Course Profile Core French, Grade 10, Academic, Public

Unit 1: Le monde de l’enfance

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Unit Description

Students practise and consolidate their oral communication skills by talking about their childhood and role playing situations from their past. In preparation for the final task, students research and report on the year of their birth and create a personal scrapbook describing important events in their lives. As a final task, students use their knowledge of French to write, publish and illustrate a storybook for children. After publication of their stories, students read them to groups of younger children.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.01D, OCV.02D, OCV.03D, OCV.04D, REV.01D, REV.02D, REV.03D, WRV.01D, WRV.02D, WRV.03D.

Specific Expectations: OC1.01D, OC1.02D, OC2.01D, OC2.02D, OC2.03D, OC3.01D, OC3.02D, OC3.03D, OC3.04D, RE1.01D, RE1.03D, RE1.04D, RE1.05D, RE1.06D, RE2.01D, RE2.03D, RE2.05D, RE2.06D, WR1.01D, WR1.02D, WR1.03D, WR1.04D, WR2.01D, WR2.02D, WR2.03D.

Activity Titles (Time + Sequence)

Activity 1	Un passé personnel	225 minutes
Activity 2	Quand j’étais jeune	150 minutes
Actitity 3	Un parent – un enfant	150 minutes
Activity 4	Une histoire à lire	225 minutes
Activity 5	On raconte	150 minutes
Activity 6	Il était une fois	300 minutes

Prior Knowledge Required

· Passé composé, interrogatives, research skills, writing process

· Paragraph writing

· Reading strategies, dictionary skills

· Qui, que

New Language Structures

· Imparfait

· Conjunctions (e.g., si, quand, lorsque, dès que, cependant, car, donc)

· Linking words (e.g., c’est-à-dire, après tout, en effet)

Planning Notes

· Ask students to bring a special baby picture or memento of their first year. If no picture or memento is available, students use a magazine picture or drawing to represent their infancy.

· Prepare a copy of the class list for each student.

· Prepare a review lesson on the passé composé based on childhood events.

· Prepare a tally sheet for questionnaires.

· Make the Library/Resource Centre/Internet available for students to research the year of their birth.

· Provide materials for student posters.

· Prepare a lesson on the imparfait including consolidation exercises.

· Prepare an evaluation rubric for the scrapbook.

· Find a short reading passage with the theme of childhood and prepare a listening comprehension quiz.

· Prepare a questionnaire based on childhood activities and favourite things.

· Select a short story on the theme of childhood and prepare comprehension exercises.

· Prepare simple descriptions of characters from a story and a description of several situations from the story.

· Prepare an assignment sheet with responses.

· Prepare an evaluation rubric for student responses and share it with students.

· Prepare a message for the telephone game.

· Have students view a news video or action scene. (Note: Ensure that your school has purchased the rights for public viewing.)

· Prepare a list of sequencing words to use in storytelling.

· Prepare four or five paragraphs that tell a story.

· Collect children’s books in English/French.

· Prepare materials for publishing students’ books.

· Meet with a teacher in an elementary school to arrange the logistics of the visit to read the stories.

Teaching/Learning Strategies

· Brainstorming to generate ideas and vocabulary.

· Poster making, designing a questionnaire.

· Preparing a scrapbook entry with visual representation and description.

· Creating oral dialogues, a conversation, a role play, an interview; storytelling.

· Reading and responding to authentic materials.

· Interviewing one of the story characters.

· Writing and presenting information about themselves.

· Using the Library/Resource Centre and the Internet.

· Developing teacher-directed lessons.

· Encouraging group discussions.

· Using the writing process: writing a storybook for children.

· Using French/English dictionaries.

Assessment and Evaluation

Diagnostic and Formative

Activity 1: Diagnostic test of verb tenses

Observation of participation in sharing pictures/objects

Evaluation of questionnaire completion

Evaluation of research report using a writing rubric

Self-evaluation checklist

Evaluation of poster using criteria decided on in class discussion

Activity 2: Quiz on imparfait

Evaluation of paragraph

Evaluation of oral presentation of partner’s photo

Teacher evaluation of scrapbook using a rubric

Activity 3: Completion of questionnaire

Listening and/or written comprehension questions for the prose passage

Evaluation of role play using an oral evaluation rubric

Activity 4: Comprehension quiz (oral and written)

Student participation in introductory role play

Teacher evaluation of final product with rubric

Activity 5: Evaluation of student use of linking words (conjunctions) in writing

Student participation in story telling

Summative

Activity 6: This unit contains a final student activity (writing, publishing and illustrating a storybook for children) that will be assessed using the rubric in Annexe K. The rubric incorporates criteria from the categories in the Achievement Chart as well as other criteria specific to the task. This final activity also includes peer evaluation of the books using a checklist.

Resources

* Avec Brio. Prentice-Hall Canada Inc. ISBN 0-13-5692458

Carrier, Roch. Ne faites pas mal à l’avenir. Éditions Pauline. ISBN 2-89039-960-5

Des Marelles et des petites filles. NFB video, 1999. Code de titre : 119C 9299 074

** Destinations 4. Copp Clark Longman, 1993. ISBN 07730-5201-1

* Entre amis 3. Prentice-Hall Canada Inc., 1992. ISBN 0-13-287988-3

** Goscinny et Sempé. Le petit Nicolas. Addison-Wesley. ISBN 0-582-36071-4

Jeunesse Mag. Copp Clark Pitman. ISBN 0-7730-5323

Le chandail, NFB film 1980. Code de titre : 105C 0Z80 079

Mariposa in the Schools: e-mail: mits@pathcom.com

*** Rencontres. D.C. Heath, 1983. ISBN 0-669-95063-7

*** Tous Ensemble, Décollage. D.C. Heath, 1992. ISBN 0-669-95367-9

*** Tous Ensemble, Réflexions. D.C. Heath, 1992. ISBN 0-669-95368-9

** Voyages 1. Addison-Wesley, 1994. ISBN 0-201-57486-1

** Voyages 1, Cahier d’activités. Addison-Wesley, 1994. ISBN 0-201-57498-5

* Now distributed by Gage Educational Publishing.

** Now distributed by Pearson Education Canada.

*** Now distributed by ITP Nelson.

Web Sites are listed in the activities.

Activity 1: Un passé personnel

Time: 225 minutes

Description

Students research and report in writing on the year of their birth using student-prepared questionnaires for their families and research from the Resource Centre and/or the Internet. Small groups of students prepare a poster about the year of their birth using the information from their research. Students review the passé composé; they are informally introduced to the imparfait as needed.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01D - listen and respond to a variety of spoken texts;

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.03D - identify and understand language conventions used in their reading materials;

WRV.01D - express ideas and opinions in short written texts;

WRV.02D - create short written texts in structured and open-ended situations;

WRV.03D - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01D - respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;

OC2.02D - explain personal opinions and formulate and support judgements on topics under study;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.02D - use newly acquired vocabulary in conversation;

OC3.03D - use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

OC3.04D - interpret the meaning of unfamiliar words using contextual clues;

RE1.05D - demonstrate critical thinking skills by identifying issues and values in reading selections locating and analysing root causes, and expressing their views either in writing or in conversation;

RE1.06D - use specific research skills (e.g., data gathering, note taking, outlining) in preparing an assignment;

RE2.01D - recognize and use appropriate language structures see language structures for Core French, Grade 10, p. 24);

RE2.05D - understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);

RE2.06D - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01D - write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR1.03D - organize information into paragraphs for written assignments;

WR1.04D - prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs);

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

WR2.02D - revise, edit and proofread their writing, focusing on grammar, spelling, punctuation and conventions of style;

WR2.03D - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Prepare a diagnostic quiz to determine student knowledge of verb tenses before teaching the passé composé/imparfait.

· Ask students before the first class in this unit to bring in a baby picture or an object from their first year of life that might identify them. Pictures and objects should be labeled for the teacher to identify the owners.

· Prepare a copy of the class list for every student.

· Prepare a review lesson on the passé composé with exercises based on childhood events.

· Prepare a tally sheet for the information from the questionnaires that the students prepare. (See Annexe A.)

· Verify that information is available in the school Library/Resource Centre (or on the Internet) for students to research the year of their birth.

· Provide materials for students to make posters.

Prior Knowledge Required

· Passé composé, interrogatives, research skills, writing process

· Qui and que

New Language Structures

· Introduction to the imparfait as needed

Teaching/Learning Strategies

1. Prior to beginning the activity, ask students to bring in a special baby picture or memento of their first year that identifies them. If no pictures or mementos are available, students use a magazine picture or a drawing to represent their infancy. Display the pictures, drawings and mementos around the classroom, each with a number attached. Hand out a class list and have students walk around and try to match the names with the objects or pictures. Correct the answers as a class.

2. Have students collect their own picture/memento/drawing. In pairs, they describe their picture/memento/drawing by answering the following questions: Qui est dans la photo/l’image? Où a-t-on pris la photo? Pourquoi a-t-on pris la photo? Pourquoi as-tu choisi cette photo pour apporter à la classe? Quel est l’objet? Qui te l’a donné? Où le gardes-tu? Pourquoi as-tu choisi cet objet pour apporter à la classe? Choose several students to share their answers with the class. As a variation, one student can share the information acquired from his/her partner.

3. Review the passé composé using the information from Strategy 2.

4. Ask students questions about the day/time/place of their birth. Decide as a class the information that all students should collect about their birth. Have small groups of students design a questionnaire in French for their families that will give them as much information as possible about the occasion. The questionnaires must include common information decided on as a class (e.g., place, time of birth, first visitors, when returned home, first toys), but may also include other questions that the group decides. Verify the verb tenses that the students are using. If they need to use the imparfait at this stage, provide the verb needed. Students fill out the questionnaires at home.

5. Groups of students reconvene with their completed questionnaires. They fill out a teacher-prepared chart based on the common information determined by the class (e.g., place, time of birth, first visitors, when returned home, first toys, etc.). (See Annexe A.) One group member reports to the whole class on the common information and each group member reports the information collected about the other question(s) that the group chose (baptism or other celebration of birth, first words, etc.).

6. Find out from the students the year of their births. Brainstorm with the class what they know about that year in the area of politics, cost of things, movies, music, world events. Using the Library/Resource Centre and the Internet, students research and write a report of three short paragraphs. They select three areas that interest them from the year of their birth to include in their report. (See Annexe B.) Students use the passé composé in their report. If the imparfait is needed, informally teach the verb to be used.

7. In groups, students prepare a poster for that year using the information from their reports. They gather similar pieces of information and group them in areas on the poster. Students complete a self-evaluation checklist related to their group participation. By means of a class discussion, decide on the criteria to be used for evaluation of the poster. Display the posters around the room.

Assessment/Evaluation Techniques

· Diagnostic test of verb tenses

· Observation of participation in sharing pictures/objects

· Evaluation of questionnaire completion

· Evaluation of research report using a writing rubric

· Self-evaluation checklist

· Evaluation of the poster using criteria from the in-class discussion

Accommodations

· Provide a list of useful vocabulary for preparing questionnaires or writing research report.

· Provide guided questions for a research report.

Resources

* Entre Amis 3. Prentice-Hall Canada Inc., 1992. ISBN 0-13-287988-3, p. 76-86

Le Chandail. NFB film, 1980. Code de titre : 105C 0280 079

*** Tous Ensemble, Réflexions Vol.1, « Lorsque l’enfant paraît » . D.C. Heath Canada Ltd., 1992.
ISBN 0-669-95368-7, p.25

** Voyages 1. Addison-Wesley, 1994. ISBN 0-201-57486-1, p. 46-47

** Voyages 1, Cahier d’activités. Addison-Wesley. ISBN 0-201-57498-5, p. 40

* Now distributed by Gage Educational Publishing.

** Now distributed by Pearson Education Canada.

*** Now distributed by ITP Nelson.

Activity 2: Quand j’étais jeune…

Time: 150 minutes

Description

Students create a personal timeline to include the important events in their lives. In pairs, students describe photos from their childhood in preparation for making an individual scrapbook that describes several childhood events. Students learn the imparfait in order to describe aspects of their childhood.

Strand(s) and Expectations

Strand(s): Oral Communication, Writing

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

WRV.01D - express ideas and opinions in short written texts;

WRV.02D - create short written texts in structured and open-ended situations;

WRV.03D - identify and use appropriate language conventions in their written work.

Specific Expectations

OC2.03D - prepare and present short dialogues on topics under study;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.02D - use newly acquired vocabulary in conversation;

WR1.01D - write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

WR2.02D - revise, edit and proofread their writing, focusing on grammar, spelling, punctuation and conventions of style;

WR2.03D - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Have students bring in a photo of themselves from their childhood.

· Prepare a lesson on the imparfait including consolidation exercises.

· Prepare an evaluation rubric for the scrapbook.

Prior Knowledge Required

· Passé composé

· Paragraph writing

New Language Structures

· The imparfait, forms and uses

Teaching/Learning Strategies

1. Lead the class in a brainstorming activity to make a list of the important events in a child’s life (e.g., learning to walk, going to school, learning to ride a bike, the birth of a sibling, etc.).

2. Have each student create a personal timeline from birth to the present. Students label the years, and mark 5 to 10 events of significance on the line. They write a sentence in the past tense (using the passé composé) to identify each event on the timeline.

3. Teach a lesson on the formation and uses of the imparfait, providing consolidation exercises as needed. (See Annexes C, D, E.)

4. Students choose one event from their timeline and answer teacher-prepared questions to write a description using the imparfait (e.g., Où habitais-tu? Quel âge avais-tu? Comment te sentais-tu?). Students take the information from their answers and write a paragraph that starts: Quand j’avais
___ ans, … Encourage students to think about description in the past tense as they write so that they are using the imparfait.

5. Students bring in a favorite photo from their childhood. If photos are not available, a drawing may be used. In pairs, students ask each other questions about their photo/drawing, using the imparfait (e.g., Quel âge avais-tu? Qui était là avec toi? Qu’est-ce que tu faisais? Où étais-tu dans la photo? Est-ce que tu t’amusais? etc.). Students orally present the description of their partner’s photo.

6. Students choose three or four incidents from their childhood and prepare a small scrapbook. Each of the 3 – 4 entries has a picture or a visual representation and a short descriptive paragraph using the imparfait.

Assessment/Evaluation Techniques

· Quiz on the imparfait

· Teacher evaluation of paragraph from the timeline, or childhood anecdote

· Teacher evaluation of oral presentation of partner’s photo

· Teacher evaluation of scrapbook using a rubric

Accommodations

· Provide sentence starters for activities as needed.

· Allow peer helpers or students to work in partners.

· Provide outline for paragraph writing.

· Provide on-going editing of student work.

Resources

* Avec Brio. Prentice Hall Canada Inc. ISBN 0-13-5692458, p.171

Des marelles et des petites filles. NFB video, 1999. Code de titre : 119C 9299 074

** Destinations 4. Copp Clark Longman, 1993. ISBN 0-7730-5201-1, p. 148-150

** Destinations 4, Cahier d’activités. Copp Clark Longman, 1993. ISBN 0-7730-5202-X, p.139-143

** Voyages 1. Addison-Wesley, 1994. ISBN 0-201-57486-1, p. 62-65

** Voyages 1, Cahier d’activités. Addison-Wesley. ISBN 0-201-57498-5, pp. 51-53

* Now distributed by Gage Educational Publishing.

** Now distributed by Pearson Education Canada.

Activity 3: Un parent – un enfant!

Time: 150 minutes

Description

Students complete a questionnaire based on childhood favourite things and activities, read a short prose passage on childhood from a parent’s point of view, and role play parent/child situations from their childhood. They learn to use the imparfait or the passé composé as needed to talk about the past.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.03D - identify and understand language conventions used in their reading materials.

Specific Expectations

OC2.03D - prepare and present short dialogues on topics under study;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.02D - use newly acquired vocabulary in conversation;

OC3.03D - use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

RE1.01D - demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple choice questions, giving short answers, performing matching activities);

RE1.04D - expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts);

RE2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

RE2.05D - understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);

RE2.06D - use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Planning Notes

· Find a short reading passage with the theme of childhood, written in the imparfait (e.g., « Lettre d’un père à son enfant » Jeunesse Mag; see Resources) and prepare a listening comprehension quiz.

· Prepare a questionnaire based on childhood activities and favourite things (e.g., Nommez cinq émissions de télé que tu aimais quand tu avais cinq ans. Quelle émission était ton émission préférée? etc.). (See Annexe F.)

· Prepare a lesson and consolidation activities on the use of the imparfait/passé composé when talking about the past.

Prior Knowledge Required

· Passé composé and formation of the imparfait

New Language Structures

· Use of the passé composé or the imparfait as needed

Teaching/Learning Strategies

1. Students fill out teacher-prepared questionnaire about students’ childhood. (See Annexe F.) Review the passé composé while discussing the answers to the questionnaire (e.g., Quelle émission as-tu regardée?).

2. Have students orally complete the following sentence starters: Mes parents (ma sœur, mon père, ma mère) étaient (était) content(e)(s) quand je…, Mon frère était fâché quand je…, Ma mère était malheureuse quand je…, Mes parents étaient fiers quand je… Students use the imparfait where appropriate to complete the sentences.

3. Students read a short prose piece based on childhood (e.g., « Lettre d’un père à son enfant » ) and answer comprehension questions, using the imparfait.

4. Compare the use of the imparfait and the passé composé in different situations and provide consolidation exercises. (See Annexes G, H, I.)

5. Pairs of students choose an activity from the questionnaire or the reading and create a dialogue between a child and his/her parent based on that activity, but remembering it about 10 years later (e.g., The child is now 15 years old). In the dialogue, students should show two different memories and perceptions of the same activity.

Assessment/Evaluation Techniques

· Student completion of questionnaire

· Listening and/or written comprehension questions for the prose passage

· Evaluation of role play using an oral evaluation rubric

Accommodations

· Provide a vocabulary list to accompany the questionnaire and the reading.

· Have students do the questionnaire in partners.

· Provide a guided dialogue for the role play.

Resources

** Destinations 4. Copp Clark Longman, 1993. ISBN 0-7730-5201-1, pp. 148, 149, 220-224

** Destinations 4, Cahier d’activités. Copp Clark Longman. ISBN 0-7730-5202-X, pp. 139-143

** Jeunesse Mag, « Lettre d’un père à son enfant » . Copp Clark Longman, 1993.
ISBN 0-7730-5323-9, p. 19

*** Tous Ensemble, Décollage. D.C. Heath, 1992. ISBN 0669-9537-9, p. 195-196

** Voyages 1. Addison-Wesley, 1994. ISBN 0-201-57486-1, pp. 66-68

** Voyages 1, Cahier d’activités. Addison-Wesley. ISBN 0-201-57498-5, pp. 30, 31, 47, 54-56

** Now distributed by Pearson Education Canada.

*** Now distributed by ITP Nelson

Activity 4: Une histoire à lire

Time: 225 minutes

Description

Students read one or more short stories based on childhood, and respond to their reading by answering questions, predicting outcomes, explaining personal opinions and role-playing situations based on what they read. Students understand the importance of tense differences in their reading by focussing on the use of the imparfait and the passé composé.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.02D - apply critical thinking as they read (e.g., infer meaning from the text, analyse information, determine cause and effect, and go beyond the surface meaning);

REV.03D - identify and understand language conventions used in their reading materials;

WRV.01D - express ideas and opinions in short written texts.

Specific Expectations

OC2.01D - participate in teacher-guided discussions and debates, and in dramatizations;

OC2.02D - explain personal opinions and formulate and support judgements on topics under study;

OC2.03D - prepare and present short dialogues on topics under study;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.04D - interpret the meaning of unfamiliar words using contextual clues;

RE1.01D - demonstrate a general understanding of ideas found in articles short stories, and poems (e.g., by answering multiple choice questions, giving short answers, performing matching activities);

RE1.03D - summarize the main ideas of a written text from the point of view of one of the characters;

RE2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

RE2.03D - determine the meaning of unfamiliar words and idiomatic expressions from context;

RE2.05D - understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);

WR1.02D - state opinions about a topic supported by facts;

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24).

Planning Notes

· Select one or more short stories based on the theme of childhood for students to read.

· Prepare comprehension exercises (listening and/or written).

· Prepare simple descriptions of the characters from the story and copy them to distribute to the students.

· Prepare a description of several situations taken from the story for the students to respond to in character.

· Prepare an evaluation rubric for the student responses and share it with the students before they begin work.

Prior Knowledge Required

· Reading strategies

· Dictionary skills

· Writing process

New Language Structures

· None

Teaching/Learning Strategies

1. To introduce the story, hand each student a sheet of paper with a short description of a character from the story. More than one student will have the same character.

2. Present several situations from the story and have one student, pairs of students or a small group of students react to the situations in character. The reactions might take the form of a short conversation, or a role-play. Ask more than one individual or group to react to each situation so that there is variety. Ask questions to help students predict what the story is about (e.g., Qui sont les personnages? Décrivez les personnages. Quelle est l’idée principale de l’histoire, pensez-vous?).

3. Students read the story in several sections and respond to comprehension questions after each section. Read parts of the story aloud to model pronunciation. Have the students practise their pronunciation. Administer a listening comprehension test.

4. Students demonstrate an understanding of the story by giving short answers to comprehension questions.

5. Choose an oral consolidation activity that enables students to respond to their reading and to use the vocabulary and structures from the story in a different context (e.g., students, in small groups, role play different sections of the story; pairs of students prepare an interview with one of the characters from the story some time in the future so that they can tell about the incident from in the story). Students share their work with the class.

6. Extension: Students read a second short story on their own, do a comprehension quiz, and respond in a written form in which they summarize the main ideas from the point of view of one of the characters, explain who their favourite character is and why, rewrite the ending, or rewrite a section of the story as a play.

Assessment/Evaluation Techniques

· Comprehension quiz (oral (listening) and written)

· Student participation in introductory role play

· Teacher evaluation of final product using a rubric shared with students

Accommodations

· Provide guided reading using the outline of story.

· Provide written comprehension questions to guide reading.

· Allow students to read in pairs or small groups.

· Read the story aloud to the student, providing guidance as needed.

Resources

**Goscinny et Sempé. Le petit Nicolas. Addison-Wesley, 1967. ISBN 0-582-36071-4

Carrier, Roch. Ne faites pas mal à l’avenir. Editions Pauline, 1984. ISBN 2-89039-960-5

*** Rencontres « Louisette » , « Le petit riche » . D.C. Heath, 1983. ISBN 0-669-95063-7, p. 55-60, 34-36

*** Tous Ensemble, Réflexions, Vol. 1. « Le pari d’Agathe » , pp. 19-32, « Comment j’ai appris
l’anglais » , pp. 10-13, D.C. Heath Canada Ltd., 1992. ISBN 0-669-95368-7

** Now distributed by Pearson Education Canada.

*** Now distributed by ITP Nelson.

Activity 5: On raconte

Time: 150 minutes

Description

Students practise the sequencing of the events of a story to tell stories to each other. They use conjunctions (e.g., si, quand, lorsque, dès que, cependant, car, donc).

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01D - listen and respond to a variety of spoken texts;

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.03D - identify and understand language conventions used in their reading materials;

WRV.02D - create short written texts in structured and open-ended situations.

Specific Expectations

OC1.02D - respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class);

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

RE1.01D - demonstrate a general understanding of ideas found in articles, short stories and poems (e.g., by answering multiple choice questions, giving short answers, performing matching activities);

WR1.04D - prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs);

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24).

Planning Notes

· Prepare a message with at least three points to it for the “telephone” game.

· Prepare a list of sequencing words to use in the storytelling.

· Cut four or five narrative paragraphs into individual sentences. Put several sequencing words on separate pieces of paper. Put the sentences and the sequencing words in an envelope and put the name of the “story” on the envelope. (See Annexe J.)

· Access an action scene on video (for which your school has purchased public rights) to show students.

· Invite a professional storyteller to tell a story to the class (if possible).

Prior Knowledge Required

· Passé composé and imparfait of verbs

New Language Structures

· Conjunctions (e.g., si, quand, lorsque, dès que, cependant, car, donc)

· Linking words (e.g., c’est-à-dire, après tout, en effet)

Teaching/Learning Strategies

1. Play a telephone game by organizing students into groups of six. Give the first person in the group a written copy of a message that has at least three parts. Take away the written copy and have the first member of the group pass the message orally to the second, who passes it to the third, etc. Have the final member write the message he/she received on the board. Have students compare the final messages for similarities and differences. Discuss the reasons for the changes in the message.

2. Without an introduction, show students a short video of an action scene. Students DO NOT take notes. After viewing the scene, ask students to make point-form notes about what they saw, without discussion. Ask one student to start to recount what he/she saw and after two to three sentences, ask a second student to continue until the whole incident is retold. Ask if everyone saw or recorded the incident in the same way.

3. On the board or on an overhead, record in point form, the main details of the incident shown to the class.

4. Ask students to identify the words that can be used in French to start a story (e.g., premièrement, d’abord, au début, etc.). Make a second list of words that indicate endings (i.e., dernièrement, finalement, en fin de compte, etc). Generate a third list of words and expressions that move a story along (i.e., deuxièmement, et, mais, plus tard, donc, car, quand, etc.).

5. Using the point-form notes, students write, in paragraph form, an account of the video using at least five or six of these words to move the story along and show the sequence of events.

6. Provide groups of students with story envelopes. Students arrange the sentences in a sequence, add several of the sequencing words where they will fit and tell the story aloud to the rest of the class.

7. Have students form groups of four. Students recount their most embarrassing, or their proudest moment. Each student tells the others his/her story. The group chooses the best story to recount orally to the rest of the class. The storyteller must not be the person whose story is told (e.g., someone else in the group must tell the story).

8. Model telling a well-known children’s story (e.g., Trois petits cochons, Le petit chaperon rouge, etc.), using props as if you were a raconteur. Assign five different sound effects that the class will do together when you get to certain parts (e.g., I’ll huff and I’ll puff (and the class does it together), or the sound of the wind or rain, or the knocking at the door, etc. This involves everyone and makes them listen very carefully. It also gives them an idea of how to involve children in a reading.

9. Extension: Invite a professional storyteller to tell a story to the class.

Assessment/Evaluation Techniques

· Evaluation of student use of linking words (conjunctions) in writing

· Student participation in group storytelling

Accommodations

· Prepare a list of questions and answer starters to assist with writing the story of the video.

· Provide a list of guided questions for storytelling.

Resources

Mariposa in the Schools, 68 Broadview Avenue, Suite 401, Toronto, Ontario M4M 2E6
Telephone: (416) 462-9400 or 1-888-225-6487 Fax: (416) 462-0871
E-mail: mits@pathcom.com Web Site: www.mits.on.ca

For the video action scene, see video references in the Course Profile Overview

Activity 6: Il était une fois …

Time: 300 minutes

Description

Students discuss the elements of a children’s storybook and use the vocabulary and themes of the unit in order to write an interesting children’s story, illustrate it, and publish it. Students then read their stories to a group of younger children. Students use their knowledge of linking words (conjunctions) and past tenses to write their stories.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.01D - listen and respond to a variety of spoken texts;

OCV.03D - express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D - make oral presentations on a variety of topics;

OCV.05D - use appropriate language conventions during oral communication activities;

REV.01D - read and demonstrate an understanding of a variety of texts and simple authentic materials;

WRV.02D - create short written texts in structured and open-ended situations;

WRV.03D - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01D - respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;

OC2.01D - participate in teacher-guided discussions and debates, and in dramatizations;

OC3.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.03D - use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

RE1.04D - expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts);

RE1.05D - demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation;

WR1.01D - write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR1.03D - organize information into paragraphs for written assignments;

WR2.01D - recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

WR2.02D - revise, edit and proofread their writing, focusing on grammar, spelling, punctuation and conventions of style;

WR2.03D - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Collect a range of children’s books in French and/or in English.

· Prepare materials to publish the students’ books (e.g., paper, bristol board, markers, magazines, etc.).

· Prepare a rubric with the students for the evaluation of the children’s book. (See Annexe K.)

· Meet with a teacher in an elementary school to arrange a time and method for the students to read their stories to the younger students.

· Investigate safety procedures with respect to travel to the elementary school.

Prior Knowledge Required

· Passé composé

· Imparfait

· Writing process

New Language Structures

· None

Teaching/Learning Strategies

1. Display a selection of children’s books (in French, if possible). Many different examples of types of books should be included: clothbound, pop-up, etc. Students browse and read for enjoyment. Students discuss which book they liked best and why.

2. Introduce to the class the assignment: to write, illustrate and publish a children’s book using themes to be discussed later in class.

3. Form groups of four or five students. Have students choose one of the children’s books displayed in the class and discuss the necessary elements for a successful children’s book (e.g., un titre intéressant, de belles images, un bon complot, etc.). They decide why the book would be successful with children.

4. Students share the elements they have chosen with the class. The teacher and students list all the necessary elements and write them on an evaluation checklist.

5. Prepare a rubric with the students for the evaluation of the children’s book. (See Annexe K.) Each group then shares how their book is successful according to the criteria on the rubric.

6. Students list the common themes found in children’s stories: adventures, heroes, learning something new, etc.

7. Review the use of tense in story writing, and review the use of the imparfait/passé composé.

8. Students use the writing process to write a children’s story in the past tense, using one of the themes discussed as a class. Continue to emphasize the criteria for an effective/interesting book as the work goes on. After the peer editing stage, the teacher evaluates the story for content (plot interest, organization, required length), and grammar.

9. Students revise their stories incorporating any necessary changes and corrections.

10. Students publish their stories as a final copy and add illustrations as needed. At this stage, the teacher should encourage creativity in the publishing. Students could use pop-ups, or other three-dimensional means to make their books interesting.

11. Students read their books to each other in small groups and use the checklist to verify that all the necessary elements are there. They practise pronunciation, intonation, and expression and discuss the need for any costumes or props to make the story come alive.

12. Students read their books to small groups of students at an elementary school.

Assessment/Evaluation Techniques

· Teacher assessment of group participation.

· Peer evaluation of books using the checklist.

· Teacher evaluation of student writing using a writing rubric. (See Annexe K.)

· Teacher evaluation of presentation (reading) of the book in the classroom, before students go to the elementary schools. (See Annexe K.)

Accommodations

· Provide a list of questions that provide the basics of the story.

· Provide sentence starters.

· Assist students in preparing a story outline.

· Allow students to write the book in partners.

Resources

* Avec Brio. Prentice-Hall Canada Inc. ISBN 0-13-5692458, pp. 30-35

* Now distributed by Gage Educational Publishing.

Annexe A

L’histoire de notre enfance

Lieux de naissance

Heures de naissance

Jours de naissance

Premier pas

Autres

Annexe B

L’année de ma naissance 19_ _

Vous allez faire de la recherche sur l’année de votre naissance.

Trouvez des renseignements sur TROIS des sujets suivants :

·	les sports	·	le cinéma
·	la musique	·	la politique
·	les sciences et la technologie	·	la littérature
·	les beaux arts	·	la mode
		·	les passe-temps

Employez Internet, des CD-ROM, des livres, des journaux, des magazines et des encyclopédies. Apportez des photos et des objets en classe.

Écrivez trois paragraphes en utilisant le passé composé. Créez une page de titre pour presenter à la classe.

Travaillez fort et amusez-vous bien !

Annexe C

En 1985	En 2000
J’avais un an.	J’ai seize ans.
Je n’avais ni des cheveux ni dents.	J’ai les cheveux blonds et courts.
J’allais à la maternelle.	Je vais au Lycée Champlain.
Je jouais avec des blocs et des hochets.	Je joue aux jeux électroniques.
Je ___________ du lait et du jus.	Je bois du Coca-Cola.
Je ___________ de la purée de pommes.	Je mange de la pizza.
Je ___________________________	Je regarde __________ à la télé.
J’ ____________________________	J’écoute de la musique ___________.
______________________________	______________________________
______________________________	_______________________________
______________________________	_______________________________
______________________________	_______________________________

Annexe D

L’imparfait

Termiraisons

-ais	-ions
-ais	-iez
-ait	-aient

pour former l’imparfait : 1. Prenez la forme Nous du présent de l’indicatif.

2. Enlevez le –ons

3. Ajoutez les terminaisons!

parler

je parlais nous parlions

tu parlais vous parliez

il parlait ils parlaient

elle parlait elles parlaient

perdre

je perdais nous perdions

tu perdais vous perdiez

il perdait ils perdaient

elle perdait elles perdaient

choisir

je choisissais nous choisissions

tu choisissais vous choisissiez

il choisissait ils choisissaient

elle choisissait elles choisissaient

Être est irrégulier

J’étais Nous étions

Tu étais Vous étiez

Il était Its étaient

Elle était Elles étaient

Annexe E

Quand nous étions jeunes….

Complétez chaque phrase par l’imparfait d’un verbe approprié tiré de la boîte en bas de la page.

1. Nous __________ notre père dans le sable.	2. Pierre ________ au cheval avec papa.	3. Julie et maman __________ des devoirs difficiles.
4. Mon frère et moi _______ à l’école à pied ensemble.	5. J’ _______ un chien qui s’ _____________ Pitou.	6. Grand-père m’ ________ à pêcher.
7. J’ ________ faire des achats avec maman.	8. Mes filles me _______ trop de questions!	9. Papa me _________ sur le dos.
10. Maman me ____________ de la nourriture que je ______________________ .

aimer / donner / aller / jouer / faire / avoir/ détester / porter / s’appeler / enterrer / enseigner / poser

Annexe F

Mes préférences

	professeur(e)
	meilleur(e) ami(e)
	chanteur / chanteuse
Qui était. ton/ta	acteur / actric	préféré	?
	idole	préférée	?
	joueur de sports
	personnage de dessins animées

	émission de télé (f)
	groupe (m)
	jeu (m)
	vêtement (m)
	nourriture (f)
Quel(le) était Ton ta	boisson (f)	préféré	?
	couleur (f)	préférée	?
	nombre (m)
	livre (m)
	chanson (f)
	sport (m)
	passe-temps (m)
	animal (m)

Annexe G

Passé composé ou Imparfait?

Complétez les phrases en mettant les verbes au passé composé ou à l’imparfait.

1. C’ __________ (être) l’hiver. Il (faire) ______________ toujours froid.

2. Quelle belle fin de semaine! Il (neiger) ______________ tout le temps.

3. Quand Marielle ___________ (être) petite, elle (jouer) _____________ au soccer.

4. (étudier) J’ _________________________ toujours très fort pour les examens.

5. Les musiciens (répéter) _________________ tous les soirs.

6. Je (finir) ____________________ mes devoirs quand mon émission

favorite (commencer) ____________________________.

7. Mia (acheter) ________ une nouvelle robe vendredi passé. Elle (être) ___________ très belle au bal.

8. Le garçon (conduire) ___________ sa bicyclette quand l’auto l’a (frapper) __________________.

9. La comédienne (être) ___________ vraiment drôle : on (rire) ___________ et (rire) _____________.

10. Pendant qu’il (courir) _____________ dans le parc, il (tomber) _____________________.

11. Le photographe (prendre) _____________ une photo de la vedette pendant que la journaliste

(interviewer) l’_______________________.

12. Pendant que le criminel (être) ______________ dans le magasin, on (voir) l’ __________________.

13. Il (pleuvoir) ________________ très fort quand elle (rentrer) ____________________________.

14. Erin (faire) __________________ du ski quand elle (perdre) _____________________ l’équilibre.

15. Pendant que le chauffeur de taxi (conduire) _________________ un client, une policière

(arrêter) l’ ______________________________________.

Annexe H

Passé composé ou Imparfait???

Complétez les phrases suivantes en mettant les verbes au passé composé ou à l’imparfait selon le cas.

1. Elles _____________ (jouer) avec des poupées “Barbie”, quand leur chien ____________ (manger)

la tête de “Ken”.

2. Nous ________________ (nettoyer) le grenier quand nous _________________ (trouver) la robe de

mariage de grand-mère.

3. En jouant à la marelle, elle ________________ (tomber) par terre.

4. Ti - Paul marchait à l’école quand une boule de neige ________________ (frapper) la voiture

du directeur.

5. Quand j’ ____________ (être) petit, j(e) _________________ (casser) la fenêtre avec mon base-ball.

6. La police ________________________ (arriver) cinq minutes après l’accident.

7. Mario _________ (se amuser) avec ses amis quand sa mère l’ ___________ (appeler) pour le souper.

8. Quand tu _______________ (avoir) six ans, tu ____________________ (perdre) ta première dent.

9. Son jeu Nintendo _________________________ (tomber) en panne.

10. C’ ______________ (être) l’anniversaire de Luc. La partie __________________ (être) un désastre!

Sa sœur, Janine, _______________ (laisser) tomber le gâteau; Lucille _____________ (se tromper)

de cadeau; une moufette ___________________ (arriver) dans le jardin; un petit invité

_______________ (avoir) un accident de bicyclette en route. Quelle partie!

Annexe I

Une fête d’anniversaire

Lisez ce que Charles a écrit dans son journal intime le 3 juin. Après, remplacez “Aujourd’hui” par “Hier” et changez l’histoire en utilisant le passé composé ou l’imparfait.

C’est aujourd’hui le trois juin. C’est l’anniversaire de ma cousine, Catherine. Je vais chez elle. Il y a beaucoup d’invités. Ma cousine me présente à une jeune fille très belle qui s’appelle Thérèse. Elle est très élégante! Elle porte une jupe bleue, une blouse blanche et un collier de perles.

Nous faisons un pique-nique dans le jardin parce qu’il fait du soleil. Après le pique-nique, je parle avec la jeune fille et je lui demande si elle veut faire une promenade en canot avec moi dans le lac. Elle répond que oui. Nous y montons. J’ai chaud et j’enlève mon veston. Malheureusement, je perds mon équilibre et je tombe dans l’eau. Thérèse tombe aussi. L’eau est très froide et elle est très fâchée contre moi.

Quel désastre!

Annexe J

Paragraphe 1

J’étais chez moi. Mes parents dormaient mais moi j’étudiais.

J’ai entendu un bruit énorme dans la rue.

J’ai ouvert la fenêtre.

J’ai vu une voiture sur le trottoir.

Je suis sorti de la maison et j’ai couru vers la voiture.

Là-dedans il y avait une jeune fille sans connaissance.

J’ai demandé de l’aide à un homme qui marchait dans la rue.

Il a téléphoné à l’hôpital.

Une ambulance est arrivée après cinq minutes.

Mes parents se sont levés à cause du bruit de la sirène.

Je suis rentré chez moi.

Mes parents étaient inquiets à cause de mon absence.

Je leur ai tout expliqué.

Paragraphe 2

Il était deux heures du matin et un homme passait par une grande maison.

Il était jeune et il portait des lunettes de soleil et un grand chapeau.

Il a vu que la fenêtre du salon était ouverte.

Il est entré et il a allumé la lumière.

Il y avait beaucoup de tableaux de valeur sur les murs.

Il est allé au bureau où il y avait de l’argent dans un tiroir.

L’homme n’a rien touché.

Il est allé à la cuisine.

Il a ouvert le réfrigérateur où il a trouvé du poulet froid.

Il a enlevé son anorak et il s’est assis à la table.

Il a tout mangé.

Il a éteint la lumière, il est parti par la fenêtre et il a disparu.

La police a découvert une assiette couverte d’os de poulet.

…suite

Annexe J…suite

Paragraphe 3

Il était minuit et nous dormions.

Notre nuit de terreur a commencé !

Le téléphone a sonné et Pierre a répondu.

Il n’y avait personne. Personne n’a rien dit.

J’ai entendu une voix mystérieuse qui m’a dit : Tu ne vas pas m’échapper. Tu vas payer !

J’avais bien peur, mais Pierre dormait et je n’ai pas pu le réveiller.

J’ai répondu : Qu’est-ce que j’ai fait contre toi?

J’ai pris le téléphone. J’ai composé le numéro de la police.

La ligne était occupée!

La voix continuait : Il est tard. Tu vas bientôt payer.

J’ai crié : Au secours! Plusieurs fois à haute voix.

Pierre s’est réveillé et mon père est entré dans la chambre.

Il n’y avait pas de voix. C’était mon imagination!

Paragraphe 4

Un enfant jouait dans le parc.

Il a vu un papillon.

Il a couru après le papillon mais il n’a pas vu la pierre dans l’herbe.

Il est tombé par terre.

Quelques étudiants ont vu ce qui s’est passé.

Ils n’entendaient rien.

Ils croyaient que l’enfant était blessé.

Ils sont venus vers l’enfant.

L’enfant a ouvert les yeux.

Il a commencé à pleurer.

Les étudiants lui ont donné quelque chose à boire.

Ils ont téléphoné à l’ambulance.

L’ambulance est arrivée dans quelques minutes.

Elle a conduit l’enfant à l’hôpital.

…suite

Annexe J…suite

premièrement	deuxièmement	ensuite
car	cependant	donc
en effet	pourtant	ainsi
néamoins	dernièrement	quand
lorsque	même que	alors
mais	puis	par conséquent
comme	parce que	autrement
ou	et	si

Annexe K

Evaluation Rubric for a Children’s Book

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - knowledge of the passé composé and imparfait - knowledge of conjunctions and sequencing words	- demonstrates limited knowledge of the passé composé and the imparfait - demonstrates limited knowledge of conjunctions and sequencing words	- demonstrates some knowledge of the passé composé and the imparfait - demonstrates some knowledge of conjunctions and sequencing words	- demonstrates considerable knowledge of the passé composé and the imparfait - demonstrates considerable knowledge of conjunctions and sequencing words	- demonstrates thorough knowledge of the passé composé and the imparfait - demonstrates thorough knowledge of conjunctions and sequencing words
Thinking/ Inquiry - creative thinking skills	- uses creative thinking skills with limited effectiveness; closely imitates the model of a story	- uses creative thinking skills with moderate effectiveness; makes some changes in the model	- uses creative thinking skills with considerable effectiveness; makes significant changes in the model	- uses creative thinking skills with a high degree of effectiveness; makes significant changes in the model and creates a very effective new story
Communication - communication of ideas appropriate to the audience - reading aloud-accuracy of pronunciation, intonation, and liaison-effectiveness (fluency and expression)	- communicates ideas with limited clarity - reads story with limited accuracy and effectiveness	- communicates ideas with some clarity - reads story with some accuracy and effectiveness	- communicates ideas with considerable clarity - reads story with considerable accuracy and effectiveness	- communicates ideas with a high degree of clarity - reads story with a high degree of accuracy and effectiveness
Application - application of knowledge and skills	- applies knowledge and skills with limited effectiveness; reads story with few gestures, little enthusiasm and in a monotone	- applies knowledge and skills with some effectiveness; reads story with appropriate gestures, some enthusiasm and attempts to vary the tone of voice	- applies knowledge and skills with considerable effectiveness; reads story with appropriate gestures, enthusiasm and varied tone of voice	- applies knowledge and skills with a high degree of effectiveness; reads story with effective gestures, confidence and an effective use of voice

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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