Shared Reading: Make meaning and link to personal experience. Response to Text 1: Read festival posters.* Response to Text 2: Create a spring festival poster. Wrap-Up: Announce a spring festival.

Student Resource pp. 18–19 Fiches d'activité 4a, 4b, 4c, 4d, 8a, 8b, 9 Audio: Célébrez le printemps!


• Respond to an oral text by stating a fact.*


• Listen to a variety of texts, e.g., an internet conversation.


• Use a graphic organizer to record ideas.*


• Restate or retell information from a written text.*

• Revise a text.





• J'écoute une conversation sur Internet.




• J’identifie des idées dans un texte écrit.


• Je lis avec expression.



Learning Goal Students listen to an Internet conversation and compare two spring festivals in different parts of Canada. J’écoute une conversation. Je parle de la météo, des vêtements et des activités aux festivals. J’écris une annonce publicitaire.

Lessons 11–12 Célébrez le printemps! Student Resource Module pp. 18–19


WARM-UP: Role-play a lost and found station. (M) Prepare a box of clothing for summer, fall, and winter. Recall with students the lost and found box in the text Pauvre Michel! (p. 12). Model a role play by assuming the role of a person who takes care of a lost and found station, and ask a student to name a clothing item he/she has lost.

- Voici la boîte des objets trouvés. Susan, imagine que tu cherches un vêtement. Pose une question. (Est-ce qu’il y a une mitaine ici?)

- Un moment, s’il te plaît. C’est de quelle couleur? (C’est rouge.)

- Oui, voici une mitaine rouge. / Non, c’est dommage.

(SP) Ask a student to act as the person who takes care of the station and call on another student to name a lost clothing item. Ask them to follow your model. Continue as time and interest permit.

- On change de rôles maintenant. Taylor, pose une question à Susan.

MODÈLE

S1: Est-ce qu’il y a un gilet dans la boîte? S2: Un moment, s’il te plaît. C’est de quelle couleur? S1: C’est bleu. S2: Oui, voici un gilet bleu. / Non, c’est dommage. S1: Merci.

BEFORE LISTENING CONTEXTUALIZE: Describe spring weather and clothing. (SP) Display a few clothing items associated with spring (hoodie, raincoat, umbrella, rubber boots). Describe clothing items, one at a time, and ask students to personalize what they wear. Ask students to describe spring weather clothing choices for weather that they may not yet have encountered.

- Regardez ces vêtements. C’est l’hiver? (Non, c’est le printemps.)

Lesson 11

Célébrez le printemps! Student Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 18–19, 30–31 Fiche d'activité 4d : C’est le printemps! Fiche d'activité 7 : Célébrez le printemps! Fiche de stratégie 11 : Je consulte des ressources. (1) or an anchor chart of the fiche Fiche d'évaluation 4 : Assessment FOR Learning Audio: Célébrez le printemps! Props: Clothing for summer, fall, winter, and spring; copies of a blank 12-hour clock face, one per student


- Je porte un imperméable. Qui porte un imperméable jaune comme moi? (Je porte un imperméable jaune.)

- Rachelle, de quelle couleur est ton imperméable? (Mon imperméable est vert.)

- Quel temps fait-il? (Il fait frais. Il pleut.)

PERSONALIZE: Talk about spring weather and clothing. (M) State the weather and name something you wear in the spring.

- C’est le printemps. Il fait frais. Je porte un gilet.


- Ryan, quel temps fait-il? Qu’est-ce que tu portes? (Il pleut. Je porte des bottes.)

- Ryan pose les questions à Megan. (Quel temps fait-il? Qu’est-ce que tu portes?)

Verify comprehension: After several students have shared clothing they wear in the spring, ask others to recap what was just said.

- Qui porte un imperméable? (Rachelle porte un imperméable. Megan porte un imperméable.)

For teacher reference (other spring clothing): un chandail, un gilet, un pantalon, une chemise, des chaussures de sport, une veste

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about spring weather and clothing in a large group setting.

MODÈLE

S1: C’est le printemps. Quel temps fait-il? S2: Il fait frais. S1: Qu’est-ce que tu portes? S2: Je porte un jean.

(IP) Direct students to ask and answer the questions with several classmates using the “appointment clock” structure. (Refer to the Program Overview, p. 53, for a description of this grouping technique.) You may use the same groups from the appointment clock activity in Lesson 9 or arrange new groups. Use a bell or similar sound to cue students to move to their next partner.

- Parlez à votre partenaire de 9h. Posez des questions et répondez aux questions.

- Au son de la cloche, changez de partenaire.


Assessment FOR Learning (Listening to interact): Monitor and assess to determine if students can respond at appropriate points and with information relevant to the questions. If needed, consider the recommendations below.


Prior to one-on-one work, have the students practise the exchanges in a choral pair.

Model and encourage students to use other question/response formats with their classmates.


- Qui est ton / ta partenaire? (C’est Sophie.)

- C’est le printemps. Qu’est-ce qu’elle porte? (Elle porte un t-shirt.)

ANTICIPATE: Use comprehension strategies. (SP) (GP) Refer to Student Resource Module pp. 18–19 (images-only version). Direct students to talk about the Internet conversation using comprehension strategies as you did in Lesson 4 (see the sample questions in that lesson). Introduce festival activities using images to support meaning and suggest predictions if none are made by students.


- Posez des questions ou faites des observations. (Quel est le titre? Je vois deux festivals. Un festival s’appelle…)

- Il y a des activités aux festivals. À quel festival est-ce qu’il y a une démonstration de tambours? Une compétition de traîneau à chiens? Des courses de motoneige? De la musique? Un match de hockey? (Il y a _____ au Festival du Bois.)

- Faites des prédictions. À quel mois est chaque festival?

Student Resource Module pp. 18–19: For teacher reference Félix porte un imperméable, un jean et des bottes de pluie. Francine porte une tuque, un anorak, des mitaines et des bottes d’hiver. Jason, à Coquitlam, porte un gilet. Eetuk, à Iqaluit, porte une chemise.

DURING LISTENING SHARED LISTENING 1: Listen for familiar words. (M) (SP) Explain that students will now listen to the online conversation shown on Student Resource Module pp. 18–19. Play the audio selection the first time to listen for familiar words and verify the two boys’ names. Pause after the first speaker and do a think-aloud. Direct students to raise their hands when they hear familiar words.

PD CORNER When students encounter a text for the first time, it is helpful to have them respond with a gesture to show comprehension. This is a relatively risk-free way to begin. Alternatively, you may choose to have students jot down a mark on paper each time they hear a familiar word and then count how many they recognized. It is reassuring to students to see that they already understand some of the new text.




- Les garçons parlent sur Internet. Nous allons écouter la conversation.

- J’écoute bien. « Salut » est un mot familier.

- Comment s'appelle le garçon? (Il s'appelle Jason.)

- Écoutez bien. Quels sont les mots familiers? Comment s’appelle le deuxième garçon qui parle? (Il s'appelle Eetuk.)

Célébrez le printemps!

Eetuk : Salut, Jason! Ça va? Jason : Salut! Oui, ça va, Eetuk. Et toi? Eetuk : Moi aussi! Hé, Jason, qu’est-ce que tu fais samedi? Jason : Samedi, je vais au Festival du Bois! Eetuk : Le Festival du Bois? C’est quoi, le Festival du Bois? Jason : C’est un festival francophone dans un parc en mars. Il y a de la musique. Il y a une démonstration de tambours. Eetuk : C’est dans un parc? Est-ce qu’il fait beau à Coquitlam? Jason : Non, il pleut et il fait frais. Eetuk : Ah non! C’est dommage! Jason : Pas de problème! Je porte un imperméable et mes bottes de pluie. Est-ce qu’il y a un festival chez toi à Iqaluit? Eetuk : Oui, le Festival Toonik Tyme! C’est en avril! Jason : Ah oui! Il fait beau en avril! C’est le printemps. Eetuk : Oui, il fait beau, mais à Iqaluit, il fait froid! Il y a de la neige! Jason : Il y a de la neige en avril? Waouh! Quelles activités est-ce qu’il y a? Eetuk : Il y a des courses de motoneige, une compétition de traîneau à chiens et des matchs de hockey. Jason : Waouh! Brrr… Le printemps à Iqaluit, c’est différent… les motoneiges, le hockey! Ici à Coquitlam, il fait frais et je porte un gilet et une casquette! Eetuk : Et moi, je porte un anorak et des bottes d’hiver! Pas de problème : c’est Toonik Tyme! Jason : Hmmm! Le Festival du Bois! Toonik Tyme! Deux superbes festivals différents! Eetuk : Eh oui, Jason, au revoir. Bon festival! Jason : Merci, Eetuk. Au revoir!

SHARED LISTENING 2: Listen for spring weather, clothing, and activities. (M) (SP) In advance, use Fiche d'activité 7 : Célébrez le printemps! to create weather, clothing, and activity cards. Distribute one card to every student. Listen to the conversation a second time and ask students holding the appropriate cards to raise their hand. Ask one student to place the card on a hand-drawn version of Fiche d'activité 4d : C’est le printemps!

- Écoutez la conversation. Quel temps fait-il? Qu’est-ce que les garçons portent? Quelles activités est-ce qu’il y a aux festivals? Si vous avez la bonne carte, levez la main.

DIFFERENTIATION Consider using a “deliberately random” distribution of the cards to align with students' skills and/or strengths.


- Jon, mets ta carte sur le tableau de ressources sous le bon titre.

WRAP-UP: Complete a graphic organizer. (SP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you examine the words in Fiche d'activité 4d : C’est le printemps! Ask students to identify words they do not understand and choose appropriate resources to find their meaning. Then ask students to record the words in their graphic organizer on Fiche d'activité 4d.

- Quels sont les mots que vous ne comprenez pas. Qu’est-ce que vous faites? Est-ce que vous consultez le dictionnaire visuel? les ressources dans la salle de classe ou demandez de l’aide? (« Bottes d’hiver » est un mot non-familier. Je consulte le dictionnaire visuel.)

(IP) When students have finished, ask them to complete the second row of the graphic organizer with weather, clothing, and activities learned previously that could apply to spring festivals in your area.

- Pensez à l’été, à l’automne et à l’hiver. Quelles expressions s’appliquent au printemps aussi? (…)

Fiche d'activité 4d C’est le printemps! : For teacher reference

Quel temps fait-il?


C’est le printemps

Il pleut. Il fait froid. Il fait frais. Il fait beau.

un imperméable. des bottes de pluie. des bottes d’hiver. un anorak. une tuque. des mitaines.

de la musique. une démonstration de tambours. une compétition de traîneau à chiens. un match de hockey. des courses de motoneige.

Et aussi... Answers will vary: Any appropriate expressions students learned for summer, fall, and winter apply here.

Assessment FOR Learning (Writing: Purpose, audience, and form): Monitor and assess to determine if students can write about clothing, weather, and activities used across seasons. If needed, consider the recommendations below.


Provide students with a version of the organizer in which all possible terms learned previously have been included. Direct students to circle the terms that can apply to all four of the seasons.

Direct students to select three terms that could apply to winter, summer, and fall; three terms that can only apply to spring and fall; and three terms that can only apply to winter and summer.

PD CORNER Showing students how to use resources in their FSL tasks helps them to become more autonomous. It also demonstrates that the use of resources is a transferable strategy between one’s first language and other subject areas.




WARM-UP: Review festival activities. (M) (SP) Refer to Fiches d'activité 4a, 4b, 4c, and 4d. Choose two festival activities and write them on slips of paper. Ask students to follow your model.

- Je choisis deux activités intéressantes. J’écris les activités.

- Choisissez et écrivez deux activités aussi.

(SP) Read aloud your activities and ask students who have the same two activities to stand.

- Je lis deux activités : Il y a de la musique. Il y a des courses de motoneige.

- Qui a exactement les mêmes activités? Levez-vous et nommez les activités. (Il y a de la musique. Il y a des courses de motoneige.)

(SP) Ask a student who is still seated to read his/her two activities. Ask all students sharing those two activities to stand and confirm. Continue until all students are standing.

- Ken, lis tes deux activités. (Il y a une démonstration de cerf-volant. Il y a un match de hockey.)

- Qui a exactement les mêmes activités? Levez-vous! Quelles sont les activités? (Il y a une démonstration de cerf-volant. Il y a un match de hockey.)

DURING LISTENING (CONTINUED) SHARED LISTENING 3: Listen for festival months. Listen to the conversation a third time and ask students to confirm their prediction about the month when each festival takes place.

- Écoutez la conversation. En quel mois est le Festival du Bois? Le Festival Toonik Tyme? (Le Festival du Bois est en mars. Le Festival Toonik Tyme est en avril.)

Lesson 12

Célébrez le printemps! Student Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 18–19 Fiche d'activité 4a : C'est l'été! (for reference) Fiche d'activité 4b : C'est l'automne! (for reference) Fiche d'activité 4c : C'est l'hiver! (for reference) Fiche d'activité 4d : C'est le printemps! (for reference) Fiches d'activité 8a-b : Je lis des affiches. Fiche d'activité 9 : J’annonce un festival. Audio: Célébrez le printemps!

INTERACTIVE TECHNOLOGY Consider using Allons au festival!, Interactive Whiteboard Activity 3: C’est quel festival? (online or on DVD) to talk about all the festivals described in this module.


AFTER LISTENING SHARED READING: Make meaning and link to personal experience. (SP) Refer to Student Resource Module pp. 18–19. Do a shadow reading of the text. Ask questions about both festivals and link to students’ personal experience.

- Quelles activités est-ce qu’il y a au Festival du Bois? (Il y a...)

- Pourquoi est-ce que les vêtements au Festival du Bois sont différents des vêtements au Festival Toonik Tyme? Quel temps fait-il? (À Coquitlam, il pleut. À Iqaluit, il fait froid.)

- Qui dans la classe joue d’un instrument de musique? quel instrument? Qui dans la classe joue au hockey? Pour une équipe? Quelle équipe?

- Est-ce que vous allez aux festivals d’hiver? Qu’est-ce que vous faites aux festivals d’hiver?

RESPONSE TO TEXT 1: Read festival posters. (SP) Refer to Student Resource Module pp. 18–19. Identify with students the key information found on a poster by asking questions about the two spring festivals. Students may refer to the images and captions in the Student Resource Module or to the Internet conversation they heard between Jason and Eetuk. As each question is answered, record the type of information on a checklist. This checklist will later serve to guide students when they prepare and peer-edit their own draft posters.

- J’annonce un festival. Regardez la page 18.

- Quel est le nom du festival? (C’est « Le Festival du Bois ».)

- J’écris sur ma liste : « Dans une annonce, il y a un nom. ».

Possible checklist for student reference: For teacher reference Il y a un nom, une date, une ville ou une région, une province, la saison, la météo, des suggestions de vêtements, des activités.

(SP) (GP) Refer to Fiche d'activité 8a : Je lis des affiches. Read Poster A together and place a checkmark beside the details that are included and an 'x' beside missing information. Ask a student to read Poster B and examine its content by thinking aloud in a whole group setting. Ask the volunteer to place a checkmark or an 'x' beside each detail, as before.


- On lit l’annonce A ensemble. Quelle information est-ce qu'il y a? (Il y a le nom, la ville, etc.)

- Quelle information manque ici? (…)

- Un volontaire, s’il vous plaît? Lis l’annonce B. Quelle information est-ce qu'il y a? (…)

(IP) Refer to Fiche d'activité 8b : Je lis des affiches. Ask students to complete this activity independently.

Fiche d'activité 8a Je lis des affiches : Answer Key Annonce A : la saison, les vêtements; Annonce B : le mois / la date, les activités Fiche d'activité 8b Je lis des affiches : Answer Key Annonce C : la province, la météo; Annonce D : la ville / la région, la province, la saison

Learning Check (Reading comprehension): Collect and monitor. Collect students’ responses to Parts C and D. Take note that, when students are preparing the poster for the performance task, those students who did not identify the elements correctly may need support in understanding the required components of the poster.

RESPONSE TO TEXT 2: Create a spring festival poster. (SP) List with students some local spring festivals and celebrations or imagine new ones with students.

- Est-ce qu’il y a des fêtes, des festivals, des célébrations de printemps? quelles fêtes? quels festivals? quelles célébrations? (…)

Possible spring festivals or celebrations: For teacher reference Il y a le 'Pacific Rim Whale Festival', le 'Calgary International Children’s Festival', la 'Spring Celebration Powwow', la célébration 'Hike under the Aurora Borealis', le Défilé de la Saint-Patrick, la fête 'Gathering of the Scots', le 'Festival Trails, Tails and Tunes', Festival Beauceron de l’Érable, Le 11e Maple Sugar Festival du Sucre d’Érable, Le Festival de l’Érable de Plessisville

(GP) Ask a volunteer to use Fiche d'activité 9 : J’annonce un festival to draft a poster for a festival of his/her choice in a large group setting. Invite the volunteer to call up a classmate to peer-edit his/her work using the list of information identified when reading a poster and remembering when to use upper/lower case letters for the season, date, and place.

- Pensez à des festivals dans notre région.

- Un volontaire, s’il vous plaît? Prépare un brouillon pour un festival de ton choix.

- Demande à un ou une ami(e) de vérifier ton texte. Est-ce qu’il y a de l’information qui manque? Est-ce que les majuscules et les minuscules sont correctes?

PD CORNER To make this task personally meaningful to students, it is a good idea to feature an authentic, local spring festival. If this is not possible, students can generate ideas for activities and features for a not-yet-imagined spring festival for their local area.



(GP) Direct students to create a draft poster for a spring festival of their choice. Pair students as they finish their draft for the editing process.

- Préparez un brouillon pour une affiche.

- Aidez votre partenaire. Vérifiez les brouillons. (IP) Direct students to prepare a final copy for display.

- Préparez la copie finale. Dessinez une image.

WRAP-UP: Announce a spring festival. (SP) Read some of the posters with an expressive voice. Invite various groups of students to chime in for each new line.



Before Listening/

During Listening

13

Warm-Up: Describe a seasonal image. Contextualize: Describe seasonal weather and clothing. Personalize: Talk about seasonal clothing and weather.* Anticipate: Talk about music. Shared Listening 1: Listen for gist and enjoyment. Shared Listening 2: Listen for seasons and weather. Shared Listening 3: Listen for clothing items. Wrap-Up: Sing the song.

Student Resource pp. 2–3, 20–21 Fiches d'activité 10a-b Fiche d'évaluation 4 Fiche de stratégie 1 Audio: Qu’est-ce que je porte?

After Listening 14

Warm-Up: Relate clothing to weather and seasons. Response to Text: Compare two festivals.* Wrap-Up: Sing the module song.

Student Resource pp. 20–21 Fiche d'évaluation 4 Audio: Qu’est-ce que je porte? (lyrics and instrumental version) Prop: Bag of clothing items


• Convey information orally, e.g., weather, clothing, and festival activities.*



• Listen to a variety of texts, e.g., a song.



• Restate or retell information from a written text.*



• Je parle de la météo, des vêtements et des activités aux festivals.



• J'écoute une chanson.







Learning Goal Students learn a song and learn to talk about weather and clothing for each season. J’écoute une chanson. Je parle des saisons. Je parle de la météo. Je parle des vêtements.

Lessons 13–14 Qu’est-ce que je porte? Student Resource Module pp. 20–21


WARM-UP: Describe a seasonal image. (M) Refer to Student Resource Module pp. 2–3. Make as many statements as possible to describe one of the four seasons. As you model, point to the elements in the image that support your statements.

- Je regarde la première photo. Je fais des descriptions. Hmm... C’est l’automne. Il fait beau. Il porte une veste. Il fait frais.

(SP) Invite students to add statements, accepting all logical ideas.

- Nadia, fais une description. Regarde le garçon, par exemple. Il porte...? (Il porte un pantalon.)

- Jamie, regarde les citrouilles. Quelles activités est-ce qu’il y a peut-être? (Il y a de la nourriture.)

- Roman, un autre détail, s’il te plaît? (Il fait soleil.)

(GP) (IP) Place students in groups of three to four and challenge them to come up with statements for the other three images. Groups may wish to keep a tally of how many statements they were able to generate. Invite groups to share statements about one season with the rest of the class.

- Maintenant vous travaillez en groupe. Faites des descriptions. C’est quelle saison? Quel temps fait-il? Qu’est-ce qu’il ou elle porte? Quelles activités est-ce qu’il y a à ce festival?

BEFORE LISTENING CONTEXTUALIZE: Describe seasonal weather and clothing. (SP) Refer to Student Resource Module pp. 20–21 (images-only version). Point to images and use gestures to support meaning. Ask students to identify the weather and the clothing worn by the girls and boys.

- C’est l’été. Quel temps fait-il? (Il fait chaud.)

- Regardez ce garçon. Qu’est-ce qu’il porte? (Il porte un short...)

Lesson 13 Qu’est-ce que je porte? Student Resource Module pp. 20–21

MATERIALS Student Resource Module pp. 2–3, 20–21 Fiches d'activité 10a-b : La météo et les vêtements Fiche d'évaluation 4 : Assessment FOR Learning Fiche de stratégie 1 : J’écoute bien. Audio: Qu’est-ce que je porte?

PD CORNER Posing different types of questions creates a variety of opportunities for engaging students and exposes them to more than one way of seeking information. For example, some students respond well when you ask a question, start off the answer, and invite them to complete it. Others respond well to a question containing part of the answer.

DIFFERENTIATION Students who would benefit from greater challenge may prefer to work in a pair or alone to generate the statements.

COOPERATIVE LEARNING Use a coloured pencil/pen strategy to create task interdependence. Each group member uses a different colour to make his or her contributions to the work. This shows at a glance whether all members are participating.


PERSONALIZE: Talk about seasonal clothing and weather. (M) (SP) State the weather and name something you like to wear in the winter. Ask students to follow your model. As comfort level increases, have students ask the questions of other students.

- C’est l’hiver. Il neige. Je porte une tuque.

- C’est l’hiver. Quel temps fait-il? (Il fait froid.)

- Tariq, qu’est-ce que tu portes? (Je porte des mitaines.)

- Tariq, pose les questions à Sam : Quel temps fait-il? Qu’est-ce que tu portes? (…)

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about seasonal weather and clothing in a large group setting.

MODÈLE

S1: C’est le printemps. Quel temps fait-il? S2: Il fait frais. S1: Qu’est-ce que tu portes? S2: Je porte un jean.

(IP) Direct students to work in pairs to exchange information about weather and clothing for different seasons.

Assessment FOR Learning (Speaking to communicate): Monitor and assess to determine if students can talk about weather and clothing choices. If needed, consider the recommendations below.


Refer students to the visual dictionary in the Student Resource Module for sample expressions to use to talk about the weather and clothing.

Invite students to share more than one weather detail and/or clothing choice in a statement, using et to join the terms.


- Qui est ton / ta partenaire? (C’est Matthew.)

- C’est l’hiver. Qu’est-ce qu’il porte? (Il porte un anorak.)

ANTICIPATE: Talk about music. (M) (SP) Access students’ prior experiences with music. Ask students about their favourite song. Introduce the song and the artist.

- Moi, j’aime la musique. J’aime la chanson...


COOPERATIVE LEARNING Consider using a "think pair share" grouping technique. (Refer to the Program Overview, p. 55, for a description of this grouping technique.) Then conduct a whole class sharing. - Pensez! Parlez à un ou une partenaire… Partagez vos idées avec toute la classe.

SOCIOLINGUISTIC AWARENESS Students learn the names of some clothing items that are regional expressions, e.g., des mitaines, une tuque.



- Est-ce que vous avez une chanson préférée? (C’est...)

- Aujourd’hui, on va écouter une chanson. La chanson s’appelle « Qu’est-ce que tu portes? ».

DURING LISTENING SHARED LISTENING 1: Listen for gist and enjoyment. (M) (SP) Listen to the song Qu’est-ce que je porte? for gist and enjoyment. Invite students to listen the first time to enjoy the music. Ask them to make observations about the singers.

- Écoutez la chanson. Est-ce que vous aimez la musique?

- Qui chante? Est-ce que c’est un garçon? Une fille? Un groupe de garçons? Un groupe de filles? Un groupe de filles et de garçons?

SHARED LISTENING 2: Listen for seasons and weather. (M) (SP) In advance, use the eight weather statements on Fiche d'activité 10a : La météo et les vêtements to create weather cards (one per student). Play the first verse of the song and model. Stand up when you hear the season (then sit back down). Hold up a card when you hear a weather term. Note: Fiche d'activité 10a is designed for multi-purpose review of weather expressions. During use with the song, students should listen for the weather described in the lyrics, rather than verbatim wording (e.g., hold up Il fait soleil when Le soleil brille is sung). Everyone stands when they hear a season.

- Je cherche les mots familiers : les saisons et le temps. Quand j’entends une saison, je me lève. J’ai la carte « Il fait soleil ». Je lève la carte. Écoutez bien. Faites comme moi.

SHARED LISTENING 3: Listen for clothing items. (M) (SP) In advance, use Fiches d'activité 10a and b to create a set of clothing cards (one per student). Replay the song and have students hold up their card when the piece of clothing is mentioned. Model the process with one card.

- J’ai la carte pour « un short ». Ah, j’entends « un short! ». Je lève ma carte. Écoutez bien. Faites comme moi.

WRAP-UP: Sing the song. Have students sing the song, referring to Student Resource Module pp. 20–21 for the lyrics.

- Maintenant, nous allons chanter la chanson « Qu’est-ce que je porte? ».

DIFFERENTIATION Use the strategy Je consulte le dictionnaire visuel to aid comprehension.

DIFFERENTIATION To challenge students, consider giving them both weather and clothing terms during the third shared listening.

COOPERATIVE LEARNING Remind students of the strategy J’écoute bien. Quickly point to the pictogram Fiche de stratégie 1 posted in your classroom or p. 9 of Ma classe et moi.


WARM-UP: Relate clothing to weather and seasons. (M) Model how to play a “musical chairs” type of game. Prepare a bag of clothing items mentioned in the song. Have students form a large circle. Play the song and then pause the music suddenly. Pull a clothing item from the bag and model asking and answering three questions.

- Quand la musique arrête, je choisis un vêtement. Je réponds à trois questions.

- Qu’est-ce que tu portes? Je porte un t-shirt.

- C’est quelle saison? C’est l’été.

- Quel temps fait-il? Il fait chaud.

(SP) Continue the game with students passing the bag around the circle. When the music stops, the student holding the bag pulls out an item and the next three students in line pose the three questions.

- Ron, choisis un vêtement. Jassi, pose la première question.

AFTER LISTENING RESPONSE TO TEXT: Compare two festivals. (M) (SP) Draw a Venn diagram. Think aloud and ask for student help as you compare the weather and clothes at a festival of their choice with a francophone festival previously seen in the module. Identify similarities in the centre of the Venn.

- Je compare deux festivals. Je choisis le Festival de cerf-volant et le festival Bal de Neige.

- Je compare la météo. Au Festival de cerf-volant, il fait beau, il fait soleil et il y a du vent. Au festival Bal de Neige, il fait froid et il fait soleil.

- Je compare les vêtements. Au Festival de cerf-volant, je porte un short, un t-shirt et des lunettes de soleil. Au festival Bal de Neige, je porte un t-shirt, un jean, un anorak, un pantalon de neige, des bottes, une tuque, des mitaines.

- Qu’est-ce qui est semblable? Ah, il fait soleil et je porte un t-shirt. C’est similaire.

Lesson 14 Qu’est-ce que je porte? Student Resource Module pp. 20–21

MATERIALS Student Resource Module pp. 20–21 Fiche d'évaluation 4 : Assessment FOR Learning Audio: Qu’est-ce que je porte? (lyrics and instrumental version) Props: Bag containing sunglasses, t-shirt, shorts, shoes, sweater, pants, a baseball cap

DIFFERENTIATION Post the questions for the game on the board for student reference.

INTERCULTURAL AWARENESS As they use the Venn diagram, students are comparing a festival from their region or their own experiences and the francophone festivals examined. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.



(GP) Invite two students to repeat the Venn activity in a whole class setting by describing the weather and clothing of a festival of their choice from the Student Resource Module. When they have each described their festival choice, direct them to identify the similarities.

- Deux volontaires, s’il vous plaît. Décrivez les vêtements et la météo dans les festivals. Ensuite, comparez les festivals.

(IP) Ask each student to create a Venn diagram to compare a festival of their choice with one of the francophone festivals they have learned about in this module. Have them refer to the dictionnaire visuel to verify spelling for clothing and weather.

- Préparez un Venn pour deux festivals.

Group 1: Students who enjoy creating things

Group 2: Students who enjoy thinking visually

Group 3: Students who enjoy speaking/ presenting

To show the differences between the two festival posters, students create a “clothesline” which features pictures of the ideas shared in each poster—weather, clothing, activities.

Students complete the Venn diagram comparing the two festivals, as described above.

Students record (on a Smartphone or other recording device) the differences they note between the posters. This could require some additional teacher scaffolding of appropriate language to use to introduce the similarities and differences.

Assessment FOR Learning (Reading comprehension): Monitor and assess to determine if students can compare and contrast two festivals. If needed, consider the recommendations below.


Make photocopies of texts featuring the festivals to be compared. Highlight, on both copies, the dates in one colour, the clothing recommendations in another colour, and the activities in a third colour, to help with the comparison.

Allow students to compare one of the festivals featured in the Student Resource Module with a festival they might attend with their family. This could be a festival they shared earlier or it could be another festival.

WRAP-UP: Sing the module song. Play the instrumental version of the song Qu’est-ce que je porte? and have groups sing along, using the Student Resource Module for support if need be.


ALTERNATIVE DIFFERENTIATED ACTIVITY To differentiate this activity by product, ask students to choose the task that they think best aligns with their preferences or learning style. See suggestions for grouping in the chart at left. Note: The Assessment FOR Learning suggestions (below) apply if students all do the activity in the same manner. If you choose to differentiate the activity as described at left, perform a Learning Check instead.




Before Oral Production

15

Warm-Up: Choose a favourite festival. Personalize: Form groups and choose a festival. Prepare a written text. Wrap-Up: Prepare an exit card.

Student Resource pp. 4–5, 22–23 Fiche d'activité 11

Before Oral Production

16

Warm-Up: Use an expressive voice. Prepare a visual text.*** Prepare an expressive chant. Wrap-Up: Practise the chant.

Student Resource pp. 4–5, 23 Fiches d'activité 11, 12 Fiches d'évaluation 5a-b, 6 Props: Cards from Fiches d'activité 1, 2, 10a-b

During/After Oral

Production 17

Warm-Up: Perform the cooperative chant. Prepare an active listening activity. Present an expressive chant.*** Read classmates' poster and webpages.*** Wrap-Up: Self-assess.**

Fiche d'activité 13 Fiches d'évaluation 1, 5a, 5b, 6, 9


• Convey information orally, e.g., weather, clothing, and festival activities.***

• Revise a text.


• Publish a final product.


• Retrieve information from an oral text, e.g., identify words.***

• Restate or retell information from a written text.***

• Reflect on skills and strategies.**

• Je parle de la météo, des vêtements et des activités aux festivals.


• J'identifie les éléments d'une annonce publicitaire.

• Je publie un texte.




• Je réfléchis. ** Assessment AS Learning Opportunity ***Assessment OF Learning Opportunity

Learning Goal Students prepare a written advertisement for a festival of their choice and present their festival to the class as an expressive chant. J’écris une annonce publicitaire. J’annonce un festival.

Lessons 15–17 Mon projet Student Resource Module pp. 22–23


WARM-UP: Choose a favourite festival. (M) List the names of the eight festivals from the module horizontally along the board (Le Festival de cerf-volant, le Festival antillais, le Festival d'automne, le Festival de la citrouille, le Bal de Neige, le Festival du Voyageur, le Festival du Bois, le Festival Toonik Tyme). Choose a favourite festival and stand in front of the festival name to initiate a human graph.

- Je choisis mon festival préféré. C’est le festival Bal de Neige. Je me place devant le nom du festival.

(SP) Ask students to share their favourite festival and stand in front of the corresponding name.

- Micah, quel est ton festival préféré? (C’est le Festival de cerf-volant.)

- Place-toi devant le nom du festival.

- Comptez les élèves devant chaque festival. Quel festival est très populaire?

BEFORE ORAL PRODUCTION

PERSONALIZE: Form groups and choose a festival. (M) Refer to Student Resource Module pp. 4–5 to examine the webpage and the poster advertisement. If possible, show an example of each from previous years.

- Choisissez une page Web ou une affiche publicitaire.

(SP) Refer to Student Resource Module p. 22. Read aloud the first two steps of the performance task. Ask students to identify some models for their performance task (on Student Resource Module pp. 4–5 and p. 23), including the posters they wrote themselves. (Note: Have students include the location in their festival poster even though there is not one present in the models on Student Resource Module pp. 4-5 and 23. This will be corrected in reprints.)

- Mon groupe choisit un festival. Mon groupe lit des modèles.

- Trouvez des modèles. Regardez des modèles dans le livre aux pages 4–5 et à la page 23. Regardez la Fiche d'activité 9. Regardez les autres affiches.

Lesson 15 Mon projetStudent Resource Module pp. 22–23

MATERIALS Student Resource Module pp. 4–5, 22–23 Fiche d'activité 11 : Mon projet

COOPERATIVE LEARNING Cooperative groups often need to make a decision and come to a consensus, meaning that everyone was heard, understood, and respected. Monitor groups to reinforce the notions of compromise and concession. Phrases such as Tu es d’accord? Oui, je suis d’accord. Non, je ne suis pas d’accord. Je choisis…, c’est un compromis may be helpful.

COOPERATIVE LEARNING There are many factors to consider when forming a heterogeneous group. One is students’ level of French. Another is ability. More able students can take on the role of instructor, while less able students are exposed to the learning strategies of their group mates. Consider also the balance of girls and boys, introverted and extroverted personalities, and varied multiple intelligences.


(SP) Form heterogeneous groups of students. Ask groups to choose one of the eight festivals in the module and choose which written format they prefer.

- Voici vos groupes.

- Choisissez un des huit festivals.

- Choisissez une page Web ou une affiche publicitaire.

Prepare a written text. (SP) Read aloud the third step of the performance task on Student Resource Module pp. 22–23. Review with students the elements they should include in the draft of their webpage or advertisement. Reinforce that, as this is a group project, they are working toward a common goal of one product created by all group members.

- Qu’est-ce que vous écrivez sur votre brouillon? Il y a… (Il y a la saison, le nom du festival, le mois, une expression descriptive, la ville ou la région, la province, deux activités, le temps et une suggestion de vêtements.)

- Votre projet, c’est un effort de groupe. Un groupe, un projet!

(SP) Ask students what they must do to revise their draft. Remind them of the peer editing they did on the posters prepared in previous lessons.

- Qu’est-ce que vous faites pour vérifier votre brouillon? (J’utilise le dictionnaire visuel. Je vérifie les lettres majuscules et minuscules.)

(IP) Distribute Fiche d'activité 11 : Mon projet. Direct students to use Part A to write their draft as a group. Review the cooperative strategies students have practised throughout the year (J'écoute bien, Je participe activement, J’aide mes amis, Je demande de l’aide, and Je contrôle ma voix from this module). When groups have completed their drafts, ask them to take turns revising their draft. Collect their work.

- Utilisez la Partie A, numéro 1 pour écrire votre texte.

- Utilisez la Partie A, numéro 2 pour réviser votre texte.

- Puis, vérifiez le texte d’un autre groupe.

- Finalement, montrez-moi vos brouillons des annonces publicitaires.

WRAP-UP: Prepare an exit card. Ask students to prepare an exit card on which they have transcribed the name of their festival and one detail from their text. Ask students to share the sentence orally.

- Nommez votre festival et donnez un détail. Par exemple : C’est le Festival antillais. C’est l’été.

COOPERATIVE LEARNING This notion of “all in the same boat, going in the same direction” is called goal interdependence and is central to the success of a project group. Use a coloured pencil/pen strategy to create resource/task interdependence. Each group member uses a different colour to make his or her contributions to the work. The colours show each member’s participation at a glance.

COOPERATIVE LEARNING Consider having students use the back of their exit card to record which cooperative strategy they used the most today. If you have charts of the strategies posted in the classroom, it is easy for students to identify and transcribe their choice.

ASSESSMENT Students complete this task in groups but should be assessed on an individual basis.


WARM-UP: Use an expressive voice. (M) (SP) Write a question mark and an exclamation mark on the board. Gather cards created in previous lessons for seasons, weather, and clothing, and also use Fiche d'activité 12 : Les activités to create cards for activities. Choose a card and read it using an interrogative intonation. Students respond to the question using an exclamative voice. Ask students to take over reading a card with the class responding.

- Je choisis une carte : Il y a un défilé.

- Je lis la carte en forme de question : Il y a un défilé?

- Répondez en forme d’exclamation : Il y a un défilé! (Il y a un défilé!)

- Craig, choisis une carte. Lis la carte en forme de question. (Il fait chaud?)

BEFORE ORAL PRODUCTION (CONTINUED) Prepare a visual text. Refer to Student Resource Module pp. 4–5. Review with students the formats they may choose for their visual text. Refer them to Part B of Fiche d'activité 11 : Mon projet and read over the criteria with students.

- Qu’est-ce que ton groupe fait? (Mon groupe fait une page Web ou une annonce publicitaire. Mon groupe utilise des images. Mon groupe écrit la copie finale du texte.)

(IP) Direct students to prepare their visual texts. To complete the visual text, groups create a webpage or an advertisement format, transcribe the edited rough draft of their advertisement, and then add suitable images or other graphics.

The visual texts may be done in class or at home. Producing the visual texts may require some time so this lesson may extend over several class periods. If your students have chosen to create a webpage, ensure they have access to the technology required.


MATERIALS Student Resource Module pp. 4–5, 23 Fiche d'activité 11 : Mon projet Fiche d'activité 12 : Les activités Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Props: Cards from Fiches d'activité 1, 2, 10a-b

DIFFERENTIATION Depending on the group, you may need to chunk the directions for the visual text preparation over several steps (e.g., direct students to work on one particular stage at a particular time).

Suggested search terms for tools for building webpages: - kids-website-builder - eboard - 2learn web authoring tool


Assessment OF Learning (using the writing process). Assess and evaluate the extent to which students can write and publish a text about festivals. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors, or Fiche d'évaluation 6 : Mon projet to evaluate. Collect visual texts.

Prepare an expressive chant. (M) (SP) Refer to Student Resource Module p. 23. Read aloud Steps 4 and 5 and examine the model provided of a chant. Explain that the blue text is spoken by one part of the group, the red by the other part, and the black text by the whole group. Point out that the blue text is written as questions and the red text as exclamations to create a call-and-response effect. Ask student volunteers to model the sample text on p. 23. Assign roles depending on the number of students in a group.

- J’ai besoin de volontaires.

- Une ou deux personnes : lisez la partie de Francine avec une voix interrogative.

- Une ou deux personnes : lisez la partie de Félix avec une voix exclamative.

- Tout le groupe: lisez les phrases en noir.

(GP) Ask students to write their festival announcement as a chant, choose roles, and practise the chant. Remind them to make the presentation as interesting as possible by using energy, expression, and some rhythm or choreography if they wish. Encourage students to enhance their chant with some clothing pieces or small props that match the information they are presenting. Refer them to Part C of Fiche d'activité 11 : Mon projet, and read over the criteria with students.

- À votre tour. Utilisez la Fiche d’activité 13, Partie C, numéro 4. Écrivez le texte de votre chant. Choisissez vos rôles. Répétez le texte. Ajoutez de l’énergie, de l’expression, du rythme et / ou de la chorégraphie. Utilisez des vêtements ou des objets aussi.

- Utilisez la Partie C, numéro 5 pour bien coopérer en groupe.

WRAP-UP: Practise the chant. (GP) Ask students to practise their chant. Circulate, giving individual groups feedback on their presentations and on their cooperative group work.

PD CORNER Adding dramatic expression enhances the use and memorability of language and increases student engagement. Other performance elements not only add fun but also a whole body experience.

COOPERATIVE LEARNING Encourage students to interact using helping language learned on Fiches de stratégie 3 and 4. If students are ready, direct them to say C’est bien?; Oui, c’est bien; Ça va?; Oui, ça va; Non, ça ne va pas; D’accord when directing each other.

Assessment OF Learning


WARM-UP: Perform the cooperative chant.

Re-enact the chant learned earlier to reinforce expressions used to ask classmates to speak more softly or to speak up. Encourage the use of rhythm and gestures to reinforce meaning.

- Lisez le chant : Chut! Chut! Parle moins fort, s’il te plaît! Oui, c’est bien! C’est parfait. Pardon? Pardon? Parle plus fort, s’il te plaît. Oui, c’est bien! C’est parfait.

DURING ORAL PRODUCTION Prepare an active listening activity. Refer to Fiche d'activité 13 : J’écoute les annonces. Ask students to complete the fiche while listening to groups perform their expressive chant.

- Écoutez les présentations. Écrivez le nom du festival et un détail, et cochez la saison.

Present an expressive chant. (IP) Invite students to present their festival announcements in a dramatic fashion using an expressive chant. While listening to presentations, direct listeners to complete Fiche d'activité 13. Presentations may take place over more than one class period.

Assessment OF Learning (Speaking to communicate). Assess and evaluate the extent to which students can speak to present details about festival activities, clothing, and weather. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors, or Fiche d'évaluation 6 : Mon projet to evaluate.


MATERIALS Fiche d'activité 13 : J'écoute les annonces. Fiche d'évaluation 1 : Je réfléchis sur le projet. Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Fiche d'évaluation 9 : Des festivals!

COOPERATIVE LEARNING Consider having students end the chant with a celebratory gesture such as a “high five.” This is a positive way of ending the chant and may facilitate its transfer during the performance activity which follows.



AFTER ORAL PRODUCTION

Read classmates’ poster and webpages. (IP) Invite students to display their posters around the room. Refer to Fiche d'évaluation 9 : Des festivals! Direct students to admire their classmates’ work and choose two posters or webpages in particular (not their own) to read in more detail. Instruct them to fill in Fiche d’évaluation 9 with information they get from the posters.

Assessment OF Learning (Reading comprehension). Assess and evaluate the extent to which students can read the posters or webpages. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors, or Fiche d'évaluation 6 : Mon projet to evaluate evidence of student’s understanding on Fiche d'évaluation 9.

WRAP-UP: Self-assess. (M) Refer to Fiche d'évaluation 1 : Je réfléchis sur le projet. Model a self-assessment and ask students to reflect by following your model.

- Je pense à mon texte. Dans notre texte, il y a la saison, le nom du festival, le mois ou la date, une expression descriptive, la ville ou la région, la province, deux activités, le temps, des vêtements. Oui. J’encercle le symbole. [Circle the happy face.] Est-ce que vous avez toutes ces choses dans votre texte? (…)

- Je pense à notre présentation orale. Est-ce que nous préparons le script du chant? Non. J’encercle le symbole. [Circle the sad face.] Est-ce que vous préparez le script du chant? (…)

Set a goal: Show students how to complete Mon objectif with a description of what they would like to improve upon in future modules. Ask students to follow your model.

- Quel est mon objectif? Regardez le visage triste ici. [Point to a learning goal for which you gave yourself a weaker result.] Mon groupe écrit la copie finale, c’est mon objectif.

- Quel est ton objectif, Ming? (…)

(GP) Ask a volunteer to complete several steps of the self-assessment as the class observes.

(IP) Ask students to complete their self-assessments. You may wish to use this information to conference with students.

Assessment AS Learning. Assess and evaluate the extent to which students can reflect on their personal and group performances using Fiche d'évaluation 1 : Je réfléchis sur le projet.





Before Reading/During Reading/After

Reading

18

Warm-Up: Sing the module song. Summarize learning. Modelled Reading: Confirm learning. Shared Reading: Link to personal experience. Reflect on the module.** Reflect on intercultural understanding. Wrap-Up: Describe an image.***

Student Resource Module pp. 24–25, 32 Fiche d'activité 14 Fiches d'évaluation 2, 3, 5a, 5b, 6 Audio: Qu’est-ce que je porte?




• Express personal thoughts about a text.

• Reflect on skills and strategies.**

• Reflect on intercultural understanding.

• Respond to an oral text by stating a fact.***



• Je donne mon opinion sur un texte.

• Je réfléchis.

• Je réfléchis sur les cultures.


** Assessment AS Learning ***Assessment OF Learning

Strategy Focus: Students use the strategy Je réfléchis. They complete a self-assessment of their knowledge and skills, their use of strategies, and reflect on intercultural understanding. Students have now completed the core lessons and performance task for this module.

Professional Development: Please refer to Fiche d'évaluation 8: Teacher Planning and Reflection to reflect and support future planning of learning experiences in subsequent modules.

Learning Goal Students self-assess their performance and set learning goals. Je réfléchis.

Lesson 18 Je peuxStudent Resource Module pp. 24–25


WARM-UP: Sing the module song. (SP) Have the class sing the song Qu’est-ce que je porte? Sing the song a second time using the instrumental-only version so that students can sing the lyrics with their own expression.

- On chante la chanson.

BEFORE READING Summarize learning. (SP) Direct students to leaf through the Student Resource and identify activities linked to each page. As students do so, use Fiche d'activité 14 : Dans ce module… to visually represent their accomplishments in this module.

- Regardez les pages 2 et 3. Qu’est-ce que vous faites dans ce module? (J’écoute une conversation.)

DURING READING MODELLED READING: Confirm learning. Read aloud Student Resource Module pp. 24–25. As you read, ask students to confirm answers on Fiche d'activité 14 by placing a checkmark beside the items mentioned.

- « Je parle des saisons. » C'est vrai? (Oui, c'est vrai.)

SHARED READING: Link to personal experience. (SP) Read aloud Student Resource Module pp. 24–25 using a chime-in reading technique. Pause after each statement and ask students to hold up the page where the skill was practised. Ask students to identify favourite texts.

- « J’écoute une conversation. »

- Montrez la page où on écoute une conversation.

- Nommez votre texte préféré. (J’aime…)

Lesson 18 Je peuxStudent Resource Module pp. 24–25

MATERIALS Student Resource Module pp. 24–25, 32 Fiche d'activité 14 : Dans ce module… Fiche d'évaluation 2 : Je réfléchis sur le module. Fiche d'évaluation 3 : Je réfléchis sur les cultures. Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Audio: Qu’est-ce que je porte?


AFTER READING Reflect on the module. (M) (SP) Refer to Fiche d'évaluation 2 : Je réfléchis sur le module. Model how students may reflect on their learning by circling a happy/neutral/sad face. Invite a student to share his/her reflection.

- J’écoute une conversation. Je pense à la conversation entre Jason et Eetuk. Est-ce que je comprends? Oui? Non? Un peu? Je comprends un peu! Oui, un peu. J’encercle un symbole.

- Taylor, quelle est ta réponse? (Oui, un peu.)

- Alors, tu encercles un symbole. [Circle the neutral face.]

Set a goal: Show students how to complete Mon objectif with a description of what they would like to improve upon in future modules. Ask students to follow your model.

- Quel est mon objectif? Regardez le visage triste ici. [Point to a learning goal for which you gave yourself a weaker result.] Je lis une page Web, c'est mon objectif.

- Quel est ton objectif, Katia? (…)

(GP) Invite all students to complete the fiche independently. Circulate to provide help and guidance.

- C’est votre tour. Complétez la fiche.

Assessment AS Learning. Assess and evaluate the extent to which students can reflect on skills and strategies using Fiche d'évaluation 2 : Je réfléchis sur le module.

REFLECT ON INTERCULTURAL UNDERSTANDING: Self-assess. (M) (SP) Refer to Fiche d’évaluation 3 : Je réfléchis sur les cultures. Throughout the module, students have reflected on their developing intercultural understanding and written the date on the fiche to confirm this reflection. Invite students at this time to complete Part B. Students choose the topics that are most important to them and circle or colour them in. Model this process and help students follow your model.

- Je lis les réflexions. Quelles réflexions sont importantes pour moi? Je colorie / J’encercle ces réflexions.

- Dilip, quelles réflexions sont importantes pour toi? (Les réflexions numéro 1 et 4 sont importantes pour moi.)

- Colorie / Encercle ces réflexions.

(GP) Finally, ask one or two students to complete the activity on their own while the class observes.

PD CORNER Guiding students to identify objectives for future learning in French is a powerful first step in eventually reaching the objectives. With teacher scaffolding, students soon become able to see the progress they are making from one module to the next.

PD CORNER Having students reflect on the variety of cultures, including their own, is important to the development of intercultural awareness.



- Sabrina, indique les réflexions qui sont importantes pour toi.

(IP) Invite all students to complete the activity independently.

Assessment AS Learning. Provide self-assessment opportunities that allow students to reflect on their intercultural understanding using Fiche d'évaluation 3 : Je réfléchis sur les cultures.

WRAP-UP: Describe an image. (M) (SP) Refer students to Student Resource Module p. 32. Ask questions about the image. As students' comfort increases, direct students to ask the questions.

- C’est quelle saison? (C’est l’hiver.)

- Quel temps fait-il? (Il fait froid.)

- Quelle activité est-ce qu’il y a au festival? (Il y a du toboggan.)

- Qu’est-ce qu’il porte? (Il porte une tuque.)

(GP) Ask a pair of students to model the exchange with a different example in a large group setting.

MODÈLE

S1: C’est l’hiver ou c’est l’été? S2: C’est l’été. S1: Quel temps fait-il? S2: Il fait chaud. S1: Quelle activité est-ce qu’il y a au festival? S2: Il y a des jeux. S1: Qu’est-ce qu’elle porte? S2: Elle porte un t-shirt.

(IP) In pairs, direct students to ask and answer questions about the image.

- Posez des questions et répondez à des questions au sujet des images sur cette page.

Assessment OF Learning (Listening to interact). Assess and evaluate the extent to which students can interact with peers using listening and speaking skills during pair work. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors, or Fiche d'évaluation 6 : Mon projet to evaluate. Circulate through the room to observe and evaluate.






Reading/After

Reading

19

Warm-Up: Mime festival activities. Contextualize: Describe new festival activities. Personalize: Talk about festival activities. Anticipate: Do a picture walk. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experience. Shared Reading 2: Explore text features. Response to Text: Write an email.* Wrap-Up: Share a personal email.

Student Resource Module pp. 26–27 Fiches d’activité 4a-d Fiches de stratégie 1, 11 Fiche d'évaluation 4




• Read a variety of texts, e.g., postcards, emails.



• Write using a variety of forms, e.g., an email.*





• Je lis une carte postale. Je lis un courriel.


• J'identifie les éléments d'un courriel.

• J’écris un courriel.

• Je lis avec expression



Learning Goal Students read a postcard and an email message and learn to write an email message. Je lis un courriel. J’écris un courriel.

Lesson 19Encore des festivals! Enrichment Text 1 Student Resource Module pp. 26 27


WARM-UP: Mime festival activities. (M) (SP) Refer to Fiches d'activité 4a-d. Mime a festival activity and ask students to name the activity. Direct students to take your place, miming an activity in turn. Continue as time and interest permit.

- Regardez-moi. Je mime une activité à un festival. Qu’est-ce qu’il y a au festival? (Il y a…)

- Sophie, mime une activité au festival.

BEFORE READING CONTEXTUALIZE: Describe new festival activities. (SP) Refer to Student Resource Module pp. 26–27 (images-only version). Point to images and use gestures to support meaning. Ask students to identify the activities at the festivals.

- Quel est le titre? (C’est « Encore des festivals! ».)

- Regardez les activités aux festivals. Est-ce qu’il y a une sculpture de neige ou une sculpture de sable? (Il y a une sculpture de sable.)

- Est-ce qu’il y a une course de motoneige ou une course de boîtes à savon? (Il y a une course de boîtes à savon.)

- Est-ce qu’il y a une course de traîneau à chiens ou une course de grenouilles? (Il y a une course de grenouilles.)

PERSONALIZE: Talk about festival activities. (M) Name a festival activity from Student Resource Module pp. 26–27 that you like.

- Au festival, j’aime la course de grenouilles.

(SP) Ask students to follow your model. As comfort level increases, have students ask the questions of other students.

- Kevin, quelle activité est-ce que tu aimes au festival? (J’aime la course de boîtes à savon.)

Verify comprehension: After several students have shared a favourite festival, ask others to recap what was just said.

Lesson 19Encore des festivals! Enrichment Text 1 Student Resource Module pp. 26 27

MATERIALS Student Resource Module pp. 26–27 Fiche d'activité 4a : C'est l'été! (for reference) Fiche d'activité 4b : C'est l'automne! (for reference) Fiche d'activité 4c : C'est l'hiver! (for reference) Fiche d'activité 4d : C'est le printemps! (for reference) Fiche de stratégie 1 : J’écoute bien. Fiche de stratégie 11: Je consulte des ressources. (1) or an anchor chart of the fiche Fiche d'évaluation 4 : Assessment FOR Learning


- Qui aime la course de boîtes à savon? (Kevin aime la course de boîtes à savon. Amina aime la course de boîtes à savon.)

(GP) Once all students have had an opportunity to speak, invite two students to ask each other about a favourite festival activity in a large group setting.

MODÈLE

S1: Quelle activité est-ce que tu aimes au festival? S2: J’aime les sculptures de sable. S1: Quelle activité est-ce que tu aimes au festival? S2: J’aime la course de grenouilles.

(IP) Direct students to work in pairs to exchange information about a preferred activity.

Share aloud: Ask several students to share their partner’s favourite festival activity.

- Qui est ton / ta partenaire? (C’est Rachid.)

- Quelle activité est-ce qu’il aime au festival? (Il aime la sculpture de sable.)

ANTICIPATE: Do a picture walk. (GP) Refer to comprehension strategies learned in previous modules that may be used before reading a text: Je regarde bien, Je pose des questions, Je fais des prédictions. Direct students to explore the postcard and emails on Student Resource Module pp. 26–27 (images-only version) using them in guided practice. Suggest predictions if none are made by students.


- Posez des questions ou faites des observations. (Quel est le titre? Je vois des festivals. Un festival s’appelle…)


COOPERATIVE LEARNING Sharing aloud helps promote active listening and reinforces the cooperative learning strategy J’écoute bien introduced on Fiche de stratégie 1.

CULTURAL AWARENESS Locate Gatineau, QC, Saint-Jean, NB and Saint-Pierre-Jolys, MB on a map of Canada. Merveilles de sable (search for the website using the keywords merveilles de sable) is an original way for sand sculptors to demonstrate their skills. Consider searching online for a video of the festival. La course de boîtes à savon takes place in Saint John, New Brunswick, where approximately 23% of the population is French-speaking. Les Folies Grenouilles (search for the website using the keywords frog follies) is held in Saint-Pierre-Jolys, a small French town near Winnipeg, where 64% of the population speaks French. The festival originated in 1970 to celebrate the town’s French culture.


DURING READING MODELLED READING: Read for gist and enjoyment. (M) Refer to Student Resource Module pp. 26–27. Read aloud the postcard and emails, pausing to see if students understand and to confirm predictions.

- Où est le festival des sculptures de sable? La course de boîtes à savon? La course de grenouilles? (C’est à Gatineau, Québec.)


SHARED READING 1: Make meaning and link to personal experience. (SP) Read the postcard and emails with students using a chime in reading technique. Verify comprehension and link to students’ personal experience.

- Qui écrit la carte postale? (C’est Mélanie.)

- Qui va au festival avec Mélanie? (David va au festival.)

- Selon vous, quels vêtements est-ce que Mélanie porte?

- Est-ce que vous faites des châteaux de sable?

SHARED READING 2: Explore text features. (SP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you read the text again with students using a shadow reading technique. Ask students to examine the text, identify unfamiliar words, and choose appropriate resources.

- Quels sont les mots non-familiers? Qu’est-ce que vous faites? Est-ce que vous consultez le dictionnaire visuel, consultez les ressources dans la salle de classe ou demandez de l’aide? (« Concours » est un mot non-familier. Je demande de l’aide.)

(SP) Refer students to the greeting and closing in the postcard and the emails. Discuss the meaning of the abbreviation in the second email and the additional abbreviations in the culture bar at the bottom of the page.

- Regardez l’appel de la carte postale et du courriel : Bonjour papa et maman, Salut Chris, Salut Léo.

- Regardez la salutation : Bisous [mime blowing a kiss], À plus tard, [mime a wave], @+ [point to the abbreviations as you say « À plus tard » and mime a wave.]

- Regardez les autres abréviations. Que veut dire « dak »? « mr6 »? « SVP »? (D’accord, merci, s’il vous plaît.)

PD CORNER It is important to link to real-life customs and abbreviations/ symbols from the electronic culture in which students live. These are examples of evolving forms of language.


AFTER READING RESPONSE TO TEXT: Write an email. (M) (SP) Do a think-aloud to complete an email message describing a festival and a festival activity. Ask for help in completing the message.

- J’écris un courriel à mon amie Sara.

- Je parle de mon festival préféré. C’est le Festival de la citrouille.

- Jana, quelles activités est-ce qu’il y a au Festival de la citrouille? (Il y a des jeux et de la musique.)

(GP) Ask a student to complete the model email message in a large group setting. Provide help when needed.

- Un volontaire, s’il vous plaît.

MODÈLE

À : Sara De : Nicole Objet : J’aime les festivals! Salut Sara, Je vais au Festival de la citrouille avec ma famille. Il y a des jeux et de la musique. J’aime les couleurs. @+ Nicole

(IP) Ask all students to write an email message.

- Écrivez un courriel.

Assessment FOR Learning (Writing: Purpose, audience, and form): Monitor and assess to determine if students can write an email. If needed, consider the recommendations below.


In the model, highlight the elements that need to be changed for the personal message, to help students recognize the structure.

Invite students to give additional detail in the message, perhaps making statements about the clothing they wear to the festival and the weather.

WRAP-UP: Share a personal email. (IP) Invite students to read their personal email messages to an elbow partner.

- Lisez vos courriels à un ou une partenaire.


SOCIOLINGUISTIC AWARENESS Students learn how to write an address in French and learn about French text abbreviations.





Reading/After

Reading

20

Warm-Up: Review snack food preferences. Contextualize/Personalize: Talk about season-related snacks. Anticipate: Use comprehension strategies. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experience. Shared Reading 2: Explore language. Response to Text: Sequence the recipe steps.* Independent Reading Wrap-Up: Prepare a recipe.

Student Resource Module pp. 28-29 Fiche d'activité 15 Fiche de stratégie 11 Fiche d'évaluation 4




• Read a variety of texts, e.g., recipes.


• Restate or retell information from a written text.




• Je lis une recette.



• Je lis avec expression


Learning Goal Students learn to read recipes. Je lis des recettes.

Lesson 20 Bon appétit! Enrichment Text 2 Student Resource Module pp. 28 29


WARM-UP: Review snack food preferences. (M) (SP) Initiate an oral language chain in which students share preferences of after-school snacks introduced in Module 2 Ça, c’est ma journée! Model a snack preference. Invite a student to restate your preference and add his/her own preference. Continue the chain until it is broken or as time and interest permit.

- Après l’école, je mange du fromage.

- Kevin, c’est ton tour. Répète mon goûter et dis ton goûter préféré. (Monsieur / Madame mange du fromage. Je mange une pomme.)

- Namita, c’est ton tour. (Monsieur / Madame mange du fromage. Kevin mange une pomme. Je mange du yogourt.)

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about season-related snacks. (M) (SP) Talk about your snack preferences in hot summer weather or cold winter weather. Help students to name their snack preferences.

- En été, il fait chaud. Quand il fait chaud, je mange des sucettes glacées ou je bois de la limonade.

- Il fait chaud. Qu’est-ce que tu préfères, Simon? (Je préfère de la limonade.)

- En hiver, il fait froid. Quand il fait froid, je bois du chocolat chaud ou je mange de la soupe.

- Il fait froid. Qu’est-ce que tu préfères, Melissa? (Je préfère du chocolat chaud.)

Verify comprehension: After several students have shared a favourite snack, ask others to recap what was just said.

- Qui aime les sucettes glacées? (Annick préfère les sucettes glacées. Nathan préfère les sucettes glacées.)

(GP) Once all students have had an opportunity to speak, invite students to form two lines, with students facing each other. Ask two facing students to model a question and answer.

Lesson 20 Bon appétit!Enrichment Text 2 Student Resource Module pp. 28 29

MATERIALS Student Resource Module pp. 28–29 Fiche d'activité 15 : Bon appétit! Fiche de stratégie 11 : Je consulte des ressources. (1) or an anchor chart of the fiche Fiche d'évaluation 4 : Assessment FOR Learning

ENGLISH LANGUAGE LEARNERS Share information about snacks that are popular in other countries to make students feel comfortable mentioning snacks they enjoy (e.g., En été, je bois du nimboo pani. C’est comme la limonade de l’Inde. Et vous?).

COOPERATIVE LEARNING Regular reinforcement is key to students’ facility with cooperative learning strategies. Take every opportunity to do so. The strategy J’écoute bien may be reinforced here as well as Je contrôle ma voix.


MODÈLE

S1: C’est l’été. Qu’est-ce que tu préfères? S2: Je préfère les sucettes glacées. S1: C’est l’hiver. Qu’est-ce que tu préfères? S2: Je préfère de la soupe.

(IP) Direct students to make an exchange with the person facing them. Then, at the sound of a signal, one line of students moves one student to their right. The last person in the row moves to the front of the line. Repeat as time permits.

- Au signal, Groupe A, prenez un pas à droite.

- La dernière personne passe au devant de la ligne.

Share aloud: Ask several students to share their partner’s favourite snack.

- Qui est ton / ta partenaire? (C’est Liam.)

- Qu’est-ce qu’il préfère? (Il préfère de la soupe.)

ANTICIPATE: Use comprehension strategies. (GP) Refer to comprehension strategies learned in previous modules that may be used before reading a text: Je regarde bien, je pose des questions, je fais des prédictions. Direct students to explore the recipes on Student Resource Module pp. 28–29 (images-only version) using guided practice. Suggest predictions if none are made by students.


- Posez des questions ou faites des observations. (Quel est le titre? Je vois deux recettes. Les recettes s’appellent…)

- Faites des prédictions. Qu’est-ce que le garçon mange? Qu’est-ce que la fille boit? (...)

DURING READING MODELLED READING: Read for gist and enjoyment. (M) Read aloud the two recipes, pausing to see if students understand and to confirm predictions.

- Qu’est-ce que le garçon mange? Qu’est-ce que la fille boit? (Le garçon mange une sucette glacée. La fille boit du chocolat chaud.)

- Regardez nos prédictions. Est-ce que nos prédictions sont correctes? (...)


SHARED READING 1: Make meaning and link to personal experience. (SP) Use an echo reading technique and mime the action portion of the recipe preparation steps and link to personal experience.

- Je verse le jus dans les moules. [Mime the action.] Faites comme moi.

- Est-ce que tu aimes les sucettes à l’orange? à la fraise? Est-ce que tu aimes le chocolat chaud avec du lait? de l’eau?

- Est-ce que vous faites des sucettes glacées à la maison? du chocolat chaud?

SHARED READING 2: Explore language. (SP) Refer to Fiche de stratégie 11 : Je consulte des ressources (1) or an anchor chart of the fiche as you read the text again with students using a shadow reading technique. Ask students to examine the text, identify unfamiliar words, and choose appropriate resources.

- Choisissez des mots non-familiers. Qu’est-ce que vous faites? Est-ce que vous consultez le dictionnaire visuel, consultez les ressources dans la salle de classe ou demandez de l’aide? (« Moules » est un mot non-familier. Je demande de l’aide.)

(SP) Read the text again, using a shadow reading technique and calling on groups or the whole class to read specific lines.

Graphophonics: Ask students to point out the words ending in the [e] sound.

- Trouvez le son « e ». Par exemple, appétit. (été, glacées, congélateur, ingrédients)

AFTER READING RESPONSE TO TEXT: Sequence the recipe steps. (M) (SP) In advance, cut Fiche d’activité 15 : Bon appétit! into sentence strips. Demonstrate the ordering of the recipe steps. First, divide the directions by recipe. Then order steps within each recipe.

- Je choisis une phrase : « J’ajoute le chocolat. » C’est quelle recette? (C’est le chocolat chaud.)

- Je mets les directions en ordre : « Je place les moules au congélateur. » C’est la direction numéro un, deux ou trois? (C’est la direction numéro trois.)

(GP) Ask two students to come up and reorder the steps in a whole group setting.

PD CORNER Recipe steps provide an authentic context for linking first- and second-language experiences in a non-classroom setting. Students, ideally, start to make connections between what they are learning in French class to instructions on bilingual food packaging in their homes.


(IP) Distribute the sentence strips in an envelope to each pair of students. Invite students to place the recipe preparation steps in the correct order.

Assessment FOR Learning (Reading comprehension): Monitor and assess to determine if students can appropriately sequence a text. If needed, consider the recommendations below.


Give students a version of the text where some steps have already been recorded, and they must then figure out where the remaining sentence strips go.

Consider cutting the individual sequence strips in half, so that students must first figure out the steps, before sequencing them. You may need to confirm their steps before they can sequence the tasks.

INDEPENDENT READING (IP) Invite students to read their sentence strips aloud upon completion.

WRAP-UP: Prepare a recipe. (SP) Choose a recipe to suit the season in which the lesson is being taught. Follow the steps to making one of the two recipes. Recipes can be tasted when completed.



Teacher’s Guide - Pearsoncle.pearsoncanada.ca/fsl/file/33d93913-3849-4b28-b359...Legend...

Documents

Transcript of Teacher’s Guide - Pearsoncle.pearsoncanada.ca/fsl/file/33d93913-3849-4b28-b359...Legend...