Course Profile
Core French, Grade 9 applied, 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, OC2.01, OC2.02, OC2.01, OC2.02, OC2.03
OC2.04, OC2.05, OC3.01, OC3.02, OC3.04.
Reading: RE1.01, RE1.02, RE1.03, RE2.02, RE2.04, RE2.05, RE2.07.
Writing: WR1.01, WR1.04, WR1.05, WR1.06, WR2.01, WR2.03, WR2.04.
As a final task students prepare and present a segment of a television program. This could be a weather report, newscast, talk show, children’s show etc.
In this unit students view and discuss video selections and identify components that are representative of certain types of television programs. Students practise their oral communication skills, use related vocabulary, and incorporate appropriate components into the segment of the television program they present.
|
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 used
· Select video segments and prepare a listening activity
· Co-operative learning strategies: 3-way interview, think/pair/share, cooperative 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 song/video content questions, teacher evaluation of star fact sheet
Activity 4: Quiz on the superlative forms of adjectives
Activity 5: Oral presentation rubric for the TV clip, quiz on direct object pronouns, peer observation checklist
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: OC2.01, OC2.03, OC2.04, OC2.05, OC3.01.
Writing: WR1.06.
· Prepare a list of French vocabulary related to different categories of TV programs.
· Assemble a supply of chart paper, markers and masking tape.
· Prepare 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.). The teacher models “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 the activity sheet “Trouve quelqu’un qui...” to each student. This sheet contains a variety of statements using verbs such as “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, the teacher asks several students to read aloud a signed name with its corresponding statement.
1. Post signs around the classroom (as in a “4 corners” structure) of various types of shows used in the “Trouve quelqu’un qui...” statements. Each student stands under the sign displaying the type of show he/she likes best. The teacher then asks 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.
2. Each group of three students uses a teacher-prepared worksheet with questions and answer starters based on the “Trouve quelqu'un qui…” activity (e.g., (a) Quelle émission détestes-tu? Je déteste… (b) Combien d'heures de télé regardes-tu par semaine?). Je regarde _______heures par semaine. Students take turns asking and answering questions orally. The teacher elicits oral responses from class.
3. The teacher provides oral and written review of interrogatives using as examples the TV viewing survey questions.
4. In groups of three, students choose five survey questions from the review sheets and prepare a survey question sheet. Each member of the group takes a copy of the survey and chooses a different response group (e.g., parents, younger siblings, friends).
5. Ensure accuracy and variety of the survey questions of each group.
6. The groups conduct their surveys and create poster-size graphs to show their survey results.
7. The teacher reviews 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 give an oral presentation of the survey results, using the graphs as visuals. The teacher evaluates 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 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, create a class graph of the survey results from all the survey groups
Destinations 3, Copp Clark Pitman, distributed
by 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, WR1.04, WR2.01, WR2.03, WR2.04.
· The teacher organizes a writing folder or writing workbook for each student.
· Make dictionaries available.
· Prepare an outline for first journal entry.
· Create journal evaluation rubric or adapt the writing rubric from Unit 1.
· Learning experiences used: writing process.
· Television, film, and music vocabulary
· Passé composé with avoir and être
· Preceding direct object pronouns
· Use of dictionary
· Expressing opinions
2. Introduce students to journal writing by discussing the reasons for keeping a journal (e.g., to record personal observations, to express feelings, and to look at oneself etc.).
8. Inform students how the journal will 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.
9. Explain to students the importance of writing in French as much as possible, to develop the facility of writing.
10. Discuss the criteria for evaluation of the journal from the rubric.
11. The teacher prepares content-based questions from the survey
(e.g., Est-ce que toute la classe aime la télé? Quelles émissions sont populaires?
Qu’est-ce qu’on n’aime pas regarder? etc.).
12. Ask these questions orally and record key phrases, vocabulary, or verbs on the board. The teacher elicits as much information as possible from students to give them lots of ideas to use in their writing.
13. 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 five to eight sentences using teacher-prepared outline/sentence completion.
14. 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.
15. Suggest journal entry topics after each of the Activities 3-7. 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.
16. Students choose two journal entries that they have already produced. For each one, they write a short, descriptive paragraph including an introductory sentence, development of main ideas, and a concluding sentence. The teacher helps students edit their paragraphs. Students write a final copy.
· 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; distributed by 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 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: OC1.02.
Reading: RE1.01, RE1.03, RE2.02.
Writing: WR1.01.
· Search the Internet to check sites available for French-speaking singers or film stars.
· Prepare a worksheet, [e.g., http://members.aol.com (Internet activities for Foreign Language Classes) California Foreign Language Project, that leads 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.
· Prepare a blank fact sheet for information on a star.
· Learning experiences used: Internet research, 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.
17. Ask what information the students want to know about any of the people named.
18. 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 This is a site about Patrick Bruel.). The questions are based on the information that they decided they want to know.
19. Students then search a second time to retrieve information on a francophone singer or actor who interests them.
20. The teacher discusses the information from the first site with the class.
21. Students report orally on the singer or actor from the second site to the class.
22. 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.
23. 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 provide consolidation exercises for oral, listening, and writing practice.
24. Students listen to a recording of a French song or view a videotape and answer content questions and fill in vocabulary blanks.
25. The teacher gives 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.
26. Students then choose another star and fill out a star fact sheet to include as much information as possible.
27. At the end of this activity, students make a personal journal entry (see Activity 2). Students answer five to eight questions related to their tastes in music, stars, and films related to the activity that they have completed.
· 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 song/video content questions
· Teacher evaluation of star fact sheet
· Students use peer helper
· The teacher provides sentence starters to assist in activity completion
· Use of visual aids for work with passé composé
Destinations 4, Copp Clark Pitman Ltd.,
distributed by Addison Wesley Longman,
ISBN 0-7730-5201-1, pp. 153
Destinations 3, Copp Clark Pitman Ltd.
distributed by 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., distributed by 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.)
Students record the same kinds of information about this singer/actor.
Entre amis 3, Prentice-Hall Canada Inc., ISBN 0-13-287988-3, pp. 64-65.
Tous
ensemble, Réflexions, volume 2, D.C.Heath distributed by 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: OC1.02, OC3.01, OC3.04.
Writing: WR2.01, WR2.03.
· The teacher selects two or three French narrative video segments from available videos (See Resources list)
· Prepare a listening activity sheet for video segments
· Prepare oral questions on video segments
· 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.
28. Record familiar and new vocabulary on the blackboard. Students learn new vocabulary to talk about a TV show.
29. 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.
30. Show three different narrative video segments, 5 to 10 minutes each. To verify comprehension, the teacher provides a fill in the blanks, sentence completion, or multiple choice listening exercise while the segment is being shown.
31. After each video segment, the teacher asks students to share their notes orally to verify comprehension.
32. In small groups, students complete a teacher-prepared chart that asks the students to rank the video segments (listed across the top) in order using criteria such as “le meilleur acteur, le pîre vidéo, la meilleure scène” (listed down the left-hand side). The students in a group come to a consensus on video 1, 2 and 3 in order for each of the criteria. The students justify at least one ranking to the whole class. The teacher records the rankings of the whole class.
33. The teacher shows an example of a short movie review that includes comments about the actors, the plot and gives a rating. As their journal entry, students compose a movie review using the criteria used in their video ranking.
· 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.
· Provide a large print version of model letter.
· Provide a 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-fate, 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, OC2.02, OC2.04, OC2.05, OC3.01.
Reading: RE1.02, RE1.03, RE2.02, RE2.04, RE2.05, RE2.07.
Writing: WR1.03, WR2.01, WR2.04, WR1.03, WR2.01, WR2.04.
· Bring a TV remote control and prepares 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, and handouts for the 24-hour clock.
· Prepare a peer evaluation sheet for the TV show announcement.
· 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
· The TV vocabulary from previous activities
5. Distribute cards to students. Each card shows the following: a channel number, a category such as sports, music, movies, or 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. The teacher concludes with the question: “Comment décider quoi regarder?” The teacher suggests 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.
34. The teacher asks students for TV program categories (See Activity 1) and writes them on the board as headings. In pairs, students list programs under each category heading.
35. The teacher asks the students which shows they watch and uses their oral responses to introduce the use of the direct objet pronouns. (e.g., “Je regarde émission X. Je la regarde chaque semaine.”).
36. The teacher conducts a lesson on the use and position of object pronouns and provides listening and writing exercises.
37. The teacher and students use the TV guide to create five questions to highlight specific information (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.
38. In groups of three or four, students take turns reading aloud the times and program descriptions. The teacher instructs students to take on the role of TV announcers, in preparation for the next task.
39. Students use the TV guide excerpt to create an oral announcement for a program. (Ce soir, à ne pas manquer…) After the announcement is prepared, students find a partner and practise presenting their announcement. The teacher then calls on students at random to make their announcement to the class. The class completes a peer checklist while listening to the announcements (e.g., noms de la classe/J'ai bien compris l'annonce (oui/non)/Je veux regarder l'émission (a) à ne pas manquer certainement (b) Si j'ai le temps, je vais la regarder (c) Je préfère regarder fondre la neige).
40. Each student writes a journal entry “Le genre (la catégorie) d'émission que je préfère…” (see Activity 2). The journals include the use of direct object pronouns.
41. 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.
· peer observation checklist
· 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 (Activity7).
Overall Expectations:
Oral Communication: OCV.04, OCV.05.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations:
Oral Communication: OC2.02, OC2.04. OC2.05, OC3.01.
Writing: WR1.05, WR2.01, WR2.03, WR2.04.
· The teacher coaches 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 the classroom space for the oral presentations.
· Assemble chart paper, markers, French-English dictionaries.
· Prepare a written model of a news flash with five questions.
· Learning experiences used: role-play, teacher-student conferencing, co-operative script writing and oral production.
· The passé composé with avoir and être
· The TV vocabulary from previous activities
· Direct object pronouns without agreement
· Use of French-English dictionaries
6. The teacher begins the class as usual, then suddenly interrupts with a news flash. Model a news flash. Play the role of the newscaster, (i.e., present the news), and a student who has been coached in advance is the reporter in the field (i.e., reports on special events). 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. The teacher provides a model including the 5 "W's" of writing news to assist the students.
42. 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).
43. The students read the teacher-prepared written model of the newsflash and answer content questions.
44. The students use the model and questions as a guide to create a short script for a news flash.
45. 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.
46. Students produce a final draft of their script and rehearse orally using props.
47. Students write a journal entry based on a recent news item or a person incident. They use the same teacher-prepared questions as for the news flash.
48. 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).
· Teacher-student conferencing about the draft of the news flash
· Observation checklist of co-operative group skills
· Teacher evaluates using oral presentation rubric from Unit 5
· Peer evaluation of the news flash presentation
· Individual teacher conferencing
· 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 a humourous newscast based in a school. The shows are videotaped or presented live.
Overall Expectations:
Oral Communication: OCV.02, OCV.05.
Specific Expectations:
Oral Communication: OC2.02, OC2.03, OC2.04, OC3.01.
Reading: RE2.07.
· The teacher prepares 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 communication rubric for the final presentation.
· Make a video camera available for the final presentation.
· Prepare a model script of a school news event with blanks.
· 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” without agreement
7. The teacher and students discuss (a) types of news stories and what makes them interesting to the viewer (e.g., dramatic, funny, personal, etc.), (b) technical aspects of newscasts (e.g., camera, lighting, set, etc.), (c) people, props, dress
49. Students view a newscast at home and note the criteria above.
50. The teacher asks each student to make a list of two names of people in the school whom everyone knows, two places in the school, two descriptive adjectives and two verbs in the passé composé. The teacher then hands out a news script, in the TV style, with eight numbered blanks (e.g., two numbered blanks refer to people, two for places etc., not in consecutive order). Each student fills in the blanks with their list of words.
51. Students form groups of three and, in turn, read their scripts aloud. Each group chooses the funniest script to read aloud to the class. The teacher ensures that each student reads aloud.
52. Still in the same groups of three, students prepare a newscast, using the original teacher-prepared script as a model. Students make changes to the script, keeping the school setting but changing other elements. Students refer to criteria in 1(a) (humour is encouraged; facts need not be accurate).
53. Each student in the group contributes to the script writing and the performance to follow.
54. The teacher and students discuss the criteria of the evaluation of the oral presentation (e.g., pronunciation, intonation, accuracy, creativity, props, etc.).
55. The teacher conferences with each group to review their script and provide further guidance.
56. The teacher provides rehearsal time.
57. Students present their newscast live or on videotape.
58. 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.
59. Students write a reflection on the unit in their journals using sentence starters (e.g., J’ai aimé…, je n’ai pas aimé…, la prochaine fois je vais…).
60. Students choose two journal entries that they have already produced. For each one, they write a short, descriptive paragraph, including an introductory sentence, development of main ideas, and a concluding sentence. The teacher helps students edit their paragraphs. Students write a final copy.
· Two teacher-student conferences using a teacher-made checklist or anecdotal notes.
· An oral presentation 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
Radio Puce, Centre Educatif et Culturel,
http://www.media-awareness.ca/
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