Course Profile
Core French, Grade 9 academic, Public
Unit 2: Une vedette est née: créer un téléspectacle
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Overall Expectations
Oral Communication: OCV.01, OCV.02, OCV.03, OCV.04, OCV.05.
Reading: REV.01, REV.02.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC1.01, OC1.02, OC1.01, OC1.02,
OC2.01, OC2.02, OC2.01, OC2.02, OC2.03,
OC2.04, OC2.05, OC3.01, OC3.04, OC3.05
Reading: RE1.01, RE1.02, RE1.05.
RE2.02, RE2.04, RE2.05, RE2.07
Writing: WR1.01, WR1.02, WR1.03,
WR1.04,WR2.01, WR2.03, WR2.04.
Students view and respond to various video selections. Students identify aspects of television programs that interest them and express personal opinions about their selections. Students practise oral communication skills and identify the elements required in their preparation that lead to a final oral performance (producing their own television show). Groups prepare a section focussing on a specific genre of television show (newscast, music video, weather report, talk show, etc.) and all elements are combined in a whole class production.
|
Activity 1 |
Télé-sondage |
300 minutes |
|
Activity 2 |
Le journal intime |
110 minutes |
|
Activity 3 |
La biographie d’une vedette |
250 minutes |
|
Activity 4 |
A mon avis |
150 minutes |
|
Activity 5 |
Ce soir à ne pas manquer! |
225 minutes |
|
Activity 6 |
Bulletin spécial |
150 minutes |
|
Activity 7 |
Les téléspectacles |
225 minutes |
· Position and agreement of adjectives
· Present tense of regular and irregular verbs
· Regular and some irregular verbs with avoir in the passé composé
· Subject pronoun substitution
· Position of object pronouns
· Interrogative words: comment, où, pourquoi, quand, qui, etc.
· Location and use of resources for research
· Numbers 1 - 100, telling time
· Organize writing folders.
· Make dictionaries available.
· Create a journal writing evaluation rubric or adapt writing rubric from Unit 1.
· Prepare a lesson on, or review, the writing process.
· Ensure student access to computers.
· Preview Internet resources to be used.
· Select video segments and prepare a listening activity.
· Co-operative learning strategies: 3-way interview, think/pair/share, co-operative script writing
· Writing process
· Using the Internet
· Dictionary skills
· Role play
· Teacher-student conferencing
Activity 1: Observation checklist of co-operative group skills, rubric for oral presentations, self- and peer-evaluation of co-operative skills and task completion, teacher evaluation of the accuracy of vocabulary and language structures and variety of interrogative sentences on the survey
Activity 2: Rubric to evaluate writing (adapted from Unit 1)
Activity 3: Quiz on passé composé with être, teacher evaluation of Internet worksheet for completeness, peer evaluation of oral presentation of star using criteria chosen in consultation with students, teacher evaluation of the biography summary to assess use and accuracy of the passé composé and the organization of the biography summary, teacher evaluation of the final copy of the biography that students write independently using a writing rubric
Activity 4: Quiz on the superlative forms of adjectives
Activity 5: Oral presentation rubric for the TV clip, quiz on direct object pronouns
Activity 6: Teacher/student conferencing for the draft of the news flash, observation checklist of co-operative group skills, oral presentation and writing rubrics, peer evaluation of the news flash presentation
Activity 7: This unit contains a final student performance (creation and presentation of a 3-5 minute television show) that is assessed using a rubric developed by teacher and students. Some of the criteria may include:
· use of required grammatical elements,
· use of video equipment,
· inclusion of titles and credits,
· task completion in specific production role,
· accuracy and effectiveness of language.
Assessment also includes:
· two teacher/student conferences using a teacher-made checklist or anecdotal notes, an oral communication rubric for the final presentation (see Unit 5),
· teacher evaluation of the journal entries.
Specific references to the four current commercial resources are listed in each activity.
These resources are:
Destinations 3. Copp Clark Pitman Ltd., distributed by Addison-Wesley. ISBN 07730-5134-1
Entre Amis 3. Prentice-Hall Canada Inc., ISBN 0-13-287988-3
Passages 3. Addison-Wesley. ISBN 0-201-57377
Tous Ensemble: Décollage. D.C. Heath, distributed by ITP Nelson. ISBN 0-669-95367-9
Web sites are listed in the activities.
Time: 300 minutes
Students prepare and conduct a survey to build vocabulary to talk about television program preferences. The results of the survey are communicated through an oral presentation.
Overall Expectations
Oral Communication: OCV.03, OCV.04, OCV.05.
Writing: WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.04, OC2.05, OC3.01, OC3.04.
· Prepare a list of French vocabulary related to different categories of TV programs.
· Assemble a supply of chart paper, markers and masking tape.
· Prepares a “Trouve quelqu’un qui...” activity sheet.
· Make signs of TV program categories.
· Construct an evaluation rubric for the oral presentation of the survey results adapting the oral presentation rubric in Unit 5, Appendix A.
· Learning experiences used: three-way interview, co-operative learning
· Interrogatives
· Numbers 1 to 100
· Comparative, superlative of adjectives and adverbs
· Expressing opinions
1. Post chart paper in the classroom. The chart paper displays a list of French terms for types of TV shows, e.g., “ la comédie, le dessin animé, le vidéoclip, le jeu télévisé, l’émission de sports, le téléroman,” etc. Model “Moi, j’aime regarder (name of show). C’est une comédie (type of show)” and points to the type of TV show on the chart paper just referred to orally. The teacher then elicits orally names and types of shows students like. e.g., “Qu’est-ce que tu aimes regarder? Quelle sorte d’émission est-ce?” Assist students in learning the new vocabulary of types of TV shows by matching the types on the chart paper with students’ choices of shows. Hand out an activity sheet “Trouve quelqu’un qui...” to each student. This sheet contains a variety of statements using verbs like “aimer, détester, préférer, adorer, admirer...” and types of shows. Students move about getting signatures for each statement that is true of the student who signs. When the signatures are received, ask several students to read aloud a signed name with its corresponding statement.
Post signs around the classroom (as in a “4-corners” structure), of various types of shows also used in the “Trouve quelqu’un qui...” statements. Each student stands under the sign displaying the type of show he/she likes the best. Then ask students to form groups of three based on different preferences. Therefore each student joins two others who are not standing under the same sign together.
Each group of three divides a sheet into three columns, one per student in the group. Students take turns changing roles from questioner to oral responder to recorder in a three-way interview. Using three prepared questions such as “Combien d’heures de télé regardes-tu par semaine? Qui est l’acteur que tu aimes dans ton émission préférée? Quelle émission détestes-tu?”, each student asks, answers, and writes an answer to each question. For the first interview, student A is the questioner, student B is the oral responder, and student C is the recorder, filling in the first column of the sheet with student B’s responses. For the second interview, student B is the questioner, student C is the oral responder, and student A is the recorder, etc. Once the groups of three have filled in their sheets, conduct a random check by eliciting oral responses from various group members.
Review interrogative questions by organizing a class graffiti exercise. Each group of three receives chart paper with an incomplete interrogative sentence. e.g. Group 1 “Quel...?”; Group 2 “A quelle heure...?”; Group 3 “Qui...?” For example, in a class of 30 students, distribute 10 pieces of chart paper each with a different incomplete interrogative sentence. Ask the groups to complete types of questions they would ask on a television viewing survey. Circulate the sheets of chart paper in a pre-determined order around the room until each group has written a question on every sheet.
Each group of three posts its original sheet of chart paper. Highlight some interesting survey questions and make necessary corrections.
Each group of three examines the charts and selects at least nine different interrogative sentences including a variety of types of questions.
Each group of three prepares and conducts a survey on TV program preferences. Each group chooses a different specific audience, e.g., “les élèves de la 8e année, les professeurs, les parents...” A survey question sheet is prepared by each group to include the nine selected questions. Each member of the group has a copy. The teacher and the students agree upon a timeline, the number of people who will complete the survey and the evaluation criteria for the oral presentation of the results. Evaluate the language accuracy and variety of the survey questions of each group.
The groups conduct their surveys and create poster-size graphs to show their survey results.
Review the use of numbers, adjectives, and adverbs. Teach the comparative and superlative of adjectives and adverbs needed for this activity. (E.g., “89% des enfants aiment les dessins animés; Les professeurs aiment moins les téléromans que les émissions de sport”.)
Students demonstrate sustained conversation in the form of a mini talk show using the information shown on the graph. The students demonstrate the use of “Je pense que..” and “Je crois que...” in the concluding remarks of the mini talk show conversation. Evaluate the oral presentation based on the criteria agreed upon in Strategy 7.
· Observation checklist of co-operative group skills
· A rubric for oral presentations (see Planning Notes)
· Self-evaluation and peer-evaluation of co-operative skills and task completion
· Teacher evaluation of the accuracy of vocabulary and language structures and the variety of interrogative sentences on the survey
· Conference with teacher before survey
· Peer-helper assigned in group
· Additional practice time before the oral presentation
· To add challenge, a class graph of the survey results from all the survey groups
Destinations 3. Copp Clark Pitman, now Addison Wesley Longman, ISBN 0-7730-5134-1, pp. 15-35
Entre Amis 3. Prentice Hall Canada Inc., ISBN 0-13-287988-3, pp. 28-29
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6, pp. 36-65
Time: 100 minutes
Throughout this unit, students keep a journal, adding an entry after every activity. To write entries that are reflective and personal in nature, students use vocabulary and structures that they have learned.
Overall Expectations
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Writing: WR1.01, WR1.03, WR2.01, WR2.03, WR2.04.
· Organize a writing folder or writing workbook for each student
· Make dictionaries available.
· Create a journal evaluation rubric or adapts the writing rubric from Unit 1
· Learning experiences used: writing process.
· Television, film, and music vocabulary
· Passé composé with avoir and être
· Use of dictionary
· Expressing opinions
2. Introduce students to journal writing by discussing the reasons for keeping a journal (i.e., to record personal observations, to express feelings, and to look at oneself, etc.)
Inform students how the journal is to be kept (e.g., in a folder, in a writing workbook, in the classroom etc.). Students write using double-spacing to allow for editing. If easily accessed, journals may be kept in a personal folder on the computer and printed at the teacher’s request.
Explain to students the importance of writing in French as much as possible, to develop the facility of writing.
Discuss the criteria for evaluation of the journal from the rubric.
Prepare personal response questions based on the survey:
“Aimes-tu la télé? Pourquoi? Es-tu d’accord avec…? Veux-tu savoir autre chose?
Aimes-tu discuter tes émissions préférées? Etc.
Ask these questions orally and record key phrases, vocabulary, or verbs on the board. Elicit as much information as possible from students to give them lots of ideas to use in their writing.
Direct students to write the date and topic on their journal page and to write as much as possible about their television viewing preferences. Students use the vocabulary resources on the board or on their survey and use dictionaries sparingly. Students write one to two paragraphs.
Students hand in their journals when one entry is complete. Teachers do not assess the writing for accuracy, but respond with personal comments. The teacher stores the journals in the classroom until the next activity.
Suggest journal entry topics after each of Activities 3-7 in this unit. Follow the writing process, using questions to elicit ideas for content from students. Teachers record useful vocabulary and structures for the journal on the board so that students can use them as needed. Teachers comment on student writing after each entry without assessing language structures.
In Activity 7, students choose two journal entries that they have already produced. For each one, they review and revise, edit and proofread, and produce a final copy. Each final copy includes three paragraphs and incorporates the unit vocabulary, the “passé composé” and the direct object pronouns “le, la and les”.
· Rubric to evaluate writing
· Use of a scribe to write journal
· Use of teacher-made sentence starters to complete answers
Destinations 4. Copp Clark Pitman Ltd, now Addison Wesley Longman, ISBN 0-7730-5201-1, pp. 6-7, 17-18
Time: 250 minutes
Students use the Internet to find information about a francophone singer or actor and read the biographies. They listen and respond to an interview or a song. Students create a biography of their favourite star, incorporating the new language structure, the passé composé with être.
Overall Expectations
Oral Communication: OCV.02.
Reading: REV.01.
Writing: WRV.02.
Specific Expectations
Oral Communication: OC1.01.
Reading: RE1.02, RE1.05, RE2.02.
Writing: WR1.01.
· Search the Internet to check sites available for French-speaking singers or film stars.
· Prepare a worksheet, http://members.aol.com (Internet activities for Foreign Language Classes) California Foreign Language Project, that lead students to the Internet site(s) and comprehension questions to answer from the material on the site.
· Find listening materials for the activity (song or video interview with a star) and prepare a comprehension activity.
· Arrange student access to the Internet.
· Prepare a simple biography of a star with comprehension questions.
· Prepare consolidation exercises for the passé composé with être.
· Prepare a quiz for the passé composé with être.
· Learning experiences used: Internet research, writing process, reading for information
· Reading strategies including contextual clues, visual clues, and the use of cognates
· Passé composé with avoir and être
3. Elicit names of francophone singers or actors from students.
Ask what information the students want to know about any of the people named.
Introduce the Internet activity. Students use a worksheet with at least one Internet address that they visit to find answers to questions (e.g. http://users.skynet.be.sky35350/pb.html is a site about Patrick Bruel). The questions are based on the information that they decided they want to know.
Students then search a second time to retrieve information on a francophone singer or actor who interests them.
Discuss the information from the first site with the class.
Students report orally on the singer or actor from the second site to the class.
Using the information from the Internet search, the teacher presents a review of the passé composé with avoir (e.g., Il a chanté… Elle a joué le rôle…etc.) using a question/answer approach and then written reinforcement.
Introduce the passé composé with être, using the vocabulary of music, cinema, singers, and actors as a context (e.g., Elle est née…, Il est sorti… Ils sont restés…) and provides consolidation exercises for oral, listening and writing practice.
Students listen to a recording of a French song or view a French videotape and respond orally by identifying the main ideas and explaining some supporting details.
Give students a printed biography of a singer or actor (e.g., Céline Dion). Students read the biography aloud using correct pronunciation and intonation. Students find all the verbs in the reading that are in the passé composé and answer reading comprehension questions. Students use their answers to prepare a summary of the biography. They organize the information in paragraphs.
Students then choose another star and write a biography modeled on the ones that they have previously read. The final copy of the biography may include a picture of the star.
At the end of this activity, students make a personal journal entry. Students write one to two paragraphs recording what they liked about this activity and relate the music or the video to their personal tastes.
· Quiz on passé composé with être
· Teacher-evaluation of Internet worksheet for completeness
· Peer-evaluation of oral presentation of star using criteria chosen in consultation with students
· Teacher-evaluation of the biography summary to assess the use and accuracy of the passé composé and the organization of the biography summary (using a process writing rubric )
· Teacher evaluation of the final copy of the biography that students write independently using a writing rubric
· Students use peer helper
· Provide sentence starters to assist in activity completion
· Use of visual aids for work with passé composé
Destinations 4. Copp Clark Pitman Ltd., now Addison Wesley Longman, ISBN 0-7730-5201-1, pp. 153
Destinations 3. Copp Clark Pitman Ltd. now Addison Wesley Longman, ISBN 0-7730-5134-1, pp. 50-57 (le passé composé avec être)
Destinations
3. Cahier d’activités, Copp Clark Pitman Ltd., now Addison Wesley Longman,
ISBN 0-7730-5139-2, p.71
En Direct 1. Prentice-Hall Canada Inc., ISBN 0-13-062209-5, pp. 126, 127
Entre Amis 3 Cahier d’activités, Prentice Hall Canada, ISBN 0-13-288036-9, pp. 60-63
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6, pp. 24-32 (le passé composé)
Tous Ensemble. Décollage. D.C. Heath Canada Ltd., now ITP Nelson. ISBN 0-669-95367-9, pp. 194-201 (le passé composé avec être)
http://members.aol.com
(Internet activities for Foreign Language Classes) California Foreign Language
Project
http://www.qim.com
(Quebec Info Musique)
http://www.yahoo.fr
(Art et Culture > Musique > Par genres >)
http://www.chez.com/maud/site/bio.html
(La Biographie de Vanessa Paradis)
http://www.yahoo.fr/Art_et_culture/Musique/Artistes/Par_genres
(This is a site that lists types of music and the artists that sing them.).
Entre Amis 3> Prentice-Hall Canada Inc., ISBN 0-13-287988-3, pp. 64-65.
Tous Ensemble, Réflexions, volume 2. D.C.Heath now ITP Nelson, ISBN 0-669-95412-8,
pp. 62-64
Time: 150 minutes
Students respond to narrative video segments by ranking them in order of preference using the comparative and superlative of adjectives and by writing an opinion letter to the producer.
Overall expectations
Oral Communication: OCV.02.
Writing: WRV.01, WRV.03.
Specific expectations
Oral Communication: OC1.01, OC3.01, OC3.05.
Writing: WR1.03, WR1.04, WR2.01, WR2.03.
· Select two or three French narrative video segments from available videos (see Resources).
· Prepare a listening activity sheet for video segments and oral questions.
· Prepare a model letter to a producer.
· Prepare a writing rubric.
· Assemble consolidation exercises and quiz on the superlative adjectives.
· Learning experiences used: viewing and responding, co-operative strategy: think/pair/share
· Passé composé with avoir and être used in the affirmative and negative
· Position and agreement of adjectives
· Comparative and superlative of adjectives
4. Ask students their opinions about current movies, TV shows, and stars.
Record familiar and new vocabulary on the blackboard. Students learn new vocabulary to talk about a TV show.
Review the comparative and the superlative of adjectives and teach the comparative and superlative of “bon”, followed by listening exercises, writing exercises and a quiz.
The teacher shows three different narrative video segments, 5-to-10 minutes each.
To verify comprehension, students take point-form notes to record who?
what? where? when? as they view each segment.
After each video segment, ask students to share their notes orally to verify comprehension.
Lead students in the following think-pair-share activity. After viewing the three segments, students rank them based on the following: les acteurs, l’action, la scène, les costumes. Students then individually think about and write an overall ranking of the three segments, using for example: “A mon avis, #2 est le meilleur vidéo; A mon avis, #1 est assez bon; A mon avis, #3 est le pire.” Students then share their rankings and reasons based on their chart with a partner. The teacher selects several pairs to share their rankings orally with the class. Record on the board the class’ choice of overall best video if desired.
Model a journal entry in the form of a letter to the producer. The letter expresses the viewer’s opinion of one video segment. The required elements include the date, the address, the salutation, and the use of the superlative forms of adjectives. As their journal entry, students compose an opinion letter to the producer about one of the three segments, expressing their opinion and using the superlative forms of adjectives. Students use the writing process.
· A quiz on the superlative forms of adjectives
· Provide additional video viewing opportunities.
· Provide some written examples of comparisons.
· Provide individual copies of model letter and/or a large print version of model letter.
· Fill-in-the-blank version of model letter used as a guide for letter writing.
· To add challenge, the students create a movie advertisement for a newspaper.
Bach et Bottine. Les productions La Fête, Cinéma Plus International Inc., 1986, 95 minutes
Destinations 3. Copp Clark Pitman Ltd. distributed by Addison Wesley Longman, ISBN 0-7730-5139-2, pp. 8-9, 12-13, 29, 31, 82-83
Entre amis 3. Prentice Hall Canada Inc. ISBN 0-13-287988-3, p. 154
La Guerre des Tuques. Ciné-fête, Montréal, 91 minutes.
Paroles d’échange. TVO
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6, p. 139
Pour Tout Dire. NFB, 1988-95, 4 modules, 88 minutes.
Tous Ensemble, Décollage. D.C. Heath Canada Ltd. distributed by ITP Nelson, ISBN 0-669-95367-9, pp. 194-195
Time: 225 minutes
Students read a TV guide page and produce a short oral preview announcing an upcoming show, using direct object pronouns.
Overall Expectations
Oral Communication: OCV.04, OCV.05.
Reading: REV.01, REV.02.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.01, OC2.04, OC2.05, OC3.05.
Reading: RE1.05, RE2.02, RE2.03, RE2.04, RE2.05, RE2.07.
Writing: WR1.03, WR2.01, WR2.04.
· Bring a TV remote control and prepare cards with a channel number, a TV category, and a program time; a list of TV program categories; and copies of a French TV guide page.
· Plan a direct object pronoun lesson based on TV programs and times
· Ensure the availability of a sufficient number of dictionaries
· Select a review procedure, materials, hand-outs for the 24-hour clock
· Learning experiences used: research using a dictionary, audio-visual presentation, simulation of a TV screen, writing process
· The vocabulary of the 24-hour clock
· Interrogatives
· TV vocabulary from previous activities
5. Distribute cards to students. Each card shows the following three things: a channel number; a category such as sports, music, movies, shopping; and a program time. Simulate a problem situation where the TV viewer, does not know what to watch because there are so many choices: “Quelle émission est-ce que je vais choisir?”. With a TV remote, the teacher moves around the room “zapping” channels (students), asking several students what program category their channel is offering and program times. Students answer by reading aloud the information on their cards. Conclude with the question: “Comment décider quoi regarder?” Suggest the use of the TV guide as a solution to the problem of too many choices. The teacher reviews the 24-hour clock and categories of programs.
Ask students for TV program categories (See Activity 1) and write them on the board as headings. In pairs, students list programs under each category heading.
Ask the students which shows they watch and use their oral responses to introduce the use of the direct objet pronouns e.g., “Je regarde émission X. Je la regarde chaque semaine.”
Conduct a lesson on the use and position of direct object pronouns without agreement for affirmative and negative, and provide listening and writing exercises.
In pairs, students use the TV guide excerpt to create five questions for the rest of the class. e.g., “Qu’est-ce qu’on peut voir...? Qui joue dans...? A quelle heure peut-on voir....? etc.” Pairs ask their questions orally to others in the class.
In groups of three or four, students take turns reading aloud the times and program descriptions. Instruct them to take on the role of TV announcers, in preparation for the next task.
In groups of three, students prepare a “Coming up tonight!” (“Ce soir, à ne pas manquer!”) TV clip, announcing a program to be telecast and showing a preview of the program. One student takes on the role of announcer, while two perform the preview. The announcer briefly describes the show and the performers act out a clip to draw attention to their show. A short script is written by the group. Every member writes his/her own part. Evaluation includes accuracy of pronunciation, use of pronouns, and organization of the performance. Each student writes a journal entry reflecting on the group process in Strategy 7
Extension: In pairs, students create a TV-guide page. Content includes the date, the times, a variety of program categories, stars, and a brief description.
· Oral presentation rubric for the TV clip
· Quiz on direct object pronouns
· Provide a French TV-guide page with underlined cues, bilingual vocabulary, larger print
· Provide supplementary exercises on the required elements
· Modify the quiz
· Require a shorter oral presentation
· To add challenge, videotape the previews of the “Ce soir, à ne pas manquer”
· To add challenge, students create a jeopardy game using interrogatives to elicit TV show names and actors
Destinations 3. Copp Clark Pitman, distributed by Addison Wesley Longman, ISBN 0-7730-5134-1, pp. 20-30
Entre amis 3. Prentice Hall Canada Inc. ISBN 0-13-287988-3, p. 38
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6, pp. 38-39, 48-49, 51
Time: 150 minutes
Students present a news flash, practising oral communication skills in preparation for the final performance (Activity 7).
Overall Expectations
Oral Communication: OCV.04, OCV.05.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.02, OC2.05, OC3.01, OC3.04.
Writing: WR1.03, WR2.01, WR2.03, WR2.04.
· Coach a student in advance for the teacher-student role play.
· Make up a teacher-student conference checklist and an observation checklist.
· Prepare a peer-evaluation checklist.
· Organize he classroom space for the oral presentations.
· Assemble chart paper, markers, French-English dictionaries.
· Learning experiences used: role-play, teacher-student conferencing, co-operative script writing oral production.
· The passé composé with avoir and être
· The TV vocabulary from previous activities
· Direct object pronouns
· Use of French-English dictionaries
6. Begin the class as usual, then suddenly interrupt with a news flash. The teacher plays the role of the newscaster and a student who’s been coached in advance is the reporter in the field. In groups of three or four, students make a list on chart paper of types of news flashes that might interrupt regular programming. French vocabulary is listed using French-English dictionaries. The groups post their chart paper to make the lists visible to the class. The teacher and students review the types of news flashes orally.
Each group of three or four students chooses a news flash event. Students in the groups divide their roles between newscaster(s) and reporter(s).
Each group writes a script for a two- to three- minute news flash. To ensure equal participation each student writes his/her own part. The script includes the use of direct object pronouns (see Activity 5).
Each group brings a draft of the script to a conference with the teacher. The teacher briefly coaches the group on pronunciation and projection for the oral presentation.
Students produce a final draft of their script and rehearse orally using props.
The teacher organizes the classroom into two main areas: the news desk and the reporter in the field area. Students present their news flashes and evaluate the presentations. Evaluation includes the required elements, oral communication skills, and visuals (props).
Students write a journal entry (see Activity 2) on a recent sensational news item (e.g., a disaster, a death, a political change, a famous person event, etc.) using the direct object pronouns.
· Teacher-student conferencing about the draft of the news flash
· Observation checklist of cooperative group skills
· Teacher evaluates using oral presentation rubric from Unit 5
· Peer evaluation of the news flash presentation
· Use individual teacher conferencing and individual teacher coaching.
· To add challenge, the students write a front-page article on a sensational news item.
· To add challenge, videotape the “bulletin spécial”.
· To add challenge, the students do a research project on a sensational news item.
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6, pp. 45-47
Time: 225 minutes
Students in small groups prepare and present 3- to 5-minute television shows, e.g., talk show, music TV show, cooking show, game show, newscast, etc. The shows are videotaped or presented live and include titles and credits.
Overall Expectations
Oral Communication: OCV.02, OCV.05.
Specific Expectations
Oral Communication: OC1.02, OC2.03, OC2.05, OC3.01.
Reading: RE2.07.
· Prepare production vocabulary (http://www.media-awareness.ca/), e.g., head writer, director, props, etc.
· Prepare a rubric or a checklist for teacher-group conferences.
· Prepare an oral presentation rubric for the final presentation.
· Make a video camera available for the final presentation.
· Learning experiences used: writing process (generate ideas, choose a topic, develop a plan, write first draft, review and revise, edit and proofread, and produce a final copy; see the Ontario Curriculum, FSL, Grades 4-8, p. 10.), brainstorming, co-operative groups, teacher-student conferences.
· Passé composé with avoir and être
· Direct object pronouns “le, la, les”
7. Students list categories of TV shows (e.g., newscasts, talk shows, soap operas, game shows etc.).
Assign one category per group of four or five students to generate vocabulary. Students list appropriate vocabulary words for their category of show under the headings “Les personnes” (e.g., annonceur, invité, hôte for a game show) and “Les idées pour le contenu” (e.g., des catégories pour Jeopardy; La roue de la fortune, etc.). Students use markers, chart paper, textbooks and dictionaries.
The groups post their charts around the room. As a whole class task, the teacher and students add and/or correct vocabulary.
Each group chooses a category of TV show from those posted around the room.
Provide a list of the various production roles needed to produce the TV show and the responsibilities for each one:
e.g., Rédacteur en chef: responsable pour la production et les révisions du script.
Metteur en scène: donne des directives aux acteurs
Caméraman: s’occupe de filmer l’émission d’un autre groupe
Coordonnateur d’accessoires: trouve et organise des accessoires et des costumes
Graphiste: crée les titres, les sous-titres, les dessins, la liste des acteurs etc.
Students in each group select a role. Each student also is part of the writing team and the performance team. The cameraman videotapes the show of another group so that she/he can participate in performing with her/his own group.
The teacher and students discuss the criteria of the evaluation rubric. The required grammatical elements of the script include the use of the “passé composé with avoir and être” and the direct object pronouns “le, la, and les.”
Each group prepares a written plan of their show that includes a summary of the show, the production roles, and a time-line for production. The length of the show will be three to five minutes.
The teacher conferences with each group to review their plan and to provide further guidance.
Using the writing process, students write the script of their show, including production notes.
Meet with each group for a second conference to edit the final script and check for the inclusion of the grammatical elements.
Provide rehearsal time.
Students present their TV show live or on videotape.
Extension: The presentation of the shows may be done as an award show (e.g., les Oscars, les Césars, les Génies). Students vote for the best features of each show and awards are given out.
Students write in their unit journals to record their reflections about the activity and their part in it. This is a self-evaluation and includes overall reflections on the unit.
Students choose two journal entries that they have already produced. For each one, they review and revise, edit and proofread and produce a final copy. Each final copy includes three paragraphs and incorporates the unit vocabulary, the “passé composé” and the direct object pronouns “le, la, and les”.
· Two teacher-student conferences using a teacher-made checklist or anecdotal notes
· An oral communication rubric for the final presentation, Unit 5
· Teacher-evaluation of journals using a writing rubric, Unit 1
· Students work with a peer helper.
· Teacher provides a model of a script.
Destinations 3. Copp Clark Pitman Ltd., distributed by Addison Wesley Longman. ISBN 0-7730-5134-1, pp. 15, 26-27, 30, 35
Passages 3. Addison Wesley Longman. ISBN 0-201-57377-6, p.37
http://www.media-awareness.ca/
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