Teacher’s Guide - Pearsoncle.pearsoncanada.ca/fsl/file/e2715873-cac8-4b77... · Teacher’s Guide...

Teacher’s Guide

Module 2

Ça, c’est ma journée!

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.

Ça, c’est ma journée! Teacher’s Guide

Copyright © 2014 Pearson Canada Inc., Toronto, Ontario

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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: (background, sun) ©MHJ/istock.com; (crackers) ©captainash/istock.com; (boy jumping) ©Slonov/istock.com; (girl with basketball) ©3bugsmom/istock.com; (boy doing homework) ©perkmeup/istock.com; (clock) ©blackred/istock.com; (sandwich) ©OlgaLIS/istock.com Composition: Lapiz Digital Services Audio Production: Hara Productions Vice-President, Publishing: Mark Cobham

ISBN 978-0-321-86920-3

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 Pearson Canada would also like to thank all Early Engagement Reviewers for their guidance in the development of this resource.

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 2 PLANNER

Module 2 Overview: Ça, c’est ma journée! 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 2 Strategies 15 Cooperative Learning 15 Intercultural Understanding 16 Module 2 Lessons at a Glance 18

PART 2: TEACHING NOTES

Explorons! 21 Après l’école on s’amuse! 29 Integrating Échos 1 text Pauvre Michel! 38 Integrating Échos mag 1 text Quelle est ta bête noire? 40 Ça, c’est ma journée! 41 Dans mon sac à lunch… 49 Bienvenue à la fromagerie! 57 Une journée dans la vie de Swing 61 La journée de Super Sophie 67 Mon projet 74 Integrating Échos mag 1 text Quelle journée! 80 Je peux 81 Miam! Miam! 85 Vive la fin de semaine! 90

PART 3: LINE MASTERS

Fiches d’activité FA1–17

Fiches de stratégie FS3–5

Fiches d’évaluation FE1–8

6 Échos Pro 1 Teacher’s Guide Ça, c’est ma journée! Copyright © 2014 Pearson Canada Inc.

Module 2 Overview: Ça, c’est ma journée!

Healthy choices and active living: In this module, students explore their food choices—lunch foods—and daily

after-school activities. They also review school subjects and learn to talk about the general time of day. The message of

the module is that a healthy variety of foods and activities contribute to our enjoyment of our daily routines.

Explore texts:

1. Graphic text: Après l’école, on s’amuse!

2. Song: Ça, c’est ma journée!

3. Video: Dans mon sac à lunch…

4. Webpage: Une journée dans la vie

de Swing

5. Graphic text: La journée de Super Sophie

Integrate Échos 1 texts:

1. Échos 1 text: Pauvre Michel!

2. Échos mag 1: Quelle est ta bête noire?

3. Échos mag 1: Quelle journée!

Unit opener: Explorons!

What does a typical day look like?

Plan ahead: Zoom sur mon projet

Preview the performance task: Write a description of a typical day, including lunch foods, at-school activities and after-school activities. Support the description with visuals in a collage or an electronic presentation. Recount a typical day.

Explore further: Enrichment texts

Recipes: Miam! Miam!

Telephone calls, email, and text message: Vive la fin de semaine!

Use strategies:

1. Je participe activement.

2. Je pose des questions.

3. J’utilise des modèles.

4. Je réfléchis.

Performance task: Mon projet

Reflect:

Je peux : Reflect on skills and strategies.

Explore cultures:

Informative text: Bienvenue à la fromagerie!

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Ça,

c’e

st m

a jo

urné

e!

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

ESS

MEN

T P

LA

N

Lea

rnin

g ou

tcom

es a

re a

sses

sed

usin

g th

e fo

llow

ing

met

hods

and

act

iviti

es:

Su

cces

s Cri

teri

a (in

trodu

ced

in le

sson

s ind

icat

ed

belo

w in

ital

ics)

A

sses

smen

t FO

R

Lea

rnin

g Le

arni

ng C

heck

s

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.

Less

ons 2

, 7, 1

3,

Ret

rieve

info

rmat

ion

from

an

oral

text

, e.g

., id

entif

y id

eas.

Less

ons 9

, 10,

11,

12,

18

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 1

8, 1

9

Indi

cate

that

they

re

cogn

ize

fam

iliar

w

ords

. Le

sson

7

Iden

tify

lunc

h ite

ms i

n a

vide

o.

Less

on 1

0

Iden

tify

lunc

h ite

ms d

escr

ibed

by

stud

ents

in a

aud

io

reco

rdin

g.

Less

on 1

1

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

ons 1

8, 1

9

List

en to

ora

l pr

esen

tatio

ns a

nd

com

pare

to th

eir

own

expe

rienc

es.

Less

on 1

8

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

12,

19,

21

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

(L

iste

ning

)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to n

ew

lear

ning

. Les

son

7 R

ecog

nize

Fre

nch

soci

olin

guis

tic c

onve

ntio

ns. L

esso

n 9

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 19

Li

sten

to a

song

. Le

sson

13

Ref

lect

on

cultu

res.

Less

on 1

9

8 É

chos

Pro

1 T

each

er’s

Gui

de Ç

a, c

’est

ma

jour

née!

C

opyr

ight

© 2

014

Pear

son

Can

ada

Inc.

Sp

eaki

ng to

C

omm

unic

ate

Con

vey

info

rmat

ion

oral

ly, e

.g.,

favo

urite

subj

ect;

at-s

choo

l an

d af

ter-

scho

ol a

ctiv

ities

, dai

ly a

ctiv

ities

, foo

d pr

efer

ence

s, se

quen

ce w

ords

, a ty

pica

l day

, afte

r-sc

hool

snac

ks, p

refe

rred

in

gred

ient

s.

Less

ons 1

, 2, 3

, 4, 6

, 8, 9

, 14,

16,

18,

20,

21

R

espo

nd o

rally

to a

writ

ten

text

. Le

sson

s 1, 1

0, 1

2, 1

3, 1

5, 1

6, 1

9, 2

1 U

se rh

ythm

to e

xpre

ss a

n id

ea.

Less

ons 3

, 4, 5

, 7, 1

3, 1

6, 1

9 Ex

pres

s a p

refe

renc

e. L

esso

ns 1

4 U

se la

ngua

ge p

atte

rns a

nd g

raph

opho

nics

to sp

eak

fluen

tly.

Less

ons 5

, 15,

20

Rea

d w

ith e

xpre

ssio

n. L

esso

ns 5

, 14,

15,

17,

20

R

efle

ct o

n sk

ills a

nd st

rate

gies

. Les

sons

18,

19

Rea

d al

oud

a te

xt in

pa

irs.

Less

on 1

4 Ta

lk a

bout

you

r fa

vour

ite su

bjec

t. Le

sson

1

Talk

abo

ut p

erso

nal

activ

ities

. Les

son

2 G

estu

re to

indi

cate

si

lent

lette

rs.

Less

on 5

R

ead

with

ex

pres

sion

. Le

sson

5

Talk

abo

ut d

aily

ac

tiviti

es u

sing

se

quen

ce w

ords

. Le

sson

s 8, 1

4 Ta

lk a

bout

afte

r-sc

hool

snac

ks.

Less

on 2

0

Ret

ell S

ophi

e’s

day.

Les

son

16

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

8, 1

9

Rec

ount

thei

r day

in

an

oral

pr

esen

tatio

n.

Less

on 1

8

Spea

king

to

Inte

ract

A

sk a

nd a

nsw

er q

uest

ions

, e.g

., af

ter-

scho

ol a

ctiv

ities

, mus

ic

grou

ps, w

eeke

nd a

ctiv

ities

, an

invi

tatio

n. L

esso

ns 4

, 13,

21

Prov

ide

info

rmat

ion

in re

spon

se to

ora

l cue

s.

Less

ons 1

, 2, 3

, 6, 9

, 10,

11,

12

Use

a st

rate

gy to

com

mun

icat

e or

ally

. Les

son

3

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 n

ew

lear

ning

. Les

son

9, 1

2 R

ecog

nize

Fre

nch

soci

olin

guis

tic c

onve

ntio

ns. L

esso

ns 3

, 12,

20

R

efle

ct o

n in

terc

ultu

ral u

nder

stan

ding

. Les

son

19

Rea

d al

oud

info

rmat

ion

on a

w

eb p

age.

Le

sson

14

Ref

lect

on

cultu

res.

Less

on 1

9

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Ça,

c’e

st m

a jo

urné

e!

9

Rea

ding

C

ompr

ehen

sion

Use

a c

ompr

ehen

sion

stra

tegy

. Le

sson

s 4, 7

, 10,

12,

13,

15,

20,

21

Res

tate

or r

etel

l inf

orm

atio

n fr

om a

writ

ten

text

. Le

sson

s 4, 1

7, 2

0 Ex

pres

s per

sona

l tho

ught

s abo

ut a

text

. Les

son

19

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.

Rea

ding

: Pu

rpos

e, F

orm

, an

d St

yle

Rea

d/vi

ew/li

sten

to a

var

iety

of t

exts

, e.g

., a

grap

hic

text

, an

info

rmat

ive

text

, a v

ideo

, a w

eb a

rticl

e, re

cipe

s, te

xt

mes

sage

s, em

ails

, and

pho

ne c

alls

. Les

sons

4, 1

0, 1

2, 1

3, 2

0 Id

entif

y th

e pu

rpos

e of

a te

xt.

Less

ons 5

, 8, 1

1, 1

4, 1

5 C

hoos

e a

text

for a

pur

pose

. Les

sons

11,

14,

15

Iden

tify

the

feat

ures

/sty

le o

f a te

xt.

Less

ons 5

, 8, 1

1, 1

4, 1

5 R

efle

ct o

n sk

ills a

nd st

rate

gies

. Les

sons

19

Iden

tify

the

feat

ures

, sty

le, a

nd

purp

ose

of th

e te

xt.

Less

on 1

1

Iden

tify

the

feat

ures

, sty

le, a

nd

purp

ose

of th

e te

xt.

Less

on 1

4

Ref

lect

on

read

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 19

Iden

tify

the

feat

ures

, sty

le, a

nd

purp

ose

of th

e te

xt.

Less

on 1

5

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 n

ew

lear

ning

. Les

son

12, 1

3 R

ecog

nize

Fre

nch

soci

olin

guis

tic c

onve

ntio

ns. L

esso

ns 1

6,

21

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 19

R

ead

abou

t and

lo

cate

Sai

nt-A

lber

t. Le

sson

12

Ref

lect

on

cultu

res.

Less

on 1

9

Wri

ting:

Pu

rpos

e,

Aud

ienc

e, a

nd

Form

Expl

ore

a to

pic

in w

ritin

g, e

.g.,

afte

r-sc

hool

act

iviti

es, d

aily

ac

tiviti

es, l

unch

food

s, a

typi

cal d

ay. L

esso

ns 6

, 8, 1

1 W

rite

usin

g a

varie

ty o

f for

ms,

e.g.

, a g

raph

ic te

xt L

esso

n 6

Con

vey

pers

onal

exp

erie

nces

thro

ugh

writ

ing.

Les

sons

16,

17

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 1

8, 1

9

Cre

ate

one

fram

e fo

r a g

raph

ic te

xt.

Less

on 6

W

rite

abou

t you

r lu

nch.

Le

sson

11

Writ

e ab

out d

aily

ac

tiviti

es.

Less

on 1

6

Ref

lect

on

writ

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 18,

19

Writ

e ab

out y

our

day

usin

g a

mod

el.

Less

on 1

8

Usi

ng th

e W

ritin

g Pr

oces

s

Use

reso

urce

s to

gath

er in

form

atio

n fo

r writ

ing,

e.g

., m

odel

s. Le

sson

17

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 o

f thi

s la

ngua

ge c

ompe

tenc

y.

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 n

ew

lear

ning

. Les

son

10

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 19

Com

plet

e a

Ven

n D

iagr

am.

Less

on 1

0 R

efle

ct o

n cu

lture

s. Le

sson

19


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 2.) Refer to the Program Overview, pp. 34-35, for a description of the performance task in this program.

In this module, students use models to prepare a written description of their typical day. Next, they create a visual text (either electronic or collage-style) to illustrate the description and add their sentences to it. Then students present their project orally to classmates. Finally, students respond to their classmates’ presentations by identifying similarities and differences between their typical day and that of their classmates.

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 live in socio-economic contexts that limit their options for leisure and extra-curricular activities.

Emphasize activities promoted in the school environment or activities that do not involve money, such as walking, hiking, or reading.

who may prefer pastimes or musical styles that are quite different from many other students.

Establish a classroom climate in which it is absolutely acceptable to express one’s preferences, whether they are similar to others’ preferences or not, without fear of criticism or ridicule. Celebrate the diversity of students’ preferences.

who are newly arrived to this country and may have lunch foods that are quite different from those of their classmates.

Provide examples of lunch foods of fellow teachers or others that are also specific to a different country or region. Offer students opportunities to describe less common lunch foods with which they are familiar.

PERFORMANCE TASK OPTIONS • Have students present their typical day to a small group rather than to

the class. • Videotape the presentations. • Invite students to record their presentations on CLE so that they may

be shared with parents. • Have students input their description of a typical day into a graphic

text that has been prepared using comic strip software such as Comic Life or Bitstrips for schools.

• Invite students to describe their typical day as a partner presentation in which one student interviews the other.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Ça, c’est ma journée! 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 Classify “at-school” and “after-school” activities, e.g., C’est à l’école. C’est après l’école.

Shared Listening 1 Listen for familiar words.

Shared Listening 2 Listen for student names.

Dur

ing

Shared Listening 3 Listen for activity times.

Aft

er

Response to Text Ask students to draw an at-school or after-school activity and have classmates guess when it takes place.

Après l’école, on s’amuse!, graphic text

Student Resource Module pp. 6–7


Bef

ore

Contextualize/Personalize Talk about after-school activities, e.g., Après l’école, je joue au soccer.

Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experience.

Dur

ing

Shared Reading 2 Explore language.

Aft

er

Response to Text Create one frame of a graphic text and combine with three classmates to create a comic strip.

Échos 1 Text Integration after Lessons 4–6

Pauvre Michel!, narrative text Échos 1 Text, pp. 1–23

Échos 1 Teacher’s Guide pp. 45–76

Bef

ore

Contextualize/Personalize Say how you feel, e.g., Ça va? Oui, ça va bien. Ça va comme ci, comme ça. Non, ça ne va pas. Ça va mal.

Modelled Reading Read for gist and enjoyment. Chunk the text into two segments. For each segment:


Shared Readng 2 Explore language Dur

ing

Shared Reading 3 Shared Oral Reading

Aft

er

Response to Text Do a readers theatre.


Échos mag 1 Text Integration after Pauvre Michel!

Quelle est ta bête noire?, audio text Échos mag 1, pp. 2–3


Bef

ore

Contextualize/Personalize List examples of Michel’s pet peeves in Pauvre Michel!

Dur

ing

Shared Listening 1 Identify familiar words.

Shared Listening 2 Identify the girls and boys.

Shared Listening 3 Identify pet peeves.

Aft

er

Response to Text Identify a personal pet peeve.

Ça, c’est ma journée!, song Student Resource Module pp. 12–13


Bef

ore

Contextualize/Personalize Talk about favourite music groups, e.g., Mon groupe de musique préféré, c’est…

Dur

ing Shared Listening 1 Listen for familiar words.

Shared Listening 2 Link images to song lyrics.

Aft

er

Response to Text Create a timeline of daily activities.

Dans mon sac à lunch…, video Student Resource

Module pp. 14–15 Teacher’s Guide Lessons 9–11

Bef

ore

Contextualize/Personalize Talk about your lunch, e.g., Dans mon sac à lunch, j’ai des biscuits et du lait.

Dur

ing Shared Viewing 1 View for gist and enjoyment.

Shared Viewing 2 Confirm predictions.

Shared Viewing 3 Explore language.

Aft

er

Response to Text Listen to lunch descriptions. Write about your lunch.


Bienvenue à la fromagerie!, informative text


Teacher’s Guide Lesson 12

Bef

ore

Contextualize/Personalize Locate a French town in Ontario.

Dur

ing Modelled Reading Confirm predictions.

Shared Reading Make meaning and link to personal experience.

Aft

er

Response to Text Explore a website about Saint-Albert cheese.

Une journée dans la vie de Swing, web article



Bef

ore

Contextualize/Personalize Talk about favourite music groups, e.g., Mon groupe de musique préféré, c’est…

Dur

ing Shared Reading 1 Make meaning and link to personal experience.


Aft

er

Response to Text Read aloud with expression.

La journée de Super Sophie, graphic text



Bef

ore

Contextualize/Personalize Do a picture walk.

Dur

ing Modelled Reading Read for gist and enjoyment.



Shared Reading 3 Read aloud with expression.

Aft

er

Response to Text Sequence Sophie’s day. Write about your own day.


Échos mag 1 Text Integration after Mon projet, Lessons 17–18

Quelle journée!, board game Échos mag 1, pp. 4–5


Bef

ore

Contextualize/Personalize Learn the game rules, e.g., Lance le dé, Recule.

Dur

ing Shared Reading 1 Make meaning and link to personal experience.


Shared Reading 3 Shared Oral Reading.

Aft

er

Response to Text Play the game in small groups.

Un peu plus!: Enrichment Text 1 after Je peux, Lesson 19

Miam! Miam!, recipes Student Resource Module pp. 26–27


Bef

ore

Contextualize/Personalize Talk about after-school snacks.

Dur

ing Modelled Reading Make meaning and link to personal experience.


Shared Reading 2 Read for enjoyment.

Aft

er

Response to Text Describe preferred ingredients. Prepare a recipe. (Optional)

Un peu plus!: Enrichment Text 2 after Je peux, Lesson 19

Vive la fin de semaine!, telephone calls, email, text message



Bef

ore

Contextualize/Personalize Talk about a weekend activity.

Dur

ing Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning.

Shared Reading 2 Link to personal experience.

Aft

er

Response to Text Re-enact an invitation.


Module 2 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 participe activement. Introduce in Lesson 3. Reinforce in Lessons 6, 9, 12, 14, 17. Refer often to the T-chart on p. 9 of the Student Resource Module when students are working collaboratively. Display Fiche de stratégie 4 or make an anchor chart of the fiche for easy reference.

Je pose des questions. (1) Introduce in Lesson 4. Reinforce in Lessons 7, 8, 10, 11, 20, 21. Use Student Resource Module pp. 10–11 to introduce the strategy. Display Fiche de stratégie 5 or make an anchor chart of the fiche for easy reference.

J’utilise des modèles. Display Fiche de stratégie 28 or make an anchor chart of the fiche for easy reference. Introduce in Lesson 8. Use Student Resource Module p. 23 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 Teacher’s Guide Suggestions

J’écoute bien. (Fiche de stratégie 1) Je regarde bien. (Fiche de stratégie 2)

Lessons 4, 18 Lesson 7

Cooperative Learning Refer to the Program Overview, pp. 53-55, for information on other grouping techniques.

Grouping Techniques Suggestions Corners AB Partnering Find Someone Milling to Music

Lessons 6, 14 Lessons 4, 8, 9, 11 Lessons 9, 12 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…

Ça, c’est ma journée! Student Resource pp. 12–13

listen to a song written by Swing, a Franco-Ontarian group.

Dans mon sac à lunch… Student Resource pp. 14–15

learn that cheese curds are an essential ingredient in la poutine, a food closely identified with French Canada.

Une journée dans la vie de Swing Student Resource pp. 18–19

view Swing’s official website to learn more about the musical duo.

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.

Students…

Ça, c’est ma journée! Student Resource pp. 12–13

listen to a song written by Swing, a Franco-Ontarian music duo, and compare it to other songs they know in other languages. (Listening)


complete a Venn diagram to identify similarities and differences between their lunches and the lunches of students in St. Albert, Ontario. (Writing)

Bienvenue à la fromagerie! Student Resource pp. 16–17

locate Saint-Albert on a map of Ontario and compare it to francophone communities in their region or province. (Reading)

identify the Franco-Ontarian flag and the French flag in their province and compare it to other flags they know. (Speaking)


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

Students…

Je coopère! Student Resource pp. 8–9

learn different ways to negotiate and interact with peers using common expressions for turn-taking, borrowing, and encouraging.

Pauvre Michel! Échos 1 Text

La journée de Super Sophie Student Resource pp. 20–21

encounter French language conventions for hours when reading the time of day.


Learn that although un sac à lunch or une boîte à lunch are commonly-used terms in French-speaking Canada, the midday meal is called le dîner.

Bienvenue à la fromagerie! Student Resource pp. 16–17

Learn that languages often borrow words from each other, e.g., la poutine is used in English and curd is used in French, e.g., le Festival de la curd à Saint-Albert.

Miam! Miam! Student Resource pp. 26–27

learn that a “snack” is une collation in French Canada and un en-cas in France.

Vive la fin de semaine! Student Resource pp. 28–29

Learn that “weekend” is la fin de semaine in French Canada and le weekend in France.

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.


Module 2 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 to classify at-school and after-school activities. learn about the performance task.

learn a cooperative strategy.

Fiches d’activité 1, 2

Fiche de stratégie 4

Fiche d’évaluation 7 (ongoing)

Lessons 4–6 Après l’école, on s’amuse! pp. 6–7

learn to describe their after-school activities.

Fiches d’activité 1, 3, 17


Échos 1 Text Integration

(6 lessons)

Échos 1 Text: Pauvre Michel!

read a narrative text about a 10-year-old boy’s bad day.

See Échos 1 Teacher’s Guide, pp. 45–76.

Échos mag 1 Text Integration

(1 lesson)

Échos mag 1 Text, pp. 2–3: Quelle est ta bête noire?

listen to a radio journalist survey students about their pet peeves.

See Échos 1 Teacher’s Guide, pp. 163–165.

Lessons 7–8 Ça, c’est ma journée! pp. 12–13

listen to a song by a Franco-Ontarian music group.

Fiches d’activité 4, 5, 17

Fiches de stratégie 3, 5

Fiche d’évaluation 3

Lessons 9–11 Dans mon sac à lunch… pp. 14–15

watch a video of kids having lunch in a French school and then learn to describe their own lunch.

Fiches d’activités 6, 7, 17


Fiches d’évaluation 3, 4

Lesson 12 Bienvenue à la fromagerie! pp. 16–17

learn about cheese curds in Saint-Albert, Ontario.

Fiches d’activité 8, 9


Lessons 13–14 Une journée dans la vie de Swing pp. 18–19

learn to read a web page. Fiches d’activité 10, 17



Lessons 15–16 La journée de Super Sophie pp. 20–21

learn to read a graphic text. Fiches d’activité 11a/b, 12, 17

Fiches d’évaluation 4, 5a, 5b, 6

Lessons 17–18 Mon projet pp. 22–23 present a typical day. Fiches d’activités 13, 14

Fiches d’évaluation 1, 5a, 5b, 6

Échos mag 1 Text Integration

(1 lesson)

Échos mag 1 Text, pp. 4–5: Quelle journée!

play a board game that illustrates the ups and downs of a typical day.

See Échos 1 Teacher’s

Guide, pp. 166–168.

Lesson 19 Je peux pp. 24–25

Parle-moi de… p. 32 self-assess their performance and set learning goals.

Fiche d’activité 15

Fiches d’évaluation 2, 3, 8 (FE 8 is only on overview page)

Lesson 20 Un peu plus, Miam! Miam! pp. 26–27

read recipes. Fiche d’évaluation 4

Lesson 21 Un peu plus, Vive la fin de semaine! pp. 28–29

read invitations. 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

1

Warm-Up: Participate in a preference chain.* Contextualize: Classify activities. Personalize: Graph class experiences. Wrap-Up: Play a guessing game.

Student Resource Module pp. 2–3 Fiche d'activité 1 Props: Timeline (Smart or hand-drawn)

During Listening

2

Warm-Up: Play charades. Shared Listening 1: Listen for familiar words. Shared Listening 2: Listen for student names. Shared Listening 3: Listen for activity times. Learn about the Performance Task. Wrap-Up: Draw personal activities.*

Student Resource Module pp. 2–3, 4–5 Fiches d'activité 1, 2 Audio: Ma journée

After Listening

3

Warm-Up: Play C’est ton tour. Contextualize: Participate actively. Response to Text: Play a guessing game. Wrap-Up: Learn a chant.

Student Resource Module pp. 8–9 Fiche de stratégie 4 Audio: Je coopère! Props: Teacher-drawn activities; student drawings from previous lesson Fiche d'évaluation 7

SUCCESS CRITERIA: MONITOR AND ASSESS TO DETERMINE IF STUDENTS CAN… • Convey information orally, e.g., favourite

subject*; at-school and after-school activities* • Respond orally to a written text. • Provide information in response to oral cues. • Retrieve information from an oral text, e.g.,

identify words. • Use a strategy to communicate orally. • Use rhythm to express an idea. • Recognize French sociolinguistic conventions.

• Je parle de ma matière préférée. Je parle de mes activités à l'école et après l'école.

• Je parle d’un texte. • Je réagis à un indice oral. • J’identifie des mots dans un texte oral. • J’utilise une stratégie pour communiquer

oralement. • Je communique avec rythme. • Je remarque des différences culturelles.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) Strategy Focus: Students are introduced to the strategy Je participe activement. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Learning Goal Students learn to classify “at-school” and “after-school” activities. Je parle de mes activités.

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


WARM-UP: Participate in a preference chain. (M) Initiate an oral language chain in which students share preferences of school subjects introduced in Module 1, Ma classe et moi. Point to the daily timetable and indicate one of the day’s subjects that you like.

- Regardez l’horaire. C’est le français. J’aime le français.

(SP) (GP) Invite a student to state your preference and add his/her own. Invite a few more students in turn to add to the chain. Play until the chain is broken and repeat the chain as often as interest and time permit.

- Madame / Monsieur aime le français, Joey aime les arts plastiques. J'aime les maths.

Learning Check (speaking to communicate): Circulate, monitor, and adjust. Provide more opportunities for students to reuse language in meaningful ways if they are struggling to express preferences about school subjects.

BEFORE LISTENING CONTEXTUALIZE: Classify activities. (M) (SP) Identify images on Student Resource Module pp. 2–3 and ask students to use this model to name things that they notice in the images.

- Je vois une fille. Qu’est-ce que vous voyez? (Je vois un garçon, je vois une orange, je vois un ballon de basket-ball, etc.)

(M) (SP) Ask questions about images and model an appropriate response. Offer students a choice when describing each activity.

- Regardez la fille. Est-ce qu’elle joue de la guitare ou est-ce qu’elle travaille à l’ordinateur? (Elle…)

- Est-ce qu’il / elle fait du karaté ou fait de la bicyclette / …joue au basket-ball ou joue au soccer / …mange une orange ou mange un sandwich? (Il / Elle…)

- Est-ce que c'est les sciences ou les arts plastiques? (C’est…)

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

DIFFERENTIATION Call on students who have limited oral language or memory skills early in the chain.

Assessment FOR Learning

PD CORNER Providing a selection of choices in your question supports students to respond in French. Ensure that some of the choices are familiar or easy to understand to make language more accessible.

MATERIALS Student Resource Module pp. 2–3 Fiche d'activité 1 : Des activités Props: Timeline (Smart or hand-drawn)

PD CORNER Reinforce numbers to 20 in a contextualized way by asking students to say the time. Model for students how time is expressed in French: Il est dix heures and 10h in written form.


Student Resource Module pp. 2–3: For teacher reference 1. Il fait du karaté. 2. Elle joue de la guitare. 3. C’est les sciences. 4. Il joue au basket-ball. 5. C’est les arts plastiques. 6. Elle travaille à l’ordinateur. 7. Il mange une orange. 8. Elle mange un sandwich.

(M) (SP) Cut up images of daily activities from Fiche d'activité 1 : Des activités and do a think-aloud as you place one of the images on a timeline. Direct students to follow your model by pointing to the time shown on the clock in the Student Resource Module and inviting them to place other activity cards on the timeline.

- Regardez le numéro 1. Le garçon fait du karaté à 6h. Je mets l’image sur la ligne de temps.

- Regardez le numéro 2. La fille joue de la guitare à 5h. Mettez l’image sur la ligne de temps.

(M) (SP) Draw a vertical line on the timeline between 3 and 4 p.m. Use gestures to indicate the meaning of à l’école and après l’école. Then ask students to follow your model in saying whether an activity takes place during or after school.

- Elle joue de la guitare… à l’école ou après l’école? Hmm… Il est 5h. C’est après l’école.

- Aidez-moi. Elle mange un sandwich… C'est à l’école ou après l’école? (C’est à l’école.)

PERSONALIZE: Graph class experiences. (M) (SP) Survey students about the activities they do also. Ask students when they do the activities, whether at school or after school. Graph the class survey results. (Some activities may occur during and after school.)

- Je travaille à l’ordinateur. Qui travaille à l’ordinateur aussi? (…) Dix personnes travaillent à l’ordinateur.

- Je travaille à l'ordinateur, et toi, Liane? (Je travaille à l'ordinateur.)

- C’est à l’école ou après l’école? (C’est à l’école.)

WRAP-UP: Play a guessing game.

(M) (SP) Point to an image from Student Resource Module pp. 2–3 or Fiche d'activité 1 and ask the class to guess whether it is an at-school or an after-school activity as it applies to you. Ask a student to take your place.

- Regardez l’image. Pour moi, c’est à l’école ou après l’école? Devinez! (…)

- Oui, c’est vrai. / Non, c’est faux.

- C’est ton tour, Kieran. Choisis une image et pose la question. (C’est à l’école ou après l’école? Devinez!)

ENGLISH LANGUAGE LEARNERS Ask a student to change the timeline to correspond to a school day in their country of origin.

DIFFERENTIATION Ask students with higher proficiency to use the days of the week to describe when they do certain activities.

PD CORNER To facilitate authentic communication, students only say what is true for them.

INTERACTIVE TECHNOLOGY Consider using Ça, c’est ma journée!, Interactive Whiteboard Activity 1: À l’école ou après l’école? (online or on DVD) to talk about at-school and after-school activities.


WARM-UP: Play charades. (M) Hide one of the images from Fiche d'activité 1 : Des activités from view and act it out as you do a think-aloud.

- Je choisis une image. Je cache mon image. Je mime une activité.

- C’est à l’école ou après l’école? (C’est…)

- Oui, c’est vrai. / Non, c’est faux.

(SP) (GP) Ask a student to take your place, act out an activity, and use the model language. Continue the activity with other student volunteers.

- C’est ton tour Joey. Choisis une image et pose la question. (C’est à l’école ou après l’école?)

DURING LISTENING SHARED LISTENING 1: Listen for familiar words. (M) Play the audio selection Ma journée. Listen to the first student and do a think-aloud. Raise your hand and say the familiar words you hear.

- J’écoute. Quels sont les mots familiers?

- Je lève la main. Le mot est « l’école ».

Ma journée

A. J’écoute bien. J’encercle « à l’école » ou « après l’école ».

1. Je m’appelle Mélissa. C'est lundi matin. C'est les sciences à l’école. Je mange une orange après l’école.

2. Je m’appelle Jacob. C'est mercredi. C'est les arts plastiques à l’école. Je joue de la guitare après l’école.

3. Je m’appelle Nicole. C'est vendredi. Je travaille à l’ordinateur à l’école. Je joue au basket-ball après l’école. Youpi!

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

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

- Quels sont les mots familiers? (…)

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

ENGLISH LANGUAGE LEARNERS Explain the concept of games that may be new for ELLs. Active games help stimulate brain function and help learners retain language.

DIFFERENTIATION Place students with auditory challenges near the audio player. Consider playing the text an additional time.

MATERIALS Student Resource Module pp. 2–3, 4–5 Fiche d'activité 1 : Des activités Fiche d'activité 2 : Ma journée Audio: Ma journée


SHARED LISTENING 2: Listen for student names. (M) Listen again to the first student only and do a think-aloud as you name the student who is speaking.

- J’écoute une élève. Qui est-ce? Elle s’appelle Mélissa!

(SP) (GP) Ask students to identify the subsequent speakers.

- Écoutez. Qui est-ce? (Il s’appelle… / Elle s’appelle…)

SHARED LISTENING 3: Listen for activity times. (M) Distribute Fiche d'activité 2 : Ma journée, Partie A. Listen to the first student and do a think-aloud. Identify when Mélissa’s first activity takes place.

- J'écoute Mélissa. C'est les sciences. C’est à l’école ou après l’école? C’est à l’école. J’encercle « À l’école ».

(SP) Ask the class to help you with Mélissa’s second activity.

- Mélissa mange une orange. C'est à l'école ou après l'école? (C'est après l'école.)

(GP) (IP) Direct students to continue independently or with support.

- À votre tour. Écoutez les activités de Jacob et de Nicole.

Fiche d'activité 2 Answer Key 1. a) à l’école; b) après l’école; 2. a) à l’école; b) après l’école; 3. a) à l’école; b) après l’école

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 sharing their daily activities at the end of the module.

- Regardez: Je présente ma journée.

- Il y a deux choix : Je fais une présentation électronique ou je fais un collage.

WRAP-UP: Draw personal activities. (M) (SP) Using Fiche d'activité 2, Partie B, draw two personal activities and direct students to do the same.

- Je dessine deux activités. Vous dessinez deux activités aussi.

(M) Point to your two drawings, one at a time, as you say whether you do these activities at school or after school.

- C’est à l’école. C’est après l’école.

(SP) Ask a student volunteer to display his or her drawings and to say when he or she does these activities.

PD CORNER Using interactive technology is an effective way to focus students' attention as they participate actively during shared practice.

PD CORNER Provide students with options for representing ideas visually; e.g., using logos, stick people, or other alternatives to drawing people or scenes to allow for individual differences.

PD CORNER Listening to an audio text can be challenging, so it is important to listen several times and with only one focus each time. The first time should be a familiarizing process.


- C’est ton tour Joey. Montre tes activités. C'est à l'école ou après l'école? (C’est à l’école. C’est après l’école.)

(GP) Ask several students to share their personal activities using the modelled language.

MODÈLE

S1: C’est à l’école. C’est après l’école. Et toi? S2: C’est après l’école. C’est après l’école.

(IP) Ask students to share with an elbow partner or in small groups. Collect student drawings (labeled with their names) for the next lesson. Refer to the Program Overview, pp. 53-55, for alternate grouping suggestions.

Learning Check (speaking to communicate): Circulate and monitor. Circulate through the room and listen for students’ use of the targeted phrases.



WARM-UP: Play C’est ton tour. (M) Place student drawings in an envelope. Choose one and ask students to identify whether it is an at-school or after-school activity and the artist. The student who identifies the artist selects the next drawing.

- C’est à l’école ou après l’école? (C’est après l’école.)

- Qui est-ce? (C’est Caroline.)

- Fantastique! C’est ton tour, Sarah.

(SP) (GP) Individual students select a drawing and ask others to identify when the activity takes place and the artist.


- Qui est-ce? (C’est…)

- C’est ton tour…

CONTEXTUALIZE: Participate actively. Introduce the cooperative learning strategy. Refer to the pictogram of the strategy on Student Resource Module p. 9 or use Fiche de stratégie 4 : Je participe activement. Mime the action, tell students what you are doing, and have them repeat.

- Regardez la stratégie. Je participe activement. [Raise your hand enthusiastically.]

- Mimez et dites avec moi : Je participe activement.

(M) (SP) Refer to the photos on Student Resource Module p. 8. Model the interaction and listen to the chant in the audio selection Je coopère!

- On participe activement. Écoutez le chant.

Je coopère!

C'est ton tour! [point to another student] C'est vrai! [thumbs up] C'est mon tour! [point to self] D'accord! [thumbs up] C'est ton tour! [point to another student] Oui, oui! [thumbs up] C’est mon tour! [point to self] Merci! [thumbs up]

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

MATERIALS Student Resource Module pp. 8–9 Fiche de stratégie 4: Je participe activement. Audio: Je coopère! Props: Teacher-drawn activities; student drawings from previous lesson Fiche d'évaluation 7 : Strategies Planning Sheet

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.

SOCIOLINGUISTIC AWARENESS As well as promoting cooperation, these expressions encourage students to use common verbal formulas in a variety of social contexts, e.g., for turn-taking, borrowing, and encouraging.


(M) (SP) Refer to the T-chart on Student Resource Module p. 9. Mime the non-verbal cues (left side of T-chart) and repeat. Listen to the chant again and point to each verbal cue (right side of T-chart) as it is mentioned. Play again and invite students to say the chant aloud.

- Faites comme moi. [cup an ear]

- Faites comme moi. [point to eyes and look directly at a student]

- Faites comme moi. [put hands overhead to cheer]

- Dites avec moi. [Cup an ear and signal for students to say the chant.]

(M) (SP) Listen and say the chant again, this time miming actions for each expression. Invite students to say and mime the chant with or without the audio version.

AFTER LISTENING

RESPONSE TO TEXT: Play a guessing game. (M) (SP) Refer to one of the two drawings you prepared during the previous lesson. Ask students to guess when you do this activity before confirming the answer. Indicate which students were correct. Select one of the students to take your place, using a second drawing, and whisper whether it is one you do at school or after school.


- Cheryl, Jaime, Todd et Luce, c’est bien. C'est après l'école. C’est ton tour, Luce. Pose la question.

(GP) Ask a student to lead the guessing game using an activity they drew in the previous lesson as the class observes.

(IP) Distribute hand-drawn activity cards from the previous lesson to the students who drew them. Have students form groups of four to play the guessing game, with each group member taking a turn at leading the activity and choosing who leads next.

MODÈLE

S1: C’est mon tour. C’est à l’école ou après l’école? (C’est…) S1: C’est vrai. C’est ton tour. S2: Merci.

WRAP-UP: Learn a chant. Say the chant with different groups, chiming in, speaking different parts, and miming the actions.

PD CORNER Saying a chant or singing a song with audio is an effective way to scaffold independent oral production.

COOPERATIVE LEARNING The T-chart on Student Resource Module p. 9 offers several verbal and non-verbal cues for the cooperative strategy, Je participe activement. Many more exist, and depending on your class, you may choose to introduce more cues. 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.

COOPERATIVE LEARNING Refer to the Program Overview, pp. 53-55, for other suggestions on informal grouping techniques.



Before/ During

Reading

4 Warm-Up: Create a chant. Contextualize/Personalize: Share an after-school activity. Anticipate: Ask questions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experience.* Wrap-Up: Survey students.

Student Resource Module pp. 6–7, 10–11, 30–31 Fiche de stratégie 5

During Reading

5 Warm-Up: Adapt a chant. Shared Reading 2: Explore language.* Shared Reading 3: Analyse text. Wrap-Up: Read aloud with expression.*

Student Resource Module pp. 8–9 Fiche d'activité 17 Prop: Chart paper

After Reading

6 Warm-Up: Choose a preferred activity. Response to Text: Create texts.* Wrap-Up: Share graphic texts.

Student Resource Module pp. 8–9 Fiches d'activité 1, 3

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

• Use rhythm to express an idea. • Ask and answer questions, e.g., after-school activities • Use a comprehension strategy. • Read a variety of texts, e.g., a graphic text • Restate or retell information from a written text.* • Convey information orally, e.g., after-school activities. • Use language patterns and graphophonics to speak

fluently.* • Identify the purpose of a text. • Identify the features/style of a text. • Read with expression.* • Write using a variety of forms, e.g., a graphic text*

• Je communique avec rythme. • Je pose des questions et je donne des réponses,

ex., mes activités après l'école. • J’utilise une stratégie de compréhension. • Je lis une histoire en images. • J'identifie des idées dans un texte écrit. • Je parle de mes activités après l'école. • Je peux identifier des mots et des sons. • J’identifie l’intention d’un texte. • J’identifie les éléments d'un texte graphique. • Je lis avec expression. • Je prépare une histoire en images.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) Strategy Focus: Students are introduced to the strategy Je pose des questions. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Lessons 4–6 Après l’école, on s’amuse! Student Resource Module pp. 6–7

Learning Goal Students learn to describe their after-school activities. Je parle de mes activités. Je lis une histoire en images. J’écris une description de mes activités.


WARM-UP: Create a chant. (M) Model the question and response for a verse and write them on a chart for later reference. Point to a clock if necessary.

MODÈLE

S1: À l’école, à l’école, qu’est-ce que tu fais à 10h? S2: À 10h, à 10h, c’est les sciences.

(SP) (GP) Brainstorm with students to create other verses that apply to the whole class, providing support if needed. Repeat the chant as a class.

- À votre tour. Complétez la question et la réponse.

- À l’école, à l’école, qu’est-ce que tu fais à ______h?

- À ____h, à ___h, je _______________.

BEFORE READING

CONTEXTUALIZE/PERSONALIZE: Share an after-school activity. (M) Share an after-school activity that you do. Refer to images or use gestures as necessary.

- Après l’école, je travaille à l’ordinateur. Qui travaille à l’ordinateur aussi?

(SP) Invite students to talk about their own after-school activities by adapting your model. Use Student Resource Module pp. 30-31 (Dictionnaire visuel) as a reference. Be cognizant that some students may have after-school commitments other than leisure activities, such as studying or taking care of siblings, e.g., J'étudie. Je reste chez moi. When a student has identified an activity, ask other students if they share that activity by stating it aloud. Provide support as students ask the question to classmates. Continue until all students have had the opportunity to say their after-school activity.

- Qu’est-ce que vous faites après l’école? Qui fait de la bicyclette / …joue au hockey / …joue avec les amis / …joue du piano? (Je …)

Lesson 4Après l’école, on s’amuse! Student Resource Module pp. 6–7

DIFFERENTIATION Encourage students who may have limited memory to use the Dictionnaire visuel. To challenge students, include activities that are slight variations on those from the previous class, e.g., Je mange une orange.

MATERIALS Student Resource Module pp. 6–7, 10–11, 30–31 Fiche de stratégie 5 : Je pose des questions. (1) or an anchor chart of the fiche (a visual reference displayed in the classroom)

ENGLISH LANGUAGE LEARNERS Brainstorming may be new to ELLs. Explain that brainstorming is used to generate as many ideas as possible and that all ideas are acceptable.


- Justin joue au soccer. Qui joue au soccer aussi? (Je joue au soccer.)

Verify comprehension: After several students have shared their after-school activity, ask others to summarize what classmates do after school.

- Qui joue du piano après l’école? (Marion joue du piano.)

(GP) Invite two student volunteers to ask about each other’s after-school activity as the class observes.

MODÈLE

S1: Je joue du piano. Et toi? S2: Je joue aux jeux vidéo.

(IP) Have students speak to an elbow partner about their after-school activity.

Share aloud: Use an AB partnering tactic to have several students share their partner’s after-school activity with the class.

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

- Qu’est-ce qu’il fait? (Il joue de la guitare.)

- Qui joue au basket-ball? (…joue au basket-ball.)

ANTICIPATE: Ask questions. Introduce the comprehension strategy. Refer to Student Resource Module pp. 10–11 and read each statement as you model the strategy.

- Quel est le titre? Le titre est « Pauvre Michel ! »

- Quelles images est-ce que je vois? Je vois une pizza.

- Quels sont les mots familiers? « Bonjour » est un mot familier.

- Quels sont les mots-amis? « Possible » est un mot-ami.

- Quelles sont mes expériences personnelles? Je joue au basket-ball.

(SP) Refer to Fiche de stratégie 5 : Je pose des questions (1) or an anchor chart of the fiche as you do a picture walk of the text (images only) on Student Resource Module pp. 6–7.

- Quel est le titre? (Le titre est « Après l’école, on s’amuse! »)

- Quelles images est-ce que je vois? (Je vois un garçon.)

- Quels sont les mots familiers? (« Amis » est un mot familier.)

- Quels sont les mots-amis? (« Soccer » est un mot-ami.)

- Quelles sont mes expériences personnelles? Montre-moi une image. [Point to the graphic text.] (C'est cette image.)

COOPERATIVE LEARNING Sharing aloud helps promote active listening and reinforces the cooperative learning strategy introduced in Ma classe et moi : J’écoute bien.

ENGLISH LANGUAGE LEARNERS Students who speak other languages may notice cognates that apply to French and their home language.

PD CORNER Summarizing gives the teacher the opportunity to verify comprehension.


DURING READING MODELLED READING: Read for gist and enjoyment. (M) Model a read-aloud of the graphic text (or play the eBook audio version), pointing and mimicking Tamara’s expression of excitement and exhaustion.

- Regardez les expressions de Tamara. Tamara est très excitée [mime], excitée [mime], fatiguée [mime], et très fatiguée [mime].

SHARED READING 1: Make meaning and link to personal experience. (SP) Read the graphic text again using an echo reading technique. Check understanding by asking students to show facial and vocal expressions demonstrating Tamara’s emotions.

- Lisez après moi.

- Regardez les expressions de Tamara. Montrez-moi une expression très excitée, excitée, fatiguée et très fatiguée.

Learning Check (read comprehension): Monitor and adjust. Scan students' faces for proper use of the expressions as they read. Nod your head in the direction of students who are demonstrating the correct expression.

WRAP-UP: Survey students. Survey students to determine if they participate in some of the same activities presented in the graphic text. Have those who engage in the various activities stand and say aloud that they do.

- Sam joue au soccer. Qui joue au soccer? (Je joue au soccer.)

- Levez-vous si vous jouez au soccer aussi. [Cup ear to signal students to say aloud.] (Je joue au soccer.)

Invite groups of students to adapt the chant developed in the warm-up, personalizing it to reflect what they like to do after school.

- Après l’école, après l’école, qu’est-ce que tu fais après l’école?

- Après l’école, après l’école, je __________________ .

DIFFERENTIATION Draw symbols or images above the keywords that can be used to help students to recall word meaning.



WARM-UP: Adapt a chant. Share an after-school activity and ask students to name theirs. If a student names the same activity as yours, invite him/her to form a group with you. If the answer is different, have him/her form a new group. Call on students to take your place asking the question until all students belong to a group.

- Après l’école, je joue au volleyball. Jake, qu’est-ce que tu fais après l’école? (Après l’école, je joue au volleyball.)

- Super! Tu es dans mon groupe.

- Nicole, qu’est-ce que tu fais après l’école? (Après l’école, je joue au hockey.)

- Tu es dans un autre groupe.

Have the class perform and adapt the chant from the previous lesson. The whole class chants the opening question; each group responds in turn with its stated after-school activity by chanting and/or miming.

MODÈLE

Refrain: Après l’école, après l’école, qu’est-ce que tu fais après l’école? Group Response: Je… (joue au volleyball).

DURING READING (CONTINUED) SHARED READING 2: Explore language. (M) (SP) Use mime during a think-aloud as you highlight words (e.g., on the board, interactive whiteboard, chart paper) that end in a silent consonant in the first sentence and have students help you find other words.

- Écoutez : Salut. [Signal for students to say the word.] (Salut.)

- Est-ce que vous entendez le « t » dans le mot « salut »? Non. On ne prononce pas la lettre finale.

- Trouvez d’autres mots qui ont une lettre finale qu’on ne prononce pas. (amis, sont, actifs…)

Lesson 5 Après l’école, on s’amuse! Student Resource Module pp. 6–7

MATERIALS Student Resource Module pp. 6–7 Fiche d'activité 17: J'analyse un texte. Prop: Chart paper

COOPERATIVE LEARNING Be aware of any students who have not found others with whom they share a common activity. Ask if there is another activity they might share with others or if they feel confident being on their own to say the chant response.

DIFFERENTIATION Call on students with stronger language skills first, so that students with more limited skills have more opportunities to hear the modelled language.

ENGLISH LANGUAGE LEARNERS Ask students who speak other languages to share if there are letters they do not pronounce in the language and what those letters are.


(SP) Read the text with students using a shadow reading technique. Ask students to place an index finger on their mouths to mimic the “shhh” gesture when they read a word with a silent final consonant.

Learning Check (speaking to communicate): Monitor and adjust. Scan the room to see if students are gesturing to indicate the silent letters. Provide explicit instruction in a mnemonic, if necessary. Silent final letters in French are X, S, T, P, D, E.

Graphophonics: Ask students to notice and practise saying words containing open and closed “o” sounds.

- Remarquez le son « o » ouvert. Pratiquons : école, soccer, comme

- Remarquez le son « o » fermé. Pratiquons : aussi, au, Carlos.

SHARED READING 3: Analyse text. (M) (SP) Engage students in a discussion of the text elements in Après l’école, on s’amuse. Refer to Fiche d’activité 17 : J’analyse un texte, number 2, for a complete list of elements to which students will be exposed in this module.

- Regardez. [Point to an illustration.] C’est une photo ou une illustration? C’est une illustration.

- [Point to a speech bubble.] C’est une illustration ou une bulle? (C’est une bulle.)

(M) (SP) Read the text Après l’école, on s’amuse with students using a chime-in reading technique. Then refer to Fiche d’activité 17. Use a think aloud as you begin to work through the first five questions about text features and invite students to help you as they feel comfortable. Note that Fiche activité 17 will be used with each text in this module. Each time, students will take more responsibility for its completion.

- Numéro 1. Le texte s’appelle « Après l’école, on s’amuse ».

- Numéro 2a). Dans le texte, je vois des bulles. C’est vrai ou c’est faux? C’est vrai. Je vois des bulles. [Point to speech bubbles.] Je coche « des bulles ».

- Dans le texte, je vois des illustrations. C’est vrai ou c’est faux? (C’est vrai. Je vois des illustrations.)

Fiche d’activité 17 Answer Key : Après l’école, on s’amuse! 1. Le texte s’appelle « Après l’école, on s’amuse! » 2. Dans le texte, je vois… a) des bulles, des illustrations; b) des mots-amis, des mots familiers, des phrases; c) des personnages, des endroits; d) une histoire. 3. Answer will vary. 4. Ce texte est une histoire en images. 5. Ce texte est amusant.

PD CORNER Provide opportunities for students to develop an understanding of sound–symbol connections for the open “o” ([ ]) and the closed “o” ([o]) sounds. Graphophonics are a key building block in speaking a language and pronouncing words correctly.

PD CORNER Since this is students’ first exposure to language used to talk about the purpose, form, and style of a text, you may wish to modify Fiche d’activité 17 by reducing the number of elements introduced on the fiche and introducing them gradually with each of the five texts. Reserve the last question until students have read several texts since they will not yet be able to express a preference.



WRAP-UP: Read aloud with expression. Invite students to read aloud the text again, using a chime-in or chained reading technique.

Group 1: Chime-in reading, with the teacher

Group 2: Read like a robot, without the teacher

Group 3: Chained reading, without the teacher

Read aloud with this group using a chime-in reading technique. Read and pause occasionally for the students to read the next word. - Lisez le texte avec

moi.

Direct this group to independently complete a different shared reading activity (e.g., read like a robot), using a copy of the text. Students may record their presentation for playback in a subsequent class as a warm-up. - Lisez le texte en

groupe avec une voix de robot.

- Enregistrez le texte.

Direct this group to independently complete a chained shared reading activity, with each student saying one line of the story, as they move around the group. - Lisez le texte à la

ronde avec votre choix de voix.

- Chaque personne lit une phrase.

- Enregistrez le texte.

Learning Check (speaking to communicate): Monitor and adjust. As needed, provide students with focused support on certain words, perhaps taking advantage of PVC pipe phones or other technologies that allow for isolated focus on certain words.

ALTERNATIVE DIFFERENTIATED ACTIVITY To differentiate this reading activity by process, ask students to choose their preferred type of shared reading activity.



WARM-UP: Choose a preferred activity.

In advance, choose four or more after-school activities from Fiche d'activité 1 and post in various spots in the classroom. Using the “corners” technique, direct students to move to the image which portrays their preferred activity. (Refer to the Program Overview, p. 53, for a description of this grouping technique.) Once students are grouped, ask them to mime their activity and name the after-school activities of other groups.

- Si vous jouez au soccer, allez dans ce coin. Si vous regardez la télé, allez dans ce coin, etc.

- Groupe A, mimez votre activité. Qu’est-ce que Groupe B fait après l’école? (Groupe B joue au soccer.)

AFTER READING RESPONSE TO TEXT: Create texts. (M) Write a model sentence about an after-school activity and illustrate the sentence in a single blank frame from Fiche d'activité 3 : Après l’école, on s’amuse!

- Après l’école, je joue au volleyball. Regardez. J’écris : Madame / Monsieur joue au volleyball. Maintenant, je dessine une image.

(SP) Help a few students in a large class setting to complete the sentence starter Après l’école, je… and convert it into a story caption.

- Claire, qu’est-ce que tu fais après l’école? (Après l’école, je regarde la télé.)

- Bien. Écris ta phrase. (Claire regarde la télé.)

- Maintenant, dessine une image.

(GP) Direct all students to write a personal sentence and illustrate it.

Lesson 6 Après l’école, on s’amuse! Student Resource Module pp. 6–7

MATERIALS Fiche d'activité 1 : Des activités (choice of 4 images) Fiche d'activité 3 : Après l’école, on s’amuse! (1 frame per student; 1 complete page per group of 4)

PD CORNER Adding a group physical response contributes to team-building and provides another opportunity to represent language. A group mime can also be “frozen” into un tableau, e.g., the positions are held in place until the other groups correctly identify the activity.

INTERACTIVE TECHNOLOGY Consider using Ça, c’est ma journée!, Interactive Whiteboard Activity 2: Après l’école, je… (online or on DVD) to talk about preferred after-school activities.


(IP) In groups of four, students glue their frames on one complete fiche. Remind students to use the strategy and the language in the T-chart for the cooperative learning strategy Je participe activement.

Learning Check (writing: purpose, audience, and form): Circulate, monitor, and confirm. Circulate through the room, monitoring students’ responses. Confirm their progress during the activity to increase confidence about sharing in next step.

WRAP-UP: Share graphic texts. Each group reads aloud its new graphic text. Compile pages into a class booklet and/or read aloud pages as a warm-up in a subsequent class.

COOPERATIVE LEARNING Changing groups frequently helps students get to know their classmates while working on a variety of tasks.

DIFFERENTIATION Allow students to consult visual dictionaries for vocabulary and spelling.



• Refer to Échos 1 Teacher’s Guide pp. 45–76, for a full description of this lesson sequence. (6 lessons)

• See also the sample questions on the following page of this guide for help in differentiating for language ability when working with Pauvre Michel!

Note: If you do not have the print version of the Échos 1 series, please login to

CLE to access both the readers and the teaching notes.

By choosing to integrate this text, you will give your students the opportunity to: • Explore a narrative text. • Reinforce the use of the comprehension strategy Je pose des

questions. • Introduce language used to express how you are feeling. • Learn and use new expressions, such as Ah non! Quelle journée!

Pas possible! • Expand sociolinguistic awareness by noticing how hours and

minutes are expressed in French. • Have fun listening to and reading a humorous story in French.

Integrating Échos 1 Text: Pauvre Michel! Échos 1 Series

This humorous narrative text recounts a 10-year-old boy's bad day.


Differentiate for language ability when reading Pauvre Michel!

Early Production (For students who are struggling; one word responses.)

Speech Emergence (For most students: phrases or short sentences.)

Intermediate Fluency (For former immersion students: longer and more complex sentences.)

Remembering Recalling, finding, recognizing, listing, describing, naming, retrieving

Qui est-ce? / Comment s’appelle-t-il? (pointing to Michel)

Où est Michel?

Quel sport est-ce que Michel aime?

Understanding Explaining ideas or concepts, classifying interpreting, summarizing, paraphrasing

Voici le souper : le poisson et les épinards. Nommez un autre souper.

Quels sont les mots familiers?

Dans cette histoire, qui aime le poisson?

Applying Using information in another familiar situation; implementing, carrying out, using, executing

Quelle activité n’est pas dans le texte : Michel saute du lit, Michel regarde la télé, Michel est en retard?

Choisis un problème de Michel. Propose une autre solution.

À ton école, où est la boîte d’objets trouvés?

Analysing Breaking information into parts to explore understandings and relationships; comparing, organizing, deconstructing, finding, interrogating

Vrai ou faux : Michel aime le rose.

Quel est le sport préféré de Michel?

Choisissez une page de l’histoire. Nommez une préférence de Michel que vous voyez sur cette page.

Evaluating Justifying a decision or course of action; checking, hypothesizing, critiquing, judging, experimenting

Aujourd’hui, comment ça va pour Michel? Est-ce que ça va bien ou ça va mal? (Gesture thumbs up, thumbs down)

Selon vous, quel problème est le plus sérieux pour Michel?

Selon vous, pourquoi est-ce que ça va mal pour Michel aujourd’hui?

Creating Generating new ideas, products, or ways of viewing things; designing, constructing, planning, producing, inventing

(Show images of the pages that include Ah non! Pas possible!) Quel problème est-ce que Michel confronte en premier? En deuxième? En troisième?

Faites une liste des problèmes de Michel.

Imaginez une solution pour un de ces problèmes.


• Refer to Échos 1 Teacher’s Guide pp. 163–165, for a full description of this

lesson sequence. (1 lesson) Note: If you do not have the print version of the Échos 1 series, please login

to CLE to access both the readers and the teaching notes.

By choosing to integrate this text, you will give your students the opportunity to: • Listen to a radio interview program. • Recognize familiar words and match images to ideas. • Learn language for common pet peeves. • Talk about their own pet peeves.

Integrating Échos mag 1 Text:Quelle est ta bête noire? Échos mag 1 pp. 2–3

In this audio text, a radio journalist surveys students about their pet peeves.



Before Listening/

During Listening

7

Warm-Up: Talk about music-related activities. Contextualize/Personalize: Talk about favourite music groups. Anticipate: Ask questions. Shared Listening 1: Listen for familiar words.* Shared Listening 2: Link images to song lyrics.* Wrap-Up: Sing the song refrain.

Student Resource Module pp. 12–13 Fiche d'activité 4 Fiche de stratégie 5 Audio: Ça, c’est ma journée! Fiche d’évaluation 3

After Listening

8

Warm-Up: Personalize a list of activities. Response to Text 1: Analyse text. Response to Text 2: Describe order of daily events.* Response to Text 3: Create a timeline. Wrap-Up: Share a timeline.

Student Resource Module pp. 23, 30–31 Fiches d'activité 5, 17 Fiche de stratégie 3 Props: Flashcards for sequencing words Student-created timelines


• Provide information in response to oral cues. • Use a comprehension strategy. • Retrieve information from an oral text, e.g.,

identify words.* • Use rhythm to express an idea. • Convey information orally, e.g., daily activities. • Explore a topic in writing, e.g., daily activities.* • Identify the purpose of a text. • Identify the features/style of a text. • Compare one’s cultural knowledge and

experiences to new learning.

• Je réagis à un indice oral. • J’utilise une stratégie de compréhension. • J’identifie des mots dans un texte oral.

• Je communique avec rythme. • Je parle de ma journée. • J’écris mes idées, ex., Je décris ma journée. • J’identifie l’intention d’un texte. • J’identifie les éléments d'une chanson. • Je compare ma culture avec d’autres cultures.

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

Strategy Focus: Students are introduced to the strategy J’utilise des modèles. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Lessons 7–8 Ça, c’est ma journée! Student Resource Module pp. 12–13

Learning Goal Students listen to a song by a Franco-Ontarian music group. J’écoute une chanson. Je découvre un groupe de musique.


WARM-UP: Talk about music-related activities. (M) (SP) Ask students about any daily activities that include music, e.g., listening to music or playing a musical instrument. Using gestures to assist comprehension, invite students to stand if they participate in certain music-related activities and say them aloud.

- Qui écoute de la musique? (J’écoute de la musique.)

- Qui joue de la guitare / du piano…?

Have students recall which of their classmates does a daily activity involving music.

- Qui joue du piano? (Marion joue du piano.)

BEFORE LISTENING CONTEXTUALIZE/PERSONALIZE: Talk about favourite music groups. (M) (SP) Access students' prior experiences with music and music groups. Ask students about their favourite music group. Introduce the song.

- Moi, j’aime la musique. J’ai une chanson préférée. C’est… Est-ce que vous avez une chanson préférée? (C’est…)

- J’ai un groupe de musique préféré. C’est… Comment s’appelle votre groupe de musique préféré? (C’est…)

- Aujourd’hui, on va écouter une chanson d’un groupe de musique qui s’appelle « Swing ».

ANTICIPATE: Ask questions. (SP) Refer to Fiche de stratégie 5 : Je pose des questions (1) or an anchor chart of the fiche as you do a picture walk of the text (images only) on Student Resource Module pp. 12–13. Guide the class in answering two of the questions that are part of this strategy. Make a link between Je regarde bien, the strategy learned in Module 1, and the question Quelles images est-ce que je vois?

- Quel est le titre? Qui peut m’aider? (C’est « Ça, c’est ma journée ».)

Lesson 7Ça, c’est ma journée! Student Resource Module pp. 12–13

PD CORNER To reinforce the comprehension strategy Je pose des questions that was modelled in Après l’école, on s’amuse! and Pauvre Michel!, help students use the strategy with subsequent texts in this module through shared practice.

MATERIALS Student Resource Module pp. 12–13 Fiche d'activité 4 : Ça, c’est ma journée! (1 per pair of students) Fiche de stratégie 5 : Je pose des questions. (1) Audio: Ça, c’est ma journée! Fiche d’évaluation 3 : Je réfléchis sur les cultures.

ENGLISH LANGUAGE LEARNERS Encourage students to share musical genres and groups from their country of origin.


- Quelles images est-ce que je vois? Qui peut m’aider? (Je vois une banane.)

- Quels sont les mots familiers? Qui peut m'aider? (« Journée " est un mot familier.)

- Quelles sont mes expériences personnelles? Qui a un réveil [point to alarm clock] dans ses expériences personnelles? (Moi.)

Student Resource Module pp. 12–13: For teacher reference Je vois 1. un réveil : Le réveil sonne. 2. une fille : Elle saute du lit. 3. C’est une orange, une banane et un œuf tourné. 4. C’est un autobus 5. un garçon, un ballon : Il lance le ballon. 6. une fille : Elle est dans la salle de classe. 7. des élèves : L’école est finie. 8. une fille : Elle joue de la guitare. 9. un garçon : Il fait du karaté.

DURING LISTENING SHARED LISTENING 1: Listen for familiar words. (M) (SP) Model words that may appear in the song. Ask students to help you add words to a list.

- Je fais des prédictions. Quels sont les mots familiers?

- J’écris « le réveil ». J’écris « une orange ». Aidez-moi…

(M) (SP) Play the song in segments, pausing to point and place a checkmark beside words on the list that you hear. Encourage students to raise their hand and say the familiar words they hear.

- J’écoute la chanson. Quels sont les mots familiers?

- Ah, j’entends « le réveil ».

- Levez la main quand vous entendez un mot familier et dites le mot.

Learning Check (listening to understand): Monitor and adjust. Scan the room as the song is playing, taking note of words students know. Use this information to “randomly” distribute images to specific students in the next activity.

PD CORNER When exploring an authentic text such as this song, the goal is to develop global comprehension rather than necessarily understanding every word. Just as in English, students do not need to know every part to make sense of the whole.



Ça, c'est ma journée Refrain : Ça, c’est ma journée, ça, c’est ma journée, Ça, c’est ma journée, ça, c’est ma journée, Ça, c’est ma journée, ça, c’est ma journée, Ça, c’est ma journée à moi! D’abord, le réveil sonne, Et je saute parce que ça résonne. Je saute en bas du lit et je suis attiré Par l’odeur de la cuisine pour mon déjeuner. Une orange, une banane et un œuf tourné Aaahhh c’est tellement bon, j’ai tout mangé. Ensuite, dans l’autobus, je retrouve mes amis, En route vers l’école, je parle, j’écoute et je ris, Je lance un ballon dans la cour d’école. Et dans ma salle de classe, il y a plein de choses qui se passent : Je lis et j’utilise des stratégies, C’est encore une bonne journée aujourd’hui. Ah oui—Le matin ça va bien Ah oui—L’après-midi aussi Ah oui—Après l’école je m’amuse Et demain ça va recommencer! Refrain Eh bien, la cloche sonne, Et je saute parce que ça résonne, L’école est déjà finie, Et je vais à la maison comme tous mes amis. Je joue de la guitare un peu trop fort, Et après le souper, je fais du karaté. Et dans mon lit avant de fermer les yeux, Je pense à demain et je souris un peu. Ah oui—Le matin ça va bien Ah oui—L’après-midi aussi Ah oui—Après l’école je m’amuse Et demain ça va recommencer! Refrain

CULTURAL AWARENESS The award-winning group Swing performs across Ontario, Canada, and abroad. Their appearances include major events such as Canada Day, le Festival franco-ontarien, and local French festivals.


Note: For your convenience, these lyrics are also provided on Fiche d'activité 16 : Ça, c'est ma journée : les paroles.

SHARED LISTENING 2: Link images to song lyrics.

(M) Play the song in segments and display an image from Fiche d'activité 4 : Ça, c’est ma journée! when the corresponding lyric is heard. Consider creating an additional image featuring the song title Ça, c'est ma journée!

- J’écoute la chanson. J’entends « le réveil sonne ». Voici l’image!

Fiche d'activité 4 Answer Key J’entends… 1. Le réveil sonne. 2. Je saute. 3. une orange, une banane 4. l’autobus 5. Je lance un ballon. 6. dans ma salle de classe. 7. L'école est déjà finie. 8. Je joue de la guitare. 9. Je fais du karaté.

(SP) (GP) Distribute images randomly to all students. Direct them to stand and display their image when they hear the corresponding lyrics in the song.

- À votre tour. Regardez votre image. Quand vous entendez les mots pour votre image dans la chanson, levez-vous et montrez l’image.

Learning Check (listening to understand): Monitor, confirm, and adjust. As students hold up images, nod or smile to indicate that they are right. If several students miss holding up their images, consider replaying the song.

WRAP-UP: Sing the song refrain. Have students sing the song’s refrain on Student Resource Module pp. 12–13. Assign various lines of the refrain to different groups.

INTERCULTURAL AWARENESS Invite students to compare this song by a Franco-Ontarian group to other songs they know in other languages. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.

DIFFERENTIATION Consider playing the audio selection a few times for students to become accustomed to the song. Place students in pairs or small groups to listen for specific words.



WARM-UP: Personalize a list of activities. (M) (SP) Model how to apply the last question of the strategy Je pose des questions. Invite students to make personal connections to the activities in the song.

- Dans la chanson, on joue de la guitare après l’école. Qu’est-ce que vous faites après l’école? (Je travaille à l’ordinateur…)

AFTER LISTENING

RESPONSE TO TEXT 1: Analyse text. (SP) (GP) Refer to Fiche d’activité 17 : J’analyse un texte while pointing to the text Ça, c’est ma journée. Ask students to help you complete a few questions and call on some students to complete 2c) and 2d) on their own while the class observes. Encourage students to point to the elements they identify in the text.

- Numéro 2a). Je vois des symboles. C’est vrai ou c’est faux? Qui peut m’aider? (C’est vrai. Je vois des symboles. [Student points to musical notes.])

- Numéro 2c). J’ai besoin d’un ou d’une volontaire. (Je vois des personnages. [Student points to character.] Je vois des endroits. [Student points to place.])

Fiche d’activité 17 Answer Key : Ça, c’est ma journée! 1. Le texte s’appelle « Ça, c’est ma journée! » 2. Dans le texte, je vois… a) des photos, des symboles; b) des mots-amis, des mots familiers, des phrases; c) des personnages, des endroits; d) une histoire. 3. Answer will vary. 4. Ce texte est une chanson. 5. Ce texte est amusant.

RESPONSE TO TEXT 2: Describe order of daily events. (M) Create a timeline using flashcards for sequencing words to organize events in a day (e.g., le matin, l’après-midi, après l’école). Do a think-aloud describing activities in your day.

- Je pense à ma journée. Qu’est-ce que je fais? Le matin, c’est le français. L’après-midi, c’est les études sociales. Après l’école, je fais de la bicyclette. Ça, c’est ma journée.

Lesson 8 Ça, c’est ma journée! Student Resource Module pp. 12–13

INTERACTIVE TECHNOLOGY Alternatively, use Interactive Activity 3 to do this activity.

MATERIALS Student Resource Module pp. 23, 30–31 Fiche d'activité 17: J'analyse un texte. Fiche d'activité 5 : Ma ligne de temps Fiche de stratégie 3 : Mes stratégies de production Props: Flashcards for sequencing words Student-created timelines

PD CORNER Consider modifying Fiche d'activité 17 in order to gradually introduce new terms to students. Reserve the last question until students have read several texts since they will not yet be able to express a preference.


(SP) (GP) Help students describe a sequence of events. As students describe activities, ask them to place themselves under the appropriate sequence word on the timeline.

- Sarah, qu’est-ce que tu fais le matin? (Le matin, c’est les sciences.)

- Rena, qu’est-ce que tu fais l’après-midi? (L’après-midi, c’est l’éducation physique.)

- Maxwell, après l’école, qu’est-ce que tu fais? (Après l’école, je joue aux jeux vidéo.)

Visually represent a day. Draw three simple pictures to represent each activity in your day and point to the sequencing words as you say them.

- Le matin, c’est le français. L’après-midi, c’est les études sociales. Après l’école, je fais de la bicyclette. Ça, c’est ma journée.

(SP) Have students sketch three activities to represent their day using Fiche d'activité 5 : Ma ligne de temps. Ask several student volunteers to orally share their personal activities before writing. Guide students to include the correct sequencing language.

- Dessinez trois activités. Qu'est-ce que tu fais le matin? L'après-midi? Après l'école?

(GP) Ask a student to describe his/her day as the class observes.

- C’est ton tour, Kyle. Décris ta journée.

(IP) Students share with an elbow partner.

Learning Check (speaking to communicate): Circulate, monitor, and confirm. Circulate through the room, monitoring students’ responses. Confirm their progress during this activity to increase confidence about sharing in the next step.

Share aloud: When the activity is complete, use an AB partnering technique to have several students share their partner’s activity sequence with the class. (Refer to the Program Overview, p. 53, for a description of this grouping technique.)

- Madeleine, qu’est-ce que Simone fait après l’école? (Simone fait du karaté.)

RESPONSE TO TEXT 3: Create a timeline. Introduce the production strategy. Refer to Student Resource Module p. 23 to introduce the production strategy J’utilise des modèles. Read the statement and ask students to say it aloud.

- J’utilise des modèles. Et vous? (J’utilise des modèles.)

(M) Do a think-aloud as you add a sentence to each of the images on your timeline using sequencing words. Show students how to use models. Refer to Student Resource Module pp. 30–31 (Dictionnaire visuel) for

DIFFERENTIATION Develop a quick clap rhythm to help students remember the words; one clap for the first sequence word, two claps for the second sequence word, and so on (clap, word, clap, clap, word, etc.).

DIFFERENTIATION If you opted to create the chant clap, use it as you work through the timeline activity for reinforcement.

PD CORNER Sharing aloud after partner conversations validates what each has just learned from the other and helps promote active listening.

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.



help in writing sentences about activities. Refer to a class timetable or Ma classe et moi for help in writing about school subjects.

- J’écris des phrases. J’utilise les modèles dans mon livre. J’utilise le dictionnaire visuel.

(SP) Help a few students write a personal activity on the timeline. Ask them to share an activity orally and point to the model they are using as you write the sentence for them on a timeline.

- Anthony, pense à ta journée. Qu’est-ce que tu fais le matin? (Le matin, c’est l’éducation physique.)

- C'est bien, Anthony. Montre-moi un modèle. (Voici un modèle.)

- J'écris ta phrase: « Le matin, c'est l'éducation physique. »

(GP) Invite a student to share and sequence his or her personal activities orally as the class observes.

- Rachid, écris une phrase pour le matin.

(IP) Students write sentences to accompany images on their timeline page. Encourage them to refer to a word wall featuring activities tailored to the group's interests or the Dictionnaire visuel on Student Resource Module pp. 30–31.

WRAP-UP: Share a timeline. Direct students to read their timeline aloud with an elbow partner.



Before Viewing

9

Warm-Up: Share food preferences. Contextualize: Describe your lunch. Personalize: Talk about lunch items. Wrap-Up: Record popular lunch items.

Student Resource pp. 14–15 Fiche d'activité 6 Audio: Ça, c'est ma journée! Prop: A lunch bag

Before Viewing / During Viewing

10

Warm-Up: Play a guessing game. Anticipate: Ask questions and make predictions. Shared Viewing 1: View for gist and enjoyment. Shared Viewing 2: Confirm predictions.* Wrap-Up: Identify similarities.

Student Resource pp. 14–15 Fiche de stratégie 5 Video: Dans mon sac à lunch… Props: lunch or images; Venn diagram Fiche d'évaluation 3

During Viewing /

After Viewing

11

Warm-Up: Play a guessing game in pairs. Response to Text 1: Analyse text. Respond to Text 2: Listen to lunch descriptions.* Response to Text 3: Write about your lunch.* Wrap-Up: Match students and lunch descriptions.

Student Resource pp. 14–15 Fiches d'activité 7, 17 Fiche d'évaluation 4 Video: Dans mon sac à lunch… Props: lunch images


• Convey information orally, e.g., food preferences. • Retrieve information from an oral text, e.g., identify words

and ideas.* • Provide information in response to oral cues. • Use a comprehension strategy. • View a variety of texts, e.g., a video. • Respond orally to a written text. • Explore a topic in writing, e.g., lunch foods.* • Identify the purpose of a text. • Choose a text for a purpose. • Identify the features/style of a text. • Compare one’s cultural knowledge and experiences to new

learning. • Recognize French sociolinguistic conventions.

• Je parle de mes préférences. • J’identifie des mots et des idées dans

un texte oral. • Je réagis à un indice oral. • J’utilise une stratégie de compréhension. • Je regarde une vidéo. • Je parle d’un texte. • J’écris mes idées, ex., Je décris mon dîner. • J’identifie l’intention d’un texte. • Je choisis un texte selon mon intention. • J’identifie les éléments d'une vidéo • Je compare ma culture avec d’autres cultures. • Je remarque des différences culturelles.


Lessons 9–11 Dans mon sac à lunch… Student Resource Module pp. 14–15

Learning Goal Students learn to describe their lunch. Je parle de mon dîner. Je regarde une vidéo. Je décris mon dîner. Je découvre une communauté franco-ontarienne.


WARM-UP: Share food preferences. (M) Listen to the song Ça, c’est ma journée! and encourage students to sing the refrain. Identify one food item in the song and model giving your opinion about the food. Ask for students’ opinion.

- Dans la chanson, il mange une banane. Moi, j’aime les bananes.

- Qui aime les bananes? (J’aime les bananes.)

(SP) Ask students if they like the other two food items in the song and give their opinion.

- Qui aime les oranges? Qui aime les œufs? (Moi, j’aime…)

BEFORE VIEWING CONTEXTUALIZE: Describe your lunch. (M) Refer to Student Resource Module pp. 14–15 (images-only version). Describe the contents of your lunch by pointing to the visuals and using your lunch bag as a prop.

- Voici mon sac à lunch. Dans mon sac à lunch, j’ai un sandwich.

PERSONALIZE: Talk about lunch items. (SP) Ask students to talk about their own lunch. Point to each food item and ask who has the item in his or her lunch.

- Dans mon sac à lunch, j’ai du fromage. Qui a du fromage? (J’ai du fromage.)

- Marnie, est-ce que tu as du fromage dans ton sac à lunch? (Oui, j’ai du fromage.)

Verify comprehension: After several students have shared their lunch item, ask others to summarize what classmates have in their lunch.

- Qui a des raisins dans son sac à lunch? (Marion a des raisins. Michael a des raisins.)

(GP) Direct students to ask the question of their classmates. If the answer is no, suggest that students describe what they do have in their lunch.

- John, pose la question à Caroline.

Lesson 9Dans mon sac à lunch… Student Resource Module pp. 14–15

PD CORNER Students are not always expected to identify or manipulate possessive adjectives in grammatical structures. They use ton sac à lunch and mon sac à lunch as an integral part of the question and answer, thus learning to name the new item as a whole linguistic unit.

SOCIOLINGUISTIC AWARENESS Did you know that although sac à lunch or boîte à lunch are commonly-used terms in French-speaking Canada, the midday meal is commonly referred to as le dîner?

ENGLISH LANGUAGE LEARNERS Add lunch items to the lunch bag that reflect the ethnic make-up of your class, e.g., du riz, un rôti, un samosa, etc.

MATERIALS Student Resource Module pp. 14–15 Fiche d'activité 6 : Est-ce que tu as… (1 per student) Audio: Ça, c'est ma journée! Prop: A lunch bag


MODÈLE

S1: Est-ce que tu as des biscuits dans ton sac à lunch? S2: Oui, j’ai des biscuits. S2: Est-ce que tu as du fromage dans ton sac à lunch? S1: Non, j’ai du yogourt.

(IP) Direct students to use the “find someone” technique to ask their classmates' about their lunches. (Refer to the Program Overview, p. 54, for a description of this grouping technique.) Distribute Fiche d'activité 6 : Est-ce que tu as… to each student. Model how students will survey classmates about foods on the fiche and record positive answers below the image.

- Danielle, est-ce que tu as des carottes? (Oui, j’ai des carottes.)

- J’écris « Danielle. »

Share aloud: Ask several students to share their partner’s lunch items with the class using the AB partnering technique. (Refer to the Program Overview, p. 53, for a description of this grouping technique.)

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

- Qu’est-ce qu’il a dans son sac à lunch? (Il a un sandwich.)

- Qui a des biscuits? (Hunter a des biscuits.)

WRAP-UP: Record popular lunch items. Project four or five lunch items illustrated on Fiche d'activité 6 or place visuals on the blackboard ledge. Invite students to share aloud the results of their survey on Fiche d'activité 6. Record names of students above each visual to show which lunch item is the most popular. Then have the class decides which lunch item is the most well-liked.

- Qui a une pomme? (Martine, Fred, Neal… sept élèves ont une pomme.)

- Regardez. Qu’est-ce que la classe préfère?

COOPERATIVE LEARNING Direct students to use the cooperative learning strategy Je participe activement and the language in the corresponding T-chart.


WARM-UP: Play a guessing game. (M) Choose three familiar lunch items or visuals and place them in a lunch bag. Invite students to ask questions to identify them.

- Qu’est-ce que j’ai dans mon sac à lunch? Devinez!

- Posez la question : Est-ce que tu as un sandwich dans ton sac à lunch? (Oui, j’ai un sandwich. / Non.)

(SP) (GP) Invite students to take your place, putting three different items in the lunch bag.

- Est-ce que tu as des raisins dans ton sac à lunch? (Oui, j’ai des raisins. / Non.)

BEFORE VIEWING (CONTINUED) ANTICIPATE: Ask questions and make predictions. (SP) Refer students to the video images on Student Resource Module pp. 14–15 (images-only version). Refer to Fiche de stratégie 5 : Je pose des questions. (1) or an anchor chart of the fiche as you guide students to answer the questions.

- Quel est le titre? Qui peut m’aider? (C’est « Dans mon sac à lunch… »)

- Quelles images est-ce que je vois? Qui peut m’aider? (Je vois un sandwich.)

- Quels sont les mots-amis? Qui peut m'aider? (« Sac » est un mot-ami. « Lunch » est un mot-ami.)

- Quelles sont mes expériences personnelles? Qui peut m'aider? [Point to images.] (Dans mon sac à lunch, j'ai une banane.)

Tell students they are going to watch a video about students eating lunch. Draw a Venn diagram (two overlapping circles) on the board. In the first circle, record some of the food items in students’ lunches from the first activity. In the second circle, record predictions about foods they think they will see in the video.

- Qu’est-ce que vous avez dans vos sacs à lunch? (J’ai…)

- Qu'est-ce qu'il y a dans les sacs à lunch des élèves dans la vidéo? Faites des prédictions. (Il y a…)

Lesson 10Dans mon sac à lunch… Student Resource Module pp. 14–15

DIFFERENTIATION Ask students to draw their food item next to its label in the Venn diagram, in case some students are still struggling with vocabulary.

PD CORNER Using a graphic organizer that is familiar to students from use in other subject areas shows the interrelationship of learning strategies and tools across the curriculum.

MATERIALS Student Resource Module pp. 10–11, 14–15 Fiche de stratégie 5 : Je pose des questions. (1) Video: Dans mon sac à lunch… Props: Your lunch or images from Fiche d'activité 6 in a paper lunch bag; hand-drawn or electronic Venn diagram Fiche d'évaluation 3 : Je réfléchis sur les cultures.

INTERACTIVE TECHNOLOGY Consider using Ça, c’est ma journée!, Interactive Whiteboard Activity 3: Dans mon sac à lunch (online or on DVD) to talk about lunch foods.


Student Resource Module pp. 14–15: For teacher reference p. 14: Je vois… deux filles, deux sacs à lunch, des carottes. p. 15: Je vois… des élèves, une enseignante, une banane, des pêches.

DURING VIEWING SHARED VIEWING 1: View for gist and enjoyment. Play the video the first time to familiarize students with it.

SHARED VIEWING 2: Confirm predictions. (M) After viewing the video a second time, refer to the first circle of the Venn diagram that lists food items from their own class.

- Regardez notre diagramme de Venn. Qu’est-ce qu'il y a dans nos sacs à lunch? Il y a...

(SP) Refer to the second circle and, using gestures to assist comprehension, confirm and add to the food items they predicted.

- Regardez le deuxième cercle. Il y a de la pizza. Est-ce que c’est vrai ou c'est faux? (C’est faux.)

- Qu'est-ce qu'il y a de plus dans les sacs à lunch des élèves dans la vidéo? (Il y a des pêches.)

Food items in the video: For teacher reference De la pouding, des raisins, des muffins aux bananes, un sandwich, des pêches, des carottes avec de la sauce, une pomme, des biscuits, une barre aux fruits, du yogourt, une barre aux pommes, des raisins, une orange, une pomme, des craquelins, du fromage en grains, du fromage, un sandwich, du céleri

Learning Check (listening to understand): Monitor and adjust. If students have trouble recalling lunch items in the video, list a variety of foods in the second part of the Venn diagram, and ask them if it is vrai ou faux. Put an X through those items that were not in the video.

WRAP-UP: Identify similarities. (M) (SP) Identify a similarity between the lunch items of this class and the lunch items of the students in the video. Invite students to find other similarities and record them in the centre of the Venn diagram (within the overlapped circles).

- Qu’est-ce qu'il y a dans les deux listes? Il y a des raisins. J’écris « des raisins » au centre.

- Qui peut m’aider? (Il y a…)

DIFFERENTIATION Allow students to take notes or draw pictures of what they hear as they watch the video, to aid with recollection.

CULTURAL AWARENESS Did you know that the fromage en grains or cheese curds that students are eating in the video is an essential ingredient of poutine? The well-known dish was first made in Québec in the late 1950s. Although many variations exist, the traditional recipe of French fries and cheese curds topped with hot gravy remains the favourite way of eating poutine.

INTERCULTURAL AWARENESS Students note similarities and differences between the lunches in their class (including, for example, the range of lunch foods) to those of the class in Saint-Albert. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.



WARM-UP: Play a guessing game in pairs. (M) (SP) Select an item from your lunch bag and hide it from view. Model the guessing game by asking students to guess your lunch item.

- Qu’est-ce que j’ai dans mon sac à lunch? (Est-ce que tu as…?)

(GP) Ask two students to demonstrate the guessing activity for the whole class. Help students to use the model language.

MODÈLE

S1: Est-ce que tu as des craquelins? S2: Non. S2: Est-ce que tu as du fromage? S1: Oui, j’ai du fromage.

(IP) Ask students to work with a partner to play this game.

Share aloud: Use an AB partnering tactic to have several students share their partner’s lunch item with the class.

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

- Qu’est-ce qu’il a dans son sac à lunch? (Il a…)

DURING VIEWING (CONTINUED) Response to Text 1: Analyse text. (GP) (IP) Refer to Fiche d’activité 17 : J’analyse un texte while pointing to the text Dans mon sac à lunch. Call on a few students to answer some questions on their own while the class observes. Ask students to then complete 2c) and 2d) independently.

- J’ai besoin d’un ou d’une volontaire pour le numéro 1. (Le texte s’appelle « Dans mon sac à lunch... »)

- Faites numéros 2c et 2d individuellement. (M) (SP) Do a think aloud to show students how to make a text choice using an example such as J’aime la musique. Decide which of the texts read in the module up to this point would be the most appropriate choice, then give students a second example – le dîner – that they may record on Fiche d’activité 17, numéro 6. Note that answers may vary as long as students can point to text elements to justify their choice.

Lesson 11 Dans mon sac à lunch… Student Resource Module pp. 14–15

PD CORNER Invite two students to demonstrate an activity, thus serving as a model for independent pair practice.

MATERIALS Student Resource Module pp. 14–15 Fiche d'activité 7 : Des sacs à lunch Fiche d'activité 17: J'analyse un texte. Fiche d'évaluation 4 : Assessment FOR Learning Video: Dans mon sac à lunch… Props: Paper for drawing; hand-drawn or electronic T-chart; four images from Fiche d'activité 6

COOPERATIVE LEARNING AB partnering is a tactic in which students are responsible for reporting their partner’s information to the class.

PD CORNER Consider modifying Fiche d'activité 17 in order to gradually introduce new terms to students.


- Imaginez : J’aime la musique. Quel texte est-ce que je choisis? Est-ce que je choisis « Après l’école, je m’amuse », « Ça, c’est ma journée » ou « Dans mon sac à lunch… »? Mmm… Je choisis « Ça, c’est ma journée. »

- Écrivez « le dîner. » dans le numéro 6. J’aime le dîner. Quel texte est-ce que je choisis? Aidez-moi. (Tu choisis…)

Learning Check (reading: purpose, form, and style): Collect and confirm. Collect Fiche d’activité 17 and review numbers 2c) and 2d) that students completed independently. If more than 25% of the students did not complete it correctly, consider revisiting the text and activity. Fiche d’activité 17 Answer Key : Dans mon sac à lunch… 1. Le texte s’appelle « Dans mon sac à lunch… » 2. Dans le texte, je vois… a) des bulles, des photos, des symboles (fast-forward, rewind); b) des mots-amis, des mots familiers, des phrases; c) des personnages; des endroits d) une histoire. 3. Answer will vary. 4. Ce texte est une vidéo. 5. Ce texte est amusant. 6. Je choisis « Dans mon sac à lunch… ».

AFTER VIEWING

RESPONSE TO TEXT 2: Listen to lunch descriptions. (M) (SP) Refer to Fiche d’activité 7 : Des sacs à lunch. Play the audio the first time and pause to identify each speaker. Model the first one and ask students to help you name the other speakers.

- J'écoute. Qui parle? C’est Renata. Écoutez et aidez-moi.

Des sacs à lunch

J’écoute. J’encercle chaque élève et son dîner d’une couleur différente.

1. Je m’appelle Renata. Dans mon sac à lunch, j’ai des craquelins, du fromage et du jus.

2. Je m’appelle Michel. Dans mon sac à lunch, j’ai des carottes et du lait.

3. Je m’appelle Martine. Dans mon sac à lunch, j’ai des biscuits et une pomme.

4. Je m’appelle Samuel. Dans mon sac à lunch, j’ai des carottes et du lait.

(M) (SP) Listen a second time and pause after Renata. Identify the first item in her lunch bag, and circle both Renata and the lunch item with the same coloured marker. Ask students to help you with the second item in her lunch.



- J’écoute. Renata a des craquelins et du fromage dans son sac à lunch. J’encercle Renata avec un marqueur rouge et j’encercle les craquelins et le fromage avec un marqueur rouge.

- Qu’est-ce Renata a dans son sac a lunch aussi? (Elle a du lait.)

- C’est bien. J’encercle le lait avec un marqueur rouge.

(GP) Ask a volunteer to circle the second speaker, Michel, in a different colour marker and to circle his lunch items as the class observes.

(IP) Invite all students to circle the lunches for the last two speakers.

Fiche d’activité 7 Des sacs à lunch : Answer Key 1. i) and d); 2. a) and c); 3. e) and f); 4. a) and c)

Assessment FOR Learning (listening to understand): Monitor and assess to determine if students can identify the lunch items in the audio. If needed, consider the recommendations below.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Provide students with access to a visual dictionary, to help with recall of terms with the images.

Ask students to indicate, in a complete sentence, any food items featured on the page that they also have in their lunches.

RESPONSE TO TEXT 3: Write about your lunch. (M) Do a think-aloud as you complete the model sentence starter, describing the contents of your lunch. Use the class chart and Student Resource Module pp. 14–15 as references.

- J’ai une pomme, un sandwich et du fromage dans mon sac à lunch.

(SP) (GP) Invite students to adapt the model sentence.

- Alec, qu’est-ce que tu as dans ton sac à lunch? (J’ai…)

(IP) Students individually write what they have in their lunch on a sentence strip. Refer them to Student Resource Module pp. 14–15 for help in writing food items.

Learning Check (writing: purpose, audience, and form): Circulate, monitor, and confirm. Circulate and monitor to determine if students can use a model to write about their lunch. As needed, provide individualized support, including a more streamlined model.

WRAP-UP: Match students and lunch descriptions. (M) Have students hand in their sentence strips. Select one and read it aloud. Have students guess whose lunch is being described.

- Écoutez : « J’ai un sandwich, des carottes et une banane. » Devinez!

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 Reading/ During

Reading/ After

Reading

12

Warm-Up: Talk about cheese. Contextualize/Personalize: Locate a French town in Ontario. Anticipate: Predict order of cheese-making steps. Modelled Reading: Confirm predictions. Shared Reading 1: Make meaning and link to personal experience.* Response to Text: Explore a website about Saint-Albert cheese. Wrap-Up: Taste cheese curds or talk about poutine.

Student Resource Module pp. 14–17 Fiches d'activité 8, 9 Props: Map of Canada; cheese curds or poutine for tasting Image Bank: Images from Student Resource Module p. 17 Fiche d'évaluation 3


• Provide information in response to oral cues. • Respond orally to a written text. • Use a comprehension strategy. • Read a variety of texts, e.g., an informative text. • Respond to an oral text by stating a fact.* • Retrieve information from an oral text, e.g., identify

ideas. • Compare one’s cultural knowledge and experiences to

new learning. • Recognize French sociolinguistic conventions.

• Je réagis à un indice oral. • Je parle d’un texte. • J’utilise une stratégie de compréhension. • Je lis un texte informatif. • J’écoute un texte oral et je donne des

informations. • J’identifie des idées dans un texte oral. • Je compare ma culture avec d’autres

cultures. • Je remarque des différences culturelles.


Lesson 12Bienvenue à la fromagerie! Student Resource Module pp. 16–17

Learning Goal Students learn about cheese curds in Saint-Albert, Ontario. Je lis un texte informatif. Je découvre Saint-Albert, Ontario


WARM-UP: Talk about cheese. Refer to foods containing cheese on Student Resource Module pp. 14–15. Use gestures to emphasize the difference between sur and dans. Ask students to repeat.

- Il y a du fromage sur le craquelin / sur la pizza / dans le sandwich.

(M) Point to each image and ask students whether they like this food. Ask students who raise their hand to say the statement aloud.

- J’aime le fromage sur les craquelins. Qui aime le fromage sur les craquelins? (J’aime le fromage sur les craquelins.)

(SP) Refer to Fiche d'activité 8 : Un sondage sur le fromage. Ask several students which of the items they like.

- Jane, est-ce que tu aimes le fromage sur la pizza, dans les sandwichs ou sur les craquelins? (J’aime le fromage…)

(GP) Invite student volunteers to ask and respond about items in the survey while their classmates watch and listen.

MODÈLE

S1: Christopher, est-ce que tu aimes le fromage dans les sandwichs? S2: Oui, j’aime le fromage dans les sandwichs. S1: Sara, est-ce que tu aimes le fromage sur les craquelins? S3: Non, j’aime le fromage sur la pizza.

(IP) Direct students to use the “find someone” technique to survey five classmates about their cheese preferences. (Refer to the Program Overview, p. 54, for a description of this grouping technique.) Have them record the classmates' names and place a checkmark in one or more columns to indicate how they like to eat cheese.

- Posez la question à cinq amis. Cochez la bonne colonne.

Share aloud: Invite several students to share their partner’s preferences with the class.

- Regardez votre sondage.

- Qu’est-ce qui est populaire? Le fromage dans les sandwichs, sur la pizza ou sur les craquelins? (Le fromage dans les sandwichs est populaire.)

Lesson 12Bienvenue à la fromagerie! Student Resource Module pp. 16–17

PD CORNER When introducing new language, include familiar language, e.g., mots-amis, at the same time to aid students' understanding.

MATERIALS Student Resource Module pp. 14–15, 16–17 Fiche d'activité 8 : Un sondage sur le fromage Fiche d'activité 9 : À la fromagerie Props: Map of Canada; cheese curds or poutine for tasting. Image Bank: Images from p. 17 Fiche d'évaluation 3 : Je réfléchis sur les cultures.



BEFORE READING CONTEXTUALIZE/PERSONALIZE: Locate a French town in Ontario. Use a map of Canada to help students locate their region, town, or city and then locate Saint-Albert, Ontario featured in this magazine article. Use gestures when asking if it is close or far away. Tell students that this town is famous for its cheese. Use a hand gesture to indicate that cheese curds are very small morsels of cheese.

- Regardez cette carte du Canada. Où est notre région ou notre ville? (C’est ici.)

- Qui peut trouver la province de l’Ontario?

- Voici Saint-Albert en Ontario. Est-ce que c’est loin ou près d’ici?

- Saint-Albert est célèbre pour le fromage – le fromage en grains!

ANTICIPATE: Predict order of cheese-making steps. Using electronic images of the cheese curd-making process or Fiche d'activité 9 : À la fromagerie, present the steps to making cheese curds out of order and ask students to predict the correct order.

- Voici comment on fabrique du fromage en grains.

- Faites des prédictions. Quelle est l’étape 1? L’étape 2? L’étape 3? L’étape 4?

Fiche d'activité 9 Answer Key A. 2; B. 4; C. 1; D. 3

DURING READING MODELLED READING: Confirm predictions. Refer students to the images on Student Resource Module p. 17 to confirm their predictions.

- Montrez-moi l’étape 1 et regardez nos prédictions.

- Est-ce que c’est vrai? (Oui, c’est vrai. / Non.)

SHARED READING 1: Make meaning and link to personal experience. Read aloud Student Resource Module pp. 16–17, stopping to ask comprehension questions and to link to students' personal experiences. Point out the fact that this text is situated in a Franco-Ontarian town.

- Comment s’appelle la fille? (Elle s’appelle Suzanne.)

- Est-ce qu’elle parle français? (Oui, elle parle français.)

- Est-ce qu'on parle français en Ontario? Dans notre région ou ville?

INTERCULTURAL AWARENESS Saint-Albert is a small town in Eastern Ontario near Ottawa where almost 100% of the residents speak French. Use this opportunity to have students locate St. Albert on a map of Ontario and compare St. Albert to francophone communities in their region or province. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.

INTERCULTURAL AWARENESS Take this opportunity to point out the Franco-Ontarian flag to students and make them aware that French Canadians in every province also have a flag. Ask them to identify the French Canadian flag for their province and compare it to other flags they know. Have students use Fiche d’évaluation 3 to record the date when this reflection takes place.


Learning Check (listening to interact): Monitor and adjust. Consider telling a group of students that you are going to call on them to answer the questions about the next section you read.

AFTER READING

RESPONSE TO TEXT: Explore a website about Saint-Albert cheese. View the cheese factory website (suggested search keywords: fromage, st albert). Listen to the song on the website entitled J’ai le goût de manger de la curd.

WRAP-UP: Taste cheese curds or talk about poutine. Bring some cheese curds to class for students to taste, while being aware of food allergies.

- Est-ce que vous aimez le fromage en grains?

- Savez-vous qu’il y a du fromage en grains dans la poutine?

Alternatively, ask students to identify ingredients that are found in poutine by giving a list of five food items and determine which two do not belong.

- Qui aime la poutine? Dans quel restaurant?

- Qu’est-ce qu’il y a dans la poutine? Est-ce qu’il y a des frites, des carottes, du fromage en grains, du yogourt et de la sauce? (Il y a des frites, du fromage en grains et de la sauce.)

ENGLISH LANGUAGE LEARNERS Be sensitive to ELLs and other students who do not eat products from animals.

SOCIOLINGUISTIC AWARENESS French and English Canadians often borrow words from each other. The French word poutine is used in English and the English word curd is sometimes used in French.





Reading

13

Warm-Up: Sing a song. Contextualize/Personalize: Talk about favourite music groups. Contextualize/Anticipate: Make predictions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experience. Wrap-Up: View or listen to another French song.

Student Resource Module pp. 18–19 Audio: Ça, c’est ma journée!

During Reading/

After Reading

14

Warm-Up: Analyse music preferences. Shared Reading 2: Explore language. Response to Text 1: Analyse text. Response to Text 2: Read aloud with expression. Wrap-Up: Read aloud in pairs.

Student Resource Module pp. 18–19 Fiches d'activité 10, 17 Fiche d'évaluation 4 Prop: Chart paper


• Use rhythm to express an idea. • Ask and answer questions, e.g., music groups. • Use a comprehension strategy. • Read a variety of texts, e.g., a web page. • Respond orally to a written text. • Retrieve information from an oral text, e.g., identify

ideas. • Express a preference, • Convey information orally, e.g., sequence words. • Read with expression. • Identify the purpose of a text. • Choose a text for a purpose. • Identify the features/style of a text. • Compare one’s cultural knowledge and experiences to

new learning.

• Je communique avec rythme. • Je pose des questions et je donne des

réponses, ex., un groupe de musique préféré. • J’utilise une stratégie de compréhension. • Je lis un article Web. • Je parle d’un texte. • J’identifie des idées dans un texte oral. • J’exprime une préférence. • Je parle de l’origine. • Je lis avec expression. • J’identifie l’intention d’un texte. • Je choisis un texte selon mon intention. • J’identifie les éléments de [type de texte]. • Je compare ma culture avec d’autres

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

Lessons 13–14Une journée dans la vie de SwingStudent Resource Module pp. 18–19

Learning Goal Students learn to read a web page. Je lis un article web. Je découvre un groupe de musique.


WARM-UP: Sing a song. Have the class sing the chorus of Ça, c’est ma journée! by the group Swing.

- Écoutez « Ça, c’est ma journée! ». Chantez le refrain.

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about favourite music groups. (M) (SP) Tell the class about your favourite music group and then invite students to talk about theirs. Record answers for later reference.

- Moi, j’aime la musique. J’ai un groupe de musique préféré. Il s’appelle… Comment s’appelle votre groupe de musique préféré? (Il s’appelle…)

- Il y a… personnes dans mon groupe de musique. Combien de personnes est-ce qu’il y a dans votre groupe de musique? (Il y a __ personnes.)

(GP) Invite two students to the front of the class to demonstrate how to survey classmates about their favourite group using the model language.

MODÈLE

S1: Comment s’appelle ton groupe de musique préféré? S2: Il s’appelle…

(IP) Direct students to ask and answer the question 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 French music of your choice.

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

Learning Check (speaking to interact): Circulate, monitor, and confirm. Circulate through the room, monitoring students’ responses. Confirm their progress during the activity to increase confidence about sharing in the next step.

Lesson 13Une journée dans la vie de SwingStudent Resource Module pp. 18–19

PD CORNER Students’ experiences with music will likely be in English, including artists’ names. Incorporating this authentic experience into a French sentence structure shows that we can talk about what really matters to us in French.

MATERIALS Student Resource Module pp. 18–19 Audio: Ça, c’est ma journée!



Share aloud: Ask students to share information about their classmates’ favourite music groups.

- Charlotte, quel groupe de musique est-ce que Lucas aime? (Il aime…)

CONTEXTUALIZE/ANTICIPATE: Make predictions.

Refer to the song Ça, c’est ma journée! to introduce Swing and the web article. Invite students to predict how many people are in the group.

- Qui chante la chanson « Ça, c’est ma journée! »? (C’est Swing.)

- Aujourd’hui, on va lire un article web sur le groupe Swing.

- Combien de personnes est-ce qu’il y a dans le groupe? (Il y a… personnes.)

DURING READING MODELLED READING: Read for gist and enjoyment. (M) Model a read-aloud of the web article as students follow along for gist and enjoyment. Verify the prediction made earlier by students.

- Combien de personnes est-ce qu’il y a dans le groupe? (Il y a deux personnes.)

SHARED READING 1: Make meaning and link to personal experience. (SP) Read the web article again using an echo reading technique. Check understanding by pausing during the reading to ask questions about Swing’s daily activities and to relate to students’ daily activities.

- Comment s'appellent les deux personnes dans le groupe Swing? (Ils s'appellent Michel et Jean-Philippe.)

- Comment s’appelle le chien? (Il s’appelle Max.)

- Qui dans la classe a un chien? Comment s’appelle-t-il?

- De quel instrument joue Jean-Philippe? (Il joue de la guitare.)

- Qui dans la classe joue de la guitare?

WRAP-UP: View or listen to another French song. Play or view a French song or video, for example, another song by Swing.

CULTURAL AWARENESS View Swing’s website to find out more about the group and to listen to their music. Suggested search keywords: le groupe swing.


WARM-UP: Analyse music preferences. (M) Model how to rank music preferences using Fiche d'activité 10 : Je donne mon opinion! Have students view or listen to three video clips or songs by francophone artists and rate them according to the criteria: Images and music for videoclips and music only for songs.

- Regardez le premier vidéoclip. / Écoutez la première chanson.

- J’écoute la musique. J’aime beaucoup la musique. J’encercle le numéro 5 pour la musique.

- Je regarde les images. J’aime un peu les images. J’encercle le numéro 2 pour les images.

(SP) Direct students to follow your model for all three video clips/songs to complete the fiche and indicate their favourite selection.

- Je préfère le vidéoclip / la chanson numéro…

DURING READING (CONTINUED) SHARED READING 2: Explore language. (M) (SP) Identify sequence words as you direct students in an echo reading of the text: le matin, l’après-midi, après, le soir. Ask students to say what they do at each time of day.

- Qu’est-ce que Swing fait le matin? Hunter, qu’est-ce que tu fais le matin?

Learning Check (speaking to communicate): Monitor and adjust. If some students need additional challenge, consider asking them to sequence the words without using the pictures as cues.

Graphophonics: Ask students to notice and practise words containing open and closed “o” sounds.

- Remarquez le son « o » ouvert. Pratiquons : donne, promenade, jolie

- Remarquez le son « o » fermé. Pratiquons : radio.

Lesson 14Une journée dans la vie de SwingStudent Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 18–19 Fiche d'activité 10 : Je donne mon opinion! Fiche d'activité 17 : J'analyse un texte. Fiche d'évaluation 4 : Assessment FOR Learning Prop: Chart paper

DIFFERENTIATION Ask students with strong language skills to also locate other words with silent endings.



AFTER READING RESPONSE TO TEXT 1: Analyse text. (GP) (IP) Refer to Fiche d’activité 17 : J’analyse un texte while pointing to the text Une journée dans la vie de Swing. Call on a few students to complete some questions on their own as the class observes. Then ask students to complete the remainder of the fiche independently.

- Dans le texte, je vois des onglets. C’est vrai ou c’est faux? [Point to the Web tabs.] (C’est vrai. Je vois des onglets.)

- Écrivez « le groupe Swing » dans le numéro 6. Vous aimez le groupe Swing. Quel texte est-ce que vous choisissez? Est-ce que vous choisissez « Après l’école, je m’amuse », « Ça, c’est ma journée », « Dans mon sac à lunch… » ou « Une journée dans la vie de Swing? (Je choisis…)

- Faites numéros 2b), 2c), 2d), 3, 4 et 5 individuellement.

Assessment FOR Learning (reading: purpose, form, and style): Monitor and assess to determine the extent to which students are analyzing the purpose, form, and style of a text. If needed, consider the recommendations below.


Have students work in pairs or consult a peer increase confidence.

Provide students with a photocopied page of the Student Resource and have them label the text with the elements featured in question 2.

Fiche d’activité 17 Answer Key : Une journée dans la vie de Swing 1. Le texte s’appelle « Une journée dans la vie de Swing. » 2. Dans le texte, je vois… a) des onglets, des photos, des symboles (arrows); b) des légendes (captions for two musicians), des mots-amis, des mots familiers, des phrases; c) des personnages, des endroits; d) de l’information. 3. Answer will vary. 4. Ce texte est un article Web. 5. Ce texte est informatif. 6. Je choisis « Ça, c’est ma journée » ou « Une journée dans la vie de Swing ».

RESPONSE TO TEXT 2: Read aloud with expression. (M) Model reading the text again using four different choral reading techniques. (See pp. 29–30 of this guide for other techniques.)

- Écoutez. Je lis l’article web avec une voix triste, avec une voix excitée, avec une voix d’enfant et avec une voix de robot.

(SP) Read the text with students, changing the choral variation three times to give students practice with all four techniques chosen.

PD CORNER Varying the choral reading technique helps maintain students' interest as they read the text aloud several times with the teacher.




- Lisez avec moi. La première fois, on lit avec une voix triste. La deuxième fois, on lit avec une voix excitée. La troisième fois, on lit avec une voix d’enfant. La quatrième fois, on lit avec une voix de robot.

(GP) Label each corner of the classroom with a choral reading variation and ask students to move to the corner that most appeals to them. (Refer to the Program Overview, p. 53, for a description of the “corners” grouping technique.) Circulate among the four groups as students practise.

- Il y a une technique différente dans chaque coin de la classe. Choisissez votre technique préférée. Allez dans ce coin. Lisez le texte en groupe.

WRAP-UP: Read aloud in pairs. (IP) Invite groups to read the text aloud for the class using their choral reading technique.

Assessment FOR Learning (speaking to communicate): Monitor and assess to determine the extent to which students are reading aloud with expression. If needed, consider the recommendations below.


Read aloud one sentence and ask students to repeat. If possible, provide students with PVC phones to practise or continue to do choral repetition for each sentence.

Consider asking students to sequence the words without using the pictures as cues.






Before Reading /

During Reading /

After Reading

15

Warm-Up: Review Explorons! Contextualize/Personalize: 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 language. Response to Text 1: Analyse text.*** Wrap-Up: Read aloud in pairs.

Student Resource Module pp. 2–3, 20–21 Fiche d'activité 17 Fiches d'évaluation 5a, 5b, 6

After Reading 16

Warm-Up: Chant about a daily sequence of activities. Response to Text 2: Sequence Sophie’s day.* Response to Text 3: Write about your own day.* Wrap-Up: Compare daily activities.

Fiches d'activité 11a, 11b, 12 Fiche d'évaluation 4


• Respond orally to a written text. • Use a comprehension strategy. • Read a variety of texts, e.g., a graphic text. • Use graphophonics to speak fluently. • Read with expression. • Use rhythm to express an idea. • Convey information orally, e.g., daily activities.* • Convey personal experiences or information

through writing.* • Identify the purpose of a text. • Choose a text for a purpose. • Identify the features/style of a text.*** • Recognize French sociolinguistic conventions.

• Je parle d’un texte. • J’utilise une stratégie de compréhension. • Je lis une histoire en images. • Je peux identifier des sons. • Je lis avec expression. • Je communique avec rythme. • Je décris la journée de Sophie. • J’exprime mes expériences personnelles dans un

texte écrit. • J’identifie l’intention d’un texte. • Je choisis un texte selon mon intention. • J’identifie les éléments d'un texte graphique. • Je remarque des différences culturelles.

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

Lessons 15–16 La journée de Super Sophie Student Resource Module pp. 20–21

Learning Goal Students read a graphic text. Je lis une histoire en images. Je décris ma journée.


WARM-UP: Review Explorons! Refer to Student Resource Module pp. 2–3. Ask students to describe activities that take place at various times of the day as indicated by the clocks. Then ask them to personalize.

- Il est 5h. Qu’est-ce qu’elle fait? (Elle joue de la guitare.)

- Qu’est-ce que tu fais à 5h? (Je… )

- Il est midi. Qu’est-ce qu’elle a dans son sac à lunch? (Elle a un sandwich.)

- À midi, qu’est-ce que tu as dans ton sac à lunch? (J’ai…)

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Do a picture walk. Refer to Student Resource Module pp. 20–21. Ask questions as you point to each image using an images-only version of the graphic text.

- À quelle heure est-ce que Sophie sort du lit?

- Qu’est-ce qu’elle aime à l’école?

- Qu’est-ce qu’elle a dans son sac à lunch?

- Qu’est-ce qu’elle fait après l’école?

DURING READING MODELLED READING: Read for gist and enjoyment. Read aloud the graphic text, pausing to ask students to confirm observations made during the picture walk.

- Sophie va à l’école à 8h ou à 7h? (Elle va à l’école à 8h.)

SHARED READING 1: Make meaning and link to personal experience. Read the graphic text with students using an echo reading technique.

- Qu’est-ce qu’elle aime à l’école? (Elle aime les arts plastiques.)

- Et vous? Qu’est-ce que vous aimez à l’école? (J’aime…)

Lesson 15La journée de Super Sophie Student Resource Module pp. 20–21

PD CORNER Doing a picture walk enables students to familiarize themselves with a new text, get a general sense of its content, and develop a key comprehension strategy.

MATERIALS Student Resource Module pp. 2–3, 20–21 Fiche d’activité 17 : J’analyse une texte. Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet


- Qu’est-ce qu’elle a dans son sac à lunch? (Elle a un sandwich, du yogourt, une pomme et du lait.)

- Et vous? Qu’est-ce que vous avez dans votre sac à lunch? (J’ai…)

SHARED READING 2: Explore language. (SP) Read the first page of the text together using a choral reading technique. Ask students to identify any words that end in a silent consonant by circling the letter(s) in words. After the lesson, record words in sentences on a word wall and/or direct students to record them in their notebooks, highlighting the letters that are silent.

- Le mot « lit » a une lettre qu’on ne prononce pas.

- Trouvez d’autres mots. (« arts », « plastiques », « amis »)

Graphophonics: Ask students to notice and practise words containing open and closed “o” sounds.

- Remarquez le son « o » ouvert. Pratiquons : école, pomme.

- Remarquez le son « o » fermé. Pratiquons : yogourt.

AFTER READING

RESPONSE TO TEXT 1: Analyse text. (SP) Refer to Fiche d’activité 17 : J’analyse un texte while pointing to the text La journée de Super Sophie. Ask students to record a topic of interest in number 6 – les activités – and reflect on which of the texts read in the module up to this point would be the most appropriate text choice.

- Écrivez « les activités » dans le numéro 6. Vous aimez les activités. Quel texte est-ce que vous choisissez? Est-ce que vous choisissez « Après l’école, je m’amuse », « Ça, c’est ma journée », « Dans mon sac à lunch… », « Une journée dans la vie de Swing? ou « La journée de Super Sophie »? (Je choisis…)

(IP) Ask students to complete numbers 1 to 5 on the fiche independently.

Assessment OF Learning (Reading: Purpose, Form, and Style). Assess and evaluate the extent to which students can analyse the purpose, form, and style of a text. Collect Fiche d’activité 17 and use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6 : Mon projet to evaluate.

Assessment OF Learning


Fiche d’activité 17 Answer Key : La journée de Super Sophie 1. Le texte s’appelle « La journée de Super Sophie » 2. Dans le texte, je vois… a) des illustrations, des photos; b) des mots-amis, des mots familiers, des phrases; c) des personnages, des endroits; d) une histoire. 3. Answer will vary. 4. Ce texte est une histoires en images. 5. Ce texte est amusant. 6. Je choisis « Après l’école, on s’amuse », « Ça, c’est ma journée », « Une journée dans la vie de Swing » ou « La journée de Super Sophie ».

WRAP-UP: Read aloud in pairs. (IP) Invite pairs of students to reread the text with each person reading one frame at a time.


WARM-UP: Chant about a daily sequence of activities. (M) (SP) Model a chant and response about activities that typically occur at different times of the day. Invite students to assist you in personalizing the chant.

- À 8h, à 8h, qu’est-ce que tu fais à 8h? (Je vais à l'école.)

- À midi, à midi, qu’est-ce que tu fais à midi? (J'ai des biscuits dans mon sac à lunch…)

- Après l’école, après l’école, qu’est-ce que tu fais après l’école?

- Après le souper, après le souper, qu’est-ce que tu fais après le souper?

AFTER READING RESPONSE TO TEXT 2: Sequence Sophie’s day. (M) Help students retell Sophie’s day using Fiches d'activité 11a et b : Je raconte la journée de Sophie. Model how to position the first image and sequence term.

- Voici la journée de Sophie en désordre! Je mets les images et les expressions de temps en ordre.

- Je choisis la première image : « Je vais à l'école ». Je choisis « À 8h ». Voici la phrase: À 8h, je vais à l'école.

(SP) (GP) Ask students to help choose subsequent images and sequence words. Provide guidance as needed.

- Jeremy, voici une image et une expression de temps. Écris une phrase. (À 10h, c’est les arts plastiques.)

- Abigail, choisis une image et une expression de temps. Écris une phrase. (À midi, c'est le dîner. J'ai un sandwich dans mon sac à lunch.)

(IP) Direct students to complete the activity independently. Once completed, ask pairs of students to retell Sophie’s day.

Lesson 16 La journée de Super Sophie Student Resource Module pp. 20–21

ENGLISH LANGUAGE LEARNERS Provide an opportunity for ELLs to suggest how Sophie’s activities or subjects would be different if she were to attend school in their country of origin.

MATERIALS Fiches d'activité 11a et b : Je raconte la journée de Sophie. Fiche d'activité 12 : Je raconte ma journée. Fiche d'évaluation 4 : Assessment FOR Learning

PD CORNER Retelling provides an opportunity for students to demonstrate their understanding of events in the text.

COOPERATIVE LEARNING Encourage non-verbal and verbal participatory skills. If students are ready, direct them to say C’est ton tour and C’est vrai when retelling Sophie’s day to make the exchange more natural and to approximate a real exchange.


Assessment FOR Learning (speaking to communicate): Consider using this activity as a second AFL if students had difficulty earlier or treat as a Learning Check if students are doing well. Monitor and assess to determine if students can retell Sophie’s day. If needed, consider the recommendations below.


Provide model sentences for students, using a picture card as a cue. Have students repeat every word after you.

Encourage students to provide additional details, including day/time. Encourage students to use « et » to indicate if they do multiple activities.

Fiche d'activité 11a : Je raconte la journée de Sophie Answer Key 1. À 8h : bus image; 2. À 10h : art class image; 3. Après : recess image; 4. À midi : lunch image; 5. Après l’école : guitar image; 6. Après le souper : basketball image

RESPONSE TO TEXT 3: Write about your own day. (M) Do a think-aloud as you complete sentences describing Sophie’s day and sentences describing your own day on Fiche d'activité 12 : Je raconte ma journée.

- Voici la journée de Sophie. Qu’est-ce que Sophie écrit? Sophie écrit « À 8h, je vais à l’école. »

- Comme moi! J’écris « À 8h, je vais à l’école. »

(SP) (GP) Invite students to complete the following sentences with their personal information in a large class setting.

- Keith, qu’est-ce que Sophie fait à 10h? (C’est les arts plastiques.) C’est comme toi ou pas comme toi? (Pas comme moi. C’est les sciences.)

- Alors, tu écris « À 10h, c’est les sciences. »

(IP) Distribute Fiche d'activité 12. Have all students fill in their personal information while you circulate.

- Écrivez vos réponses sur la fiche.

Fiche d'activité 12 : Je raconte ma journée Answer Key Answers will vary.

SOCIOLINGUISTIC AWARENESS Take this opportunity to review what students saw earlier about how time is expressed in French, e.g., Il est dix heures and is written as 10h.




Assessment FOR Learning (writing: purpose, audience, and form): Monitor and assess to determine if students can write about their own day. If needed, consider the recommendations below.


Write the model directly above the line where the new sentence is to be finished. Draw lines to indicate “pair words” from the model to the new sentence, so they know which type of word to use. If needed, give students two choices for the blank—a logical choice and an illogical one.

Give students a less complete model so that they have to generate more language independently.

WRAP-UP: Compare daily activities. Read aloud Sophie’s day, pausing after each activity to ask students if their personal daily activities are the same or different. Ask those who have a similar activity at that time to stand up and say so.

- À 8h, Sophie va à l’école. Comme moi? Levez-vous. [Signal students to speak.] (Comme moi.)

- Pas comme moi? Levez-vous [Signal students to speak.] (Pas comme moi.).





Before Oral

Production 17

Warm-Up: Make comparisons. Describe the performance task. Choose a performance task format. Prepare a written text. Prepare a visual text.*** Wrap-Up: Read aloud in pairs.

Student Resource Module pp. 4–5, 22–23, 30–31 Fiche d'activité 13 Fiches d'évaluation 5a, 5b, 6 Props: Paper for sentences; chart paper

Before/ During/ After Oral Production

18

Warm-Up: Clarify success criteria. Prepare an active listening activity. Present performance tasks.*** Respond to presentations.*** Wrap-Up: Self-assess.**

Fiches d'activité 13, 14 Fiches d'évaluation 1, 5a, 5b, 6


• Restate or retell information from a written text. • Use resources to gather information for writing,

e.g., models. • Convey personal experiences through writing.*** • Read with expression. • Convey information orally, e.g., a typical day.*** • Restate or retell information from an oral text,

e.g., identify ideas.*** • Reflect on skills and strategies.**

• J’identifier des idées dans un texte écrit. • J'utilise des ressources pour écrire. ex., des

modèles. • J’exprime mes expériences personnelles dans un

texte écrit. • Je lis avec expression. • Je parle de ma journée. • J’identifie des idées dans un texte oral. • Je réfléchis.

** Assessment AS Learning ***Assessment OF Learning

Lessons 17–18 Mon projet Student Resource Module pp. 22–23

Learning Goal Students prepare and present their performance task. J’écris la description de ma journée. Je parle de ma journée. J’écoute mes amis.


WARM-UP: Make comparisons. (M) (SP) Write a sentence about a daily event on a piece of paper and crumple the piece of paper into a ball. Direct all students to follow your example.

- J’écris une description de ma journée. J’écris : J’ai du fromage dans mon sac à lunch. Hmm…

- C'est votre tour. Écrivez une phrase. (M) (SP) Ask students to throw their paper balls into a common area, within a circle for example, and to pick up a paper ball other than their own. Start the activity by reading the paper you pick up and making a comparison. Invite each student to follow your example.

- Je lis : Je joue au soccer. Comme moi ou pas comme moi? Pas comme moi!

BEFORE ORAL PRODUCTION

Describe the performance task. Refer to Student Resource Module p. 22. Read aloud the first three steps of the performance task. Record the steps on an anchor chart for reference.

- Regardez le numéro 1 : Je lis des modèles. Refer to Student Resource Module p. 23. Refer students to the production strategy, J’utilise des modèles. Help students find models. List these on the anchor chart.

- Je lis des modèles. Regardez la page 23. C’est un modèle!

- Trouvez d'autres modèles. (pages 20–21, Fiches d'activité 13 et 14)

Choose a performance task format. Refer to Student Resource Module pp. 4–5 to examine the poster and the Powerpoint presentation. If possible, show an example of each from previous years.

- Choisissez un collage ou une présentation électronique.

- Il y a des photos et des phrases.

Lesson 17 Mon projet Student Resource Module pp. 22–23

MATERIALS Student Resource Module pp. 4–5, 22–23, 30–31 Fiche d'activité 13 : Mon projet Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Props: Paper for sentences; chart paper

PD CORNER Giving students options in the format they choose to represent their learning respects individual differences and provides a sense of learner autonomy.



Prepare a written text.

(M) Refer to Fiche d'activité 13 : Mon projet. Do a think-aloud as you write a description and refer to the success criteria at the top of the page. Model the difference between following and not following the success criteria. Use gestures and intonation to assist understanding.

- Je mets les activitiés en ordre. C’est le bon ordre?

- J’écris des phrases complètes. Ce sont des phrases complètes?

(M) (SP) After completing a sample text, ask students to help you edit a few sentences. Refer to Student Resource Module pp. 30–31 or a word wall in your classroom.

- Lisez mon texte et corrigez les erreurs.

(GP) Ask a student to write several sentences about his or her daily activities in a large group setting and ask for a volunteer to come up and peer-edit the text, following your model.

- Joel, viens ici et écris ton texte.

- Richard, corrige le texte. Utilise le dictionnaire visuel.

(IP) Direct students to write a personal text. When they are finished, ask them to edit a partner's text.

- À votre tour! Écrivez votre texte.

- Après, vérifiez le texte d’un ou d’une partenaire.

Prepare a visual text. Direct students to prepare their visual text. The visual texts may take a class period or be done at home. If done at school, reserve a lab for students who choose to do an electronic presentation and provide art supplies for those who choose to do the collage.

To complete the visual text, students transcribe their sentences on their collage or présentation électronique.

Assessment OF Learning (writing: purpose, audience, and form). Assess and evaluate the extent to which students can write about their day using a model. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6 : Mon projet to evaluate.

WRAP-UP: Read aloud in pairs. Have students read their text aloud to a partner. Use random grouping (refer to the Program Overview, pp. 53-55, for grouping suggestions) or intentional grouping based on reading or language abilities.

- Lisez votre texte à un ou une partenaire.

PD CORNER Co-constructing success criteria with students increases student engagement and makes them aware of learning expectations. Place the criteria on an anchor chart or on a page in students’ notebooks for student reference.

ENGLISH LANGUAGE LEARNERS Explain that the purpose of peer assessment is improvement.



WARM-UP: Clarify success criteria. (M) Do a think-aloud as you refer to the success criteria on Fiche d'activité 13 : Mon projet. Model an oral presentation three times, focusing each time on one of the elements of a good presentation, e.g., pronunciation, volume, and expression.

- Écoutez ma présentation.

- Est-ce que je prononce bien? Est-ce que je parle assez fort? Est-ce que je parle avec expression?

(GP) Ask students to practise in pairs.

Prepare an active listening activity. (M) (SP) Refer to Fiche d'activité 14 : J’écoute les présentations, Partie A. Repeat your presentation and invite a student to assist you in modelling the activity.

- Dana, écris mon nom sur la fiche.

- Je joue au volleyball. Dana, dessine un volleyball.

- Dana, est-ce que tu joues au volleyball aussi? (Non.)

- Non? Alors, encercle « Pas comme moi. »

DURING ORAL PRODUCTION Present performance tasks.

(IP) Invite students to present their performance tasks while classmates complete Fiche d'activité 14, Partie A. Presentations may take place over several class periods. To vary whole class presentations, consider having students present to a small group or have them videotaped by a class aide.

Assessment OF Learning (speaking to communicate). Assess and evaluate the extent to which students can recount their day in an oral presentation. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6 : Mon projet to evaluate.

Lessons 18 Mon projet Student Resource Module pp. 22–23

DIFFERENTIATION Offer a fourth model—of a presentation that does not have any strengths, for the students to see how all three elements are critical together.

MATERIALS Fiche d'activité 13 : Mon projet Fiche d'activité 14 : J’écoute les présentations. 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

COOPERATIVE LEARNING Remind students of the cooperative learning strategy J’écoute bien, taught in Ma classe et moi.



AFTER ORAL PRODUCTION Respond to presentations. (M) (SP) Refer to Fiche d'activité 14, Partie B. Model how students may compare similarities and differences with classmates.

- Je compare. Joshua a des raisins dans son sac à lunch. Comme moi! Lara joue au soccer. Pas comme moi.

- Qui est comme toi? Qui n’est pas comme toi?

(GP) Ask two students to share their active listening fiches in a large group setting.

MODÈLE

S1: Mary travaille à l’ordinateur. Comme moi! S2: Terry a du fromage dans son sac à lunch. Pas comme moi!

(IP) Invite all students to share their active listening fiche with a partner. They may use the example in Part B as a reference.

Assessment OF Learning (listening to understand). Assess and evaluate the extent to which students can listen to oral presentations and compare to their own experiences on Fiche d'activité 14 : J’écoute les présentations. Use Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors, or Fiche d'évaluation 6 : Mon projet to evaluate.

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. Est-ce que je mets les activités en ordre? Oui. J’encercle le symbole. [Circle the happy face]. Est-ce que vous mettez les activités en ordre? (…)

- Je pense à ma présentation orale. Est-ce que je parle assez fort? Non. J’encercle le symbole. [Circle the sad face.] Est-ce que vous parlez assez fort? (…)

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 parle assez fort, c’est mon objectif.

- Quel est ton objectif, Chloe? (…)

PD CORNER Having students respond to what they learn from their classmates serves to develop listening and interacting.



(GP) Ask a volunteer to complete several steps of the self-assessment as the class observes.

(IP) Ask all students to complete their self-assessments. You may wish to use this information to conference with students.

Assessment AS Learning. Provide self-assessment opportunities that allow students to reflect on their performance task using Fiche d'évaluation 1 : Je réfléchis sur le projet.

Assessment AS Learning


Refer to Échos 1 Teacher’s Guide pp. 166–168, for a full description of this lesson sequence. (1 lesson)

Note: If you do not have the print version of the Échos 1 series, please login to CLE to access both the readers and the teaching notes.

By choosing to integrate this text, you will give your students the opportunity to: • Read game instructions and descriptions of everyday incidents. • Recognize familiar words. • Learn new expressions such as C'est mon tour, Lance le dé. Avance. Tu

gagnes! • Interact orally as they play a board game in groups.

Integrating Échos mag 1 Text:Quelle journée! Échos mag 1 pp. 4 5

This text features a board game that illustrates the ups and downs of a typical day.



Before Reading/ During Reading/

After Reading

19

Warm-Up: Sing the module song. Summarize learning. Modeled Reading: Confirm list. Shared Reading: Link to personal experience. Reflect on the module.** Reflect on intercultural understanding.** Wrap-Up: Describe an image.

Student Resource Module pp. 2, 24–25, 32 Fiche d'activité 15 Fiches d'évaluation 2, 3 Audio: Ça, c’est ma journée! Prop: Teacher-made traffic lights

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

• Use rhythm to express an idea. • Respond orally to a written text. • Express personal thoughts about a text. • Reflect on skills and strategies.** • Reflect on intercultural understanding.** • A2.1 Respond to an oral text by stating a fact.

• Je communique avec rythme. • Je parle d’un texte. • Je donne mon opinion sur un texte. • Je réfléchis. • Je réfléchis sur les cultures. • J’écoute un texte oral et je donne des

informations.

** Assessment AS Learning opportunity

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 understandings. 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.

Lesson 19Je peux Student Resource Module pp. 24–25

Learning Goal Students self-assess their performance and set learning goals. Je réfléchis.


WARM-UP: Sing a song. Have the class sing the chorus of Ça, c’est ma journée! by the group Swing.

- Écoutez « Ça, c’est ma journée! » Chantez le refrain.

BEFORE READING SUMMARIZE LEARNING. Use Fiche d'activité 15 : Dans ce module… to help students visually represent their accomplishments in this module. Encourage them to leaf through their books to identify activities and record them on the fiche as a group.

- Qu'est-ce qu'on fait dans ce module? On écoute. On lit. On écrit. On parle de… Donnez des exemples.

DURING READING MODELLED READING: Confirm list. Read aloud Student Resource Module pp. 24–25. As you read, ask students to confirm their answers on Fiche d'activité 15 by placing a checkmark beside the items mentioned.

- « Je parle de mon dîner. » C'est vrai? (Oui, c'est vrai.)

SHARED READING: Link to personal experience. (SP) Use an echo reading technique. Pause after each statement and ask students to hold up the page where they used each skill. Ask students to identify favourite texts.

- « Je lis une histoire en images. »

- Montrez la page avec une histoire en images.

- Nommez votre texte préféré.

Lesson 19Je peux Student Resource Module pp. 24–25

PD CORNER Using a visual tool, such as a traffic light where students show the green side of the disk when they feel they can do the activity and the red side when they feel they cannot, is a quick technique to check for understanding.

MATERIALS Student Resource Module pp. 2, 24–25, 32 Fiche d'activité 15 : Dans ce module… Fiche d'évaluation 2 : Je réfléchis sur le module. Fiche d'évaluation 3 : Je réfléchis sur les cultures. Audio: Ça, c’est ma journée! Prop: Teacher-made traffic lights


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.

- Je lis une histoire en images : Oui, je peux. Oui, un peu. Non, c'est difficile. J’encercle un symbole.

- Breanne, 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 histoire en images, c’est mon objectif.

- Quel est ton objectif, Huong? (…)

(GP) Invite all of the students to complete the fiche independently. Circulate to provide help and guidance.

- C’est votre tour. Complétez la fiche.

Assessment AS Learning. Provide self-assessment opportunities that allow students to reflect on their listening, speaking, and reading skills, and on their ability to demonstrate knowledge of culture using Fiche d'évaluation 2 : Je réfléchis sur le module.

REFLECT ON INTERCULTURAL UNDERSTANDING. (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.

- Sophie, 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.

- Josh, indique les réflexions qui sont importantes pour toi.

PD CORNER Having students reflect on the variety of cultures, including their own, is important to the development of intercultural understanding.



(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, Parle-moi de… Ask a volunteer to help you model an exchange between partners. Invite the volunteer to describe an image on the page and react to the statement by saying whether he/she does this activity or not.

(GP) Ask a pair of students to model the exchange with a different image in a large group setting.

MODÈLE

S1: Elle joue de la guitare. [Point to image.] S2: Pas comme moi! S2: Il lit une histoire en images. [Point to image.] S1: Comme moi!

(IP) In pairs, direct students to say as much about the page as they can.

- Parlez des images sur cette page.





Reading/ After

Reading

20

Warm-Up: Review lunch foods. Contextualize/Personalize: Talk about after-school snacks.* Anticipate: Ask questions. Modeled Reading: Make meaning and link to personal experience. Shared Reading 1: Explore language. Shared Reading 2: Read for enjoyment. Response to Text: Describe preferred ingredients. Wrap-Up: Prepare a recipe.* (Optional)

Student Resource Module pp. 26–27 Fiche d'évaluation 4 Props: Quesadilla and smoothie, if possible; snacks for tasting (optional)


• Convey information orally, e.g., lunch foods, after-school snacks*, preferred ingredients.

• Use a comprehension strategy. • Read a variety of texts, e.g., recipes. • Use graphophonics to speak fluently. • Read with expression. • Restate or retell information from a written text.* • Recognize French sociolinguistic conventions.

• Je parle de mon dîner, d'une collation après l'école, de mes ingrédients préférés.

• J’utilise une stratégie de compréhension. • Je lis des recettes. • J'identifie des sons. • Je lis avec expression. • J’identifie des idées dans un texte écrit. • Je remarque des différences culturelles.


Lesson 20Miam! Miam! Enrichment Text 1 Student Resource Module pp. 26–27

Learning Goal Students learn to read recipes. Je lis des recettes.


WARM-UP: Review lunch foods. Ask students what they have for lunch that day.

- Qu’est-ce que tu as dans ton sac à lunch aujourd’hui? (J’ai…)

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about after-school snacks. (M) Talk about your after-school snacks. If possible, bring a sample quesadilla and smoothie to class or use the images-only version of Student Resource Module pp. 26–27.

- À midi, j’ai un sandwich et une pomme dans mon sac à lunch.

- Après l'école, j’ai une quesadilla et un lait frappé. Qui aime les quesadillas? Qui aime les laits frappés?

(SP) Help students name their favourite after-school snack or beverage. Give them the opportunity to talk about the snacks they usually make themselves after school.

- Et vous, qu'est-ce que vous avez après l'école? (J’ai…)

Possible snacks (Des collations): For teacher reference J’ai… un fruit, un biscuit, des craquelins, du fromage, une pizza, une quesadilla, du yogourt, du jus, un lait frappé.

Verify comprehension: After several students have shared their after-school snack, ask others to summarize what classmates said.

- Qui a des biscuits? (Geoff a des biscuits.)

(GP) Ask two volunteers to talk about their after-school snack in a large group setting.

MODÈLE

S1: Après l’école, j’ai un biscuit. Et toi? S2: Après l’école, j’ai du jus.

(IP) Ask students to describe their after-school snack in pairs.

Lesson 20Miam! Miam! Enrichment Text 1 Student Resource Module pp. 26–27

MATERIALS Student Resource Module pp. 26–27 Fiche d'évaluation 4 : Assessment FOR Learning Props: Quesadilla and smoothie, if possible; snacks for tasting (optional)

DIFFERENTIATION Post food words or images in the room to allow students to easily recall vocabulary, or to expose new words to students who have more advanced proficiency.

SOCIOLINGUISTIC AWARENESS The term collation is used to describe a snack eaten between main meals, usually in the afternoon. Did you know that in France, it is often called en-cas which literally means "(just) in case"? Sometimes, it is also referred to as a casse-croûte.


Learning Check (speak to deliver a message): Circulate and monitor. As students complete this task, circulate through the room monitoring their responses.

Share aloud: When the activity is complete, direct several students to share their partner’s snack with the class. After several students have shared, ask students to summarize what their classmates said.

- Qui est ta ou ton partenaire? (C'est Reba.)

- Qu'est-ce que Reba a après l'école? (Elle a…)

- Qui a du fromage et des craquelins après l'école?

ANTICIPATE: Ask questions. (SP) Guide the class in asking questions about the recipes on Student Resource Module pp. 26–27. Record answers on the anchor chart.

- Quel est le titre? Quelles images est-ce que je vois? Quels sont les mots familiers et les mots-amis? (…)

DURING READING MODELLED READING: Make meaning and link to personal experience. (M) Read aloud the two recipes, stopping to ask comprehension questions and to link to students' personal experiences.

- Quels sont les ingrédients pour la quesadilla? Pour le lait frappé? C’est bon? C’est mauvais?

- Quels sont les directions pour la quesadilla? Pour le lait frappé? Numéro un, numéro deux, numéro trois…

SHARED READING 1: Explore language. (SP) Use an echo reading technique and mime the recipe steps with students. After reading, ask them to highlight the words that end in a silent consonant.

- Surlignez les lettres finales qu’on ne prononce pas. (poulet, oignons, mets, bleuets…)

SHARED READING 2: Read for enjoyment. (SP) Use a choral reading technique. Assign different parts to each group.

- Je divise la classe en trois groupes. Tout le monde lit les ingrédients.

- Groupe un lit la direction numéro un, groupe deux lit la direction numéro deux, groupe trois lit la direction numéro trois.



AFTER READING

RESPONSE TO TEXT: Describe preferred ingredients. (M) (SP) Describe your preferred ingredients in a quesadilla or in a smoothie or both. Ask students to name their preferred ingredients.

- Dans une quesadilla, j'aime le fromage et le poulet. Qu'est-ce que vous aimez dans une quesadilla? (J'aime…)

- Dans un lait frappé, j'aime les bananes. Qu'est-ce que vous aimez dans un lait frappé? (J'aime…)

Verify comprehension: After several students have shared their preferred ingredients, ask others to summarize what classmates said.

- Qui aime le jambon dans une quesadilla? (Dillan aime le jambon.)

(GP) Ask two volunteers to talk about their preferred ingredients in a large group setting.

MODÈLE

S1: Dans une quesadilla, j'aime les oignons. Et toi? S2: Dans une quesadilla, j'aime le jambon.

(IP) Ask students to talk about their preferences in pairs.

Share aloud: Invite several students to share their partner’s choices with the class. After several students have shared, ask students to summarize what their classmates said.

- Qui est ta ou ton partenaire? (C'est Stacey.)

- Qu'est-ce que Stacey aime dans une quesadilla? (Elle aime…)

WRAP-UP: Prepare a recipe. (Optional) Follow the steps to making one of the two recipes. Alternatively, bring in prepared samples of both recipes for tasting. Ensure proper food safety and be aware of any food allergies or dietary restrictions that some students may have.

ENGLISH LANGUAGE LEARNERS Verify comprehension of ingredients and dietary restrictions before serving. Provide a quesadilla made without meat or cheese, for example.

PD CORNER Sampling food in the French class can add a truly authentic ‘flavour’ to a lesson and reinforce the fact that we use French in very purposeful ways to get things done.


Assessment FOR Learning (read for meaning): Monitor and assess to determine if students can follow directions of a recipe. If needed, consider the recommendations below.


Provide images for some key words to help cue student to which items are needed at certain stages.

Provide students with a more complex recipe to follow, perhaps one that is missing some lines, so that students need to deduce the steps in between.

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 Reading/ During Reading/

After Reading

21

Warm-Up: Participate in a preference chain. Contextualize/Personalize: Talk about a weekend activity. Anticipate: Ask questions. Modeled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning. Shared Reading 2: Link to personal experience.* Response to Text: Re-enact an invitation. Wrap-Up: Present invitations.*

Student Resource Module pp. 28–29 Fiche d'évaluation 4


• Convey information orally, e.g., after-school snacks*

• Ask and answer questions, e.g., weekend activities, an invitation.*

• Use a comprehension strategy. • Read a variety of texts, e.g., text messages, emails,

and phone calls. • Respond orally to a written text. • Respond to an oral text by stating a fact.* • Recognize French sociolinguistic conventions.

• Je parle d'une collation.

• Je pose des questions et je donne des réponses, ex., mes activités de fin de semaine, une invitation.*

• J’utilise une stratégie de compréhension. • Je lis des conversations au téléphone, par courriel,

par texte. • Je parle d’un texte. • J’écoute un texte oral et je donne des informations. • Je remarque des différences culturelles.


Lesson 21Vive la fin de semaine! Enrichment Text 2 Student Resource Module pp. 28–29

Learning Goal Students learn to read invitations. Je lis des invitations.


WARM-UP: Participate in a preference chain. (M) Initiate a preference chain in which students share an after-school snack.

- Après l’école, j’ai une pomme.

(SP) (GP) Students in turn repeat the preferences that precede theirs and add their own. Play until the chain is broken.

- Madame / Monsieur a une pomme. Martina a du jus. Alex a une quesadilla. J’ai des raisins.

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about a weekend activity. (M) Do a think-aloud as you name an activity you do on the weekend.

- Lundi, mardi, mercredi, jeudi, vendredi, c’est l’école. Samedi et dimanche, c’est la fin de semaine.

- La fin de semaine, je vais au cinéma. Je fais de la bicyclette.

(SP) Have students talk about an after-school activity by adapting your models. Ask all those students who share the activity to repeat the phrase.

- Taylor, qu’est-ce que tu fais la fin de semaine? (Je joue avec mes amis.)

- Taylor joue avec ses amis. Qui joue avec ses amis aussi?

- Séline, est-ce que tu vas au cinéma la fin de semaine? (Oui, je vais au cinéma.)

Possible weekend activities: For teacher reference Je fais… de la bicyclette, du ski, de la natation. Je vais… au cinéma, au parc, à une fête, chez un(e) ami(e).

(GP) Ask two volunteers to ask about each other’s weekend activity in a large group setting.

Lesson 21 Vive la fin de semaine! Enrichment Text 2 Student Resource Module pp. 28–29

PD CORNER Singing the days of the week to the tune of a familiar song, e.g., Frère Jacques, is an effective means for students to learn and remember language.

MATERIALS Student Resource Module pp. 28–29 Fiche d'évaluation 4 : Assessment FOR Learning

SOCIOLINGUISTIC AWARENESS The term la fin de semaine is used in French Canada to describe the weekend while the French, who have a large number of English words in their vocabulary, use the term weekend. Wish someone a good weekend by saying Bonne fin de semaine!


MODÈLE

S1: Je vais à une fête d’anniversaire. Et toi? S2: Je fais de la bicyclette.

(IP) Have students speak to an elbow partner about their weekend activity.

Share aloud: Ask several students to share their partner’s weekend activity. Only ask students to summarize what their classmates have said.

- La fin de semaine, qu’est-ce que ta ou ton partenaire fait?

- Qui va à une fête d’anniversaire la fin de semaine?

ANTICIPATE: Ask questions. (SP) Guide the class in asking questions about the invitations. Record answers on the anchor chart. Direct students to use the visuals to predict the weekend activities in each invitation.

- Quel est le titre? Qui peut m’aider?

- Quelles images est-ce que je vois? Qui peut m’aider?

- Quels sont les mots familiers et les mots-amis? Qui peut m’aider?

- Faites des prédictions. Qu’est-ce que chaque personne fait la fin de semaine?

DURING READING MODELLED READING: Read for gist and enjoyment. (M) Play the audio selection or the eBook audio version of the four invitations. Pause after each message and ask students to confirm the predictions made before reading.

- Qu'est-ce que Natasha fait? (Elle fait du ski.)

- Regardez notre prédiction. C’est vrai ou faux? (C'est vrai.)

SHARED READING 1: Make meaning. (SP) Use a shadow reading technique followed by questions to verify comprehension of each invitation.

- Qui fait l’invitation? (Natasha fait l’invitation.)

- Qui est-ce que Natasha invite? (Natasha invite Kelly.)

ENGLISH LANGUAGE LEARNERS Ask what students do on the weekend in their various countries of origin.

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