lesson map learning goal: success criteria · lesson 2 i will identify dates on a calendar i know...
TRANSCRIPT
Lesson Map
Learning Goal: Success Criteria:
Lesson 1 & 3
I will ask and answer simple questions
I can ask someone their name I can tell someone my name I can ask someone their age I can tell someone my age I can correct information about my name and age
Lesson 2 I will identify dates on a calendar
I know the months of the year I know the numbers 1-30 I know the correct format for a date I can tell someone when my birthday is
Lesson 4 I will provide an address in oral and written form
I can understand an address I can give an address using the correct format I can write an address using the correct format
Lesson 5 I will understand and provide phone numbers
I can find a phone number that I hear I can write down a phone number that I hear I can say a phone number out loud
Lesson 6 I will indicate which activities I prefer
I can say which activities I like using the expression “J’aime”
I can say which activities I don’t like using the expression “Je n’aime pas”
Lesson 7 I will read a schedule and communicate when activities occur
I can identify the time an activity takes place (with the 24 hour clock)
I can identify the date that an activity takes place I can identify when I am free to do an activity
Summative activity
I will sign up for an activity in my community
I can participate in a guided conversation in which I answer personal questions about my name, age, birthdate, address, phone number
I can state the activity that I want to sign up for I can identify the date and time of an activity I can correct information about my name, age,
birthdate, address, phone number
Inscription pour une activité – 5e année
Lesson 1
Learning Goals
I will ask and answer simple questions
I can ask someone their name I can tell someone my name I can ask someone their age I can tell someone my age I can correct information about my name and age
1. Handout progress tracking sheet and go over the learning goals of the unit. (Handout
#1)
2. Adapt handout #2 so that it reflects your students’ name and age. Make one copy of handout #2, and cut on the dashed lines to create small cards. Randomly hand out one card to each student. 1st student reads their card aloud: “Tu t’appelles Lisa, tu as 10 ans”. Lisa responds: « Oui, je m’appelle Lisa, et j’ai 10 ans. » Then she reads her card: “Tu t’appelles Tom, tu as 9 ans”. Tom responds « Oui, je m’appelle Tom, et j’ai 9 ans. Continue through the chain until every student has had a turn. (*If students aren’t familiar with chain activities this might take a bit longer at first.)
3. Try the chain again, timing it to see how quickly the class can go through the entire chain. (Return to this activity occasionally in subsequent lessons.)
4. In a large group, ask random students about their name and age, and then restates information back either with or without an error. The student either confirms or corrects the information.
P – Comment t’appelles-tu? E – Je m’appelle Michelle. P – Quel âge as-tu? E - J’ai 10 ans. P - Alors, tu t’appelles Michelle, et tu as 5 ans? S – Non, je m’appelle Michelle, et j’ai 10 ans.
5. Adapt the cards from Handout #3 to reflect your students – note that these should
contain errors. Repeat step 2 but this time students must listen to the information and correct it if necessary (as they did in step 4).
Related Handouts: 1. Progress Tracking Sheet 2. Name and Age cards – correct 3. Name and Age cards – with errors 4. Nom et age – display or print for IEP students to have at their desk for reference
Je peux m’inscrire pour une activité.
I can tell someone my
name and age.
I can ask someone their
name and age.
I can say when my
birthday is.
I can ask someone
when their birthday is.
I can answer
questions about my
school and what
grade I am in. I can ask someone
what school they go
to and what grade
they are in.
I can understand,
say, and write an
address in French.
I can read phone
numbers out loud.
I can understand
phone numbers I
hear.
I can say which activities I prefer.
I can ask someone which
activities they prefer.
I can tell someone
the date and time of
an activity.
I can ask someone
the date and time of
an activity.
I can have a
conversation
with someone
to sign up for a
club or team.
Tu t’appelles Liam C.
Tu as 10 ans.
Tu t’appelles Aidan.
Tu as 10 ans.
Tu t’appelles Danica.
Tu as 10 ans.
Tu t’appelles Michelle.
Tu as 10 ans.
Tu t’appelles Kim.
Tu as 10 ans.
Tu t’appelles Cassandra.
Tu as 10 ans.
Tu t’appelles Amanda.
Tu as 9 ans.
Tu t’appelles Andrew.
Tu as 9 ans.
Tu t’appelles Daniel.
Tu as 9 ans.
Tu t’appelles Lien.
Tu as 9 ans.
Tu t’appelles Charlotte.
Tu as 9 ans.
Tu t’appelles Madison.
Tu as 10 ans.
Tu t’appelles Diego.
Tu as 10 ans.
Tu t’appelles Matthew
Tu as 10 ans.
Tu t’appelles Chloe.
Tu as 10 ans.
Tu t’appelles David.
Tu as 10 ans.
Tu t’appelles Curtis.
Tu as 10 ans.
Tu t’appelles Alina.
Tu as 10 ans.
Tu t’appelles Nancy.
Tu as 10 ans.
Tu t’appelles Kirsten.
Tu as 10 ans.
Tu t’appelles Emily.
Tu as 10 ans.
Tu t’appelles Michael.
Tu as 10 ans.
Tu t’appelles Liam.
Tu as 10 ans.
Tu t’appelles Kaci.
Tu as 10 ans.
Tu t’appelles Joseph.
Tu as 10 ans.
Tu t’appelles Savanna.
Tu as 10 ans.
Tu t’appelles Jordan.
Tu as 10 ans.
Tu t’appelles Gabriela.
Tu as 10 ans.
Tu t’appelles Liam C.
Tu as 7 ans.
Tu t’appelles Aidan.
Tu as 10 ans.
Tu t’appelles Danica.
Tu as 12 ans.
Tu t’appelles Michelle.
Tu as 10 ans.
Tu t’appelles Kim.
Tu as 6 ans.
Tu t’appelles Cassandra.
Tu as 10 ans.
Tu t’appelles Amanda.
Tu as 8 ans.
Tu t’appelles Andrew.
Tu as 9 ans.
Tu t’appelles Daniel.
Tu as 7 ans.
Tu t’appelles Lien.
Tu as 9 ans.
Tu t’appelles Charlotte.
Tu as 9 ans.
Tu t’appelles Madison.
Tu as 10 ans.
Tu t’appelles Diego.
Tu as 10 ans.
Tu t’appelles Matthew
Tu as 10 ans.
Tu t’appelles Chloe.
Tu as 2 ans.
Tu t’appelles David.
Tu as 8 ans.
Tu t’appelles Curtis.
Tu as 11 ans.
Tu t’appelles Alina.
Tu as 10 ans.
Tu t’appelles Nancy.
Tu as 10 ans.
Tu t’appelles Kirsten.
Tu as 10 ans.
Tu t’appelles Emily.
Tu as 9 ans.
Tu t’appelles Michael.
Tu as 10 ans.
Tu t’appelles Liam G.
Tu as 18 ans.
Tu t’appelles Kaci.
Tu as 7 ans.
Tu t’appelles Joseph.
Tu as 10 ans.
Tu t’appelles Savanna.
Tu as 10 ans.
Tu t’appelles Jordan.
Tu as 17 ans.
Tu t’appelles Gabriela.
Tu as 10 ans.
WITH ERRORS :
Non, je n’ai pas x ans. J’ai x ans.
Quel est ton nom? Quel âge as-tu?
Je m’appelle N. J’ai # ans.
Alors, tu t’appelles N et tu as # ans.
Oui, je m’appelle N et j’ai # ans.
Non, je m’appelle N et j’ai # ans.
Inscription pour une activité – 5e année
Lesson 2
Learning Goals
I will identify dates on a calendar
I know the months of the year I know the numbers 1-30 I can tell someone when my birthday is
I know the days of the week I can use the correct format for a date
1. Group Discussion : P - Ma fête est le 18 avril – c’est en été. Quand est ta fête? C’est dans quelle saison? Quand est ta date de naissance? (Quand est ta date de naissance – c’est la même question – c’est juste une autre façon de demander la même question.) N.B. It is a good idea for students to know different ways of saying the same thing. “Fete” is more colloquial when speaking to your friends, but in a more formal setting they would ask for “date de naissance”.
2. Listen to a song about the months of the year i.e. from the CD Etienne or Crepe Suzette - Stand when you hear your birthday month then sit back down.
3. In small groups (5-6 students), and using only French to communicate, make a line and sit down in chronological order of birthdays. Now try having 2 big groups do the same activity.
4. Using handout #4 “Calendar of events” - ask questions about the schedule using “Où”, “Quel jour” formats. - Où est le tournoi de ballon-volant? - Quel jour est la compétition de natation?
5. Have the students ask the class questions about the schedule that model the
same format. Note: If students ask, you can briefly describe the 24 hour clock, but this concept will be covered in more depth in lesson 7.
Handouts: 5. Calendrier des activités
DIMANCHE LUNDI MARDI MERCREDI JEUDI VENDREDI SAMEDI
1 2 3 4 5
6 7 8 Tournoi d’échecs 15h30 - Centre communautaire Stanley Park
9 10
11 Concert (chorale) 17h15 L’église St Daniel
12
13 Compétition de natation - 14h
Piscine Lyle Hallman
14 15 16 Tournoi de soccer 16h –Parc Budd
17
18 Camping avec les Scouts 19h15 - Pinehurst
19
20 Compétition de gymnastique 13h30 – Centre Breithaupt
21
Tournoi de hockey 19h30 Aréna Activa
22 23 24 Récital de piano 16h45 L’église St John
25 26
27 28 29 Tournoi de ballon-volant 15h30 L’école St Daniel
30 31
Calendrier des activités et des clubs
Inscription pour une activité – 5e année
Lesson 3
Learning Goals
I will ask and answer simple questions
I can ask someone their name, what school they are from, and their grade
I can tell someone my name, what school I attend, and what grade I am in
1. Show PowerPoint slides about being on a school trip and getting lost.
Imaginons qu’avec notre classe, nous sommes allés au musée. Voici un musée. Mais, quand nous sommes au musée, tu t’es perdu! Tu es séparé de la classe. Tu cherches ta classe, mais tu ne peux pas trouver la classe. Tu es perdu!
Qu’est-ce que tu vas faire? Qu’est-ce que tu peux faire si tu es perdu?
Si on est perdu, on peut trouver une garde de sécurité. Qu’est-ce qu’il va te demander? Quelle information est-ce qu’il veut savoir?
2. Brainstorm what kind of questions the security guard would need to ask to help you.
Draw attention to the following questions: Comment t’appelles-tu? Je m’appelle N. De quelle école viens-tu? Je suis de l’école N. Tu es en quelle année? Je suis en 5e année. Quel est le nom de ton prof? Il / Elle s’appelle N.
3. Practice asking and answering these questions as a large group.
4. Have half the class bring their chair and sit in a line or a circle (depending what
physically works in your room). These are the security guards. They will be asking the questions. (Encourage them to ask the questions in a random order.)
5. Have the other half of the class come and stand in front of a security guard. These are the “lost” students; they will be answering the questions.
6. Give each pair 10-20 seconds, and then give a signal which shows that the student standing should move to the right (to the next guard) and repeat about 10 times. Then have the students and guards switch roles so that they have practice both asking and answering the questions.
7. At this point, you may choose to do an oral interview with students based on what they have practiced to date. See handouts 6b and 6c.
Teaching Aids: 6a - PowerPoint slides – Perdu au musée 6b - Oral Interview template 6c - Rubric for Oral Interview
Entrevue Oral
Nom: _____________________________________ Date : __________________________________
Bonjour!
Quel est ton nom?
Quel âge as‐tu?
Comment s’appellent tes parents?
Quel est ton adresse?
Quel est ton numéro de téléphone?
Quel est la date de ton anniversaire?
De quelle école viens‐tu?
Tu es en quelle année à l’école?
Alors, tu t’appelles N et tu as x ans?
Et ton numéro de téléphone est…
D’accord, merci! Au‐revoir!
Rubric for Oral Interviews in grade 5
1 2 3 4
Knowledge/ Understanding
Unable to answer most of the questions. Understands only a few of the very basic questions: name/ age
Understands main questions ‐ Name / age / address / phone
number when posed in familiar ways. i.e. understands “Comment t’appelles-tu” but not “quel est ton nom” / Understands birthday question when I sing the birthday tune as a prompt.
Understands most questions without prompting. Understands école and année questions with a little prompting in French.
Understands all questions
Communication
Answers almost exclusively in English Answers in English and French Answers mainly in French Answers all questions
in French
With many major grammatical and structural errors.
With major grammatical and structural errors. i.e. “Weber rue 41” instead of 41 rue Weber. / “J’ai Jennifer” instead of” Je m’appelle Jennifer”.
With mainly correct and minor grammatical and structural errors. i.e. Tes parents (instead of mes parents) / cinq année instead of cinquième année)
Usually with proper grammar and structures.
Almost exclusively with one word answers
Usually very short or one word answers (key words)
Usually with fairly complete or longer partial sentences i.e. Non, téléphone est 519-836-7283.
Usually with complete sentences
Inscription pour une activité – 5e année
Lesson 4
Learning Goals
I will provide an address in oral and written form
I can understand an address I can give an address using the correct format I can write an address using the correct format
1. Open Google maps and enter “Gare Centrale, Montreal, QC”. Display map on
board with brightlink.
2. Have students look for different words that describe streets. For example: Rue Sherbrooke Avenue Viger Boulevard René-Levesque Cote-des-neiges Autoroute Ville-Marie Have students come up and circle examples of these on the white board.
3. Using handout #5 and the calendar of activities they received in the previous lesson, practice using the correct format for an address in a large group.
Example: P - Où est la compétition de natation? E – A la piscine Lyle Hallman : 16 avenue du Parc
4. Progress to working in small groups or partners to ask for the address of specific locations.
5. Let students know that there is not a direct translation for every French word.
For instance Drive, Road and Street all translate as Rue. Ask students to pick an address they will use in their summative activity. It could be their real one, or they may make one up if they don’t want other students to know where they live. Write the address in their journal using the French format.
i.e. 35, rue Weber
Handouts: 7. Map of sports venues
Le restaurant
MacDo L’école St Daniel
Le supermarché Zehrs
Centre communautaire
Stanley Park
Le dépanneur
Couche-Tard
Le parc Budd
Piscine Lyle
Hallman
L’église St Daniel
Le supermarché
Sobeys
La banque CIBC
Centre
Breithaupt
La gare
Chez
Cora
Terrain de camping Pinehurst
L’aréna Activa
L’église St
John
La gare routière
La rivière Grand
Boulevard Saint-Laurent
Boulevard de l’Acadie
Rue Sainte-Nicholas
Avenue du parc
Ru
e K
ing
Ru
e S
her
bro
oke
Ch
emin
Sai
nt
Do
min
iqu
e
Ru
e F
ora
ld
Rue
Wolf
Rue
Wolf
Chemin de la rive
10
24 22
16 14 12
18
16
28 26
4 2
23
41
39
234
Inscription pour une activité – 5e année
Lesson 5
Learning Goals
I will understand and provide phone numbers
I can identify a phone number I hear from among a list of numbers
I can write down a phone number that I hear I can say a phone number out loud
1. Make 2 copies of either handout #8 or #9 (your preference). Keep one for your
reference, and cut up the other one along the dashed lines. Hand out a phone number card to each student and have them staple it to the inside of their cahier cover for future reference.
2. Discuss phone etiquette: Ask students to brainstorm how someone might answer the phone in French. Discuss different ways of saying “Hello” i.e. Bonjour, Allo, Salut… Introduce the idea that in French people often answer with “Oui, allo…” Also, what would you say before hanging up? (Au revoir)
3. Read a phone number out loud. Have students listen and if it is their phone number they should answer with a greeting. Ask them one question from among the ones you have already practiced in this unit (Name, Age, Birthday, School, Grade) then end with both people saying “Au Revoir” before “phoning” the next number.
4. On another day, give out handout #10. Have students find their number and write their name beside it. Challenge students to try and identify the number of other people in the class by listening to the number being called and watching who answers. (They should write that person’s name beside the correct number.)
5. Repeat step 3, beginning with the teacher calling out the numbers and progressing to having students call out numbers from the list and asking a question to that person.
6. Return to this activity throughout the unit as a warm up, as a review for new structures that are learned, or as a means of dismissal.
i.e. P- 519-653-3351 E –“Bonjour” P – « Bonjour N, tout le monde dans ta groupe peut aller chercher leur collation. » E – « Merci, au revoir! » P- « Au revoir! »
Handouts: 8. Bottin de telephone – edit names for your class ahead of time 9. Chart of phone numbers – record who has which number before handing out 10. Bottin de telephone-class list
Liam C.
519-745-5950
Aidan
519-747-9005
Danica
519-578-7579
Michelle
519-621-8973
Kim
519-621-6680
Cassandra
519-579-5212
Amanda
519-662-1734
Andrew
519-579-1230
Daniel
519-624-7115
Lien
519-658-4041
Charlotte
519-745-3961
Madison
519-886-4810
Diego
519-742-7378
Matthew
519-884-8480
Chloe
519-747-1801
David
519-885-3180
Curtis
519-893-5830
Alina
519-621-1020
Nancy
519-621-8920
Kirsten
519-745-7847
Emily
519-740-3530
Michael
519-743-1541
Liam G.
519-743-4401
Kaci
519-648-2832
Joseph
519-653-4482
Savanna
519-884-4912
Jordan
519-886-9311
Gabriela
519-743-4682
Paul
519-884-9198
Madame Kruithof
519-653-3351
Note : These are phone numbers of schools in our system, not the student’s real
phone number.
Bottin de téléphone (La classe de Madame Craig)
519-578-7579
519-579-1230
519-579-5212
519-621-1020
519-621-6680
519-621-8920
519-621-8973
519-624-7115
519-648-2832
519-653-3351
519-653-4482
519-658-4041
519-662-1734
519-740-3530
519-742-7378
519-743-1541
519-743-4401
519-743-4682
519-745-3961
519-745-5950
519-745-7847
519-747-1801
519-747-9005
519-884-4912
519-884-8480
519-884-9198
519-885-3180
519-886-4810
519-886-9311
519-893-5830
(519) 856-3324 (519) 485-1571 (519) 694-5975
(519) 457-5454 (519) 497-1593 (519) 266-2549
(519) 487-1893 (519) 248-9969 (519) 565-5716
(519) 165-6553 (519) 692-2593 (519) 154-2598
(519) 147-2484 (519) 685-2842 (519) 874-6873
(519) 678-2963 (519) 156-3654 (519) 215-5987
(519) 164-6585 (519) 584-5793 (519) 536-5788
(519) 597-6857 (519) 158-3983 (519) 375-1489
(519) 179-9535 (519) 248-2184 (519) 363-5936
(519) 589-9636 (519) 369-3695 (519) 599-6638
(519) 298-4795 (519) 565-2465 (519) 678-9586
(519) 468-6856 (519) 597-5782
Inscription pour une activité – 5e année
Lesson 6
Learning Goals
I will indicate which activities I prefer
I can say which activities I like using the expression “J’aime”
I can say which activities I don’t like using the expression “Je n’aime pas”
1. Using the PowerPoint, model for students the structure J’aime / Je n’aime pas.
Draw to the students’ attention as you go along that some activities use “faire” and others use “jouer”. (Adapt presentation as desired, but note that the activities mentioned are the ones used in associated handouts.) [Slides 1-10]
2. Have students use the oral model to recall which activities the teacher liked or didn’t like. [Slide 11] Correct faire / jouer structures as you go if they are used in the wrong context.
3. In a large group discussion, using slides 12 and 13 have students indicate which activities they like / don’t like.
P - Qu’est-ce que tu aimes faire? J’aime… P – Qu’est ce que tu n’aimes pas faire? Je n’aime pas… P - Est-ce que tu préfères faire x ou y? J’aime faire…
4. In partners : Using slide 14, ask and answer « Est-ce que tu préfères faire x ou y? Find new partners and repeat with slides 15 and 16.
5. Using slide 13 again, have students design their own question for their partner: « Est-ce que tu préfères faire x ou y? »
6. In a whole group: report back on what their partner preferred – based on teacher questions.
i.e. P – Qui a travailler avec Edgar? Qu’est ce que Edgar aime faire?
Handouts: 11. J’aime / Je n’aime pas – PowerPoint to aid conversation
J’aime /
Je n’aime pas
J’aime faire de la natation
J’aime faire du camping
avec les Guides
J’aime jouer du piano
J’aime jouer de la guitare
J’aime faire de l’art dramatique.
J’aime jouer au soccer un peu.
Je n’aime pas jouer au baseball.
Je n’aime pas jouer au hockey.
Je n’aime pas jouer
au ballon-volant
Qu’est-ce que tu aimes faire?
J’aime faire / J’aime jouer
Est-ce que tu préfères
jouer au hockey ou faire de la natation?
Est-ce que tu préfères faire du camping ou
faire de l’art dramatique?
Est-ce que tu préfères jouer du piano ou
jouer au ballon-volant?
Inscription pour une activité – 5e année
Lesson 7
Learning Goals
I will read a schedule and communicate when activities occur
I can identify the time an activity takes place (with the 24 hour clock)
I can identify the date that an activity takes place
I can identify when I am free to do an activity
1. Explain the notion of the 24 hour clock if you did not do so in lesson 2. If you wish, you can use handouts 12 and 13 (with handout 4 that the students already have in their cahier).
2. Follow the detailed lesson plan attached.
Handouts: 12. A quelle heure 13. Quelle heure est-il worksheet 14. large group discussion - horaire 15. Horaire a et B pour les partenaires
Inscription pour une activité – 5e année
Class: Subject/Strand: FSL – Oral & Reading Grade(s): Grade 5
Lesson Title: Quand est tu libre? Date: Strategies Modeling
Practice with a
partner
Assessment for Learning
Observations Checklist
Assessment as Learning Self-assessment
Accommodations □ Adapted text
□ Extra Time
□ Pre-teaching Repetition
□ Scribing
Simplified language Use of technology
□ Use of other resources
Visual Cues □
Learning Goal (Curriculum Expectations)
We are learning to identify the date and time an activity takes place - ask simple questions, and ask for repetition to clarify understanding; - use some conventions of oral language (e.g., pronunciation, intonation) to speak and to understand in familiar contexts
Success Criteria I can identify the date and time of an activity listed on a schedule. I can arrange to a time and date to meet up with a friend.
Materials/Resources - Schedule of events on brightlink - Partner A and B schedules in folder
Lesson Components
Before- Minds On (10 minutes)
1. Teacher projects first schedule (handout 14) on brightlink (or hands out copies of schedule to students). Tell the students: “Voici ton calendrier” and asks questions to the whole class about the schedule modelling the format: « Qu’est-ce que tu fais lundi à 15h? » Student answers in full sentences. i.e. “Je joue au soccer.” / “Je fais de la danse” / Je suis libre.
2. Still in a large group, have students ask each other questions following the same model.
During- Action (15 minutes)
3. Before class, the teacher has copied (from handout 15) schedule A on one colour for half the class,
and schedule B on a different colour paper for half the class. 4. Teacher explains that there are 2 folders A and B with different schedules and that students will be
meeting with a partner who has a different schedule than theirs. They will ask the question modelled in the previous activity Ex. « Qu’est ce que tu fais mardi à 15h? » Then they will either answer « Je suis libre. » or, « Je joue au soccer. » Have 2 students come up and model this.
5. The goal is for students to find a time when they are both “libre” without looking at each other’s schedule (i.e. they should hide their schedule in a file folder or a book, like in the game battleship).
6. When they find a time when both are available, they both write their partner’s name in that block on their schedule (i.e. lundi à 15h) and then move on find a new partner.
7. Repeat with a new partner until the teacher gives the signal that it is time to stop.
After – Consolidation (5 min)
8. When everyone is back at their own desk, the teachers asks “Quand est-ce que Sarah est
libre?” Any student that talked to Sarah can answer: “Elle est libre lundi a 16h”.
Reflection/Next Steps (5 min)
9. Students refer back to their “Progress in French” chart to colour in what they can do and see what is coming next.
Quelle heure est-il?
Ex. A quelle heure est le tournoi de ballon-volant? 15h30 Quinze heures trente
A quelle heure est le tournoi de soccer?
A quelle heure est la compétition de gymnastique?
A quelle heure est le concert?
A quelle heure est le camping?
A quelle heure est le tournoi de hockey?
A quelle heure est la classe de français?
A quelle heure est la recréation?
13 - treize 14 - quatorze 15 - quinze
16 - seize 17 – dix-sept 18 – dix huit
19 – dix-neuf 20 - vingt 21 – vingt-et-un
15 - quinze 30 - trente 45 – quarante-cinq
Quelle heure est-il?
Le tournoi de ballon-volant _______________________________
La compétition de gymnastique ________________________________
Le concert _____________________________________________
Le récital de piano _______________________________________
Le camping avec les Scouts ________________________________
13 - treize 14 - quatorze 15 - quinze
16 - seize 17 – dix-sept 18 – dix huit
19 – dix-neuf 20 - vingt 21 – vingt-et-un
15 - quinze 30 - trente 45 – quarante-cinq
Q: Qu’est-ce que tu fais______________ à __________?
R: Je joue au…Je fais….. OU Je suis libre.
lundi mardi mercredi jeudi vendredi samedi dimanche
15h00
le club de
devoirs (1hr)
15h30
de la guitare (1hr)
16h00 de la natation
(1 heure)
du camping avec les guides/
scouts
16h30
17h00
soccer (2hrs)
ballon volant (1hr) 17h30
18h00
le club d’art (1hr)
hockey (1hr)
18h30
l’art dramatique
(1hr)
19h00
19h30
du Piano (30 min)
20h00
Partenaire A
Q: Qu’est-ce que tu fais______________ à __________?
R: Je joue au…Je fais….. OU Je suis libre.
lundi mardi mercredi jeudi vendredi samedi dimanche
15h00
le club de
devoirs (1heure)
15h30
de la guitare
(1heure)
16h00 de la natation
(1 heure)
du camping
avec les guides/ scouts
16h30
17h00
soccer
(2heures)
ballon volant (1heure) 17h30
18h00
le club d’art
(1heure)
hockey
(1heure)
18h30
l’art dramatique (1heure)
19h00
19h30
du Piano (30 min)
Partenaire B
Q: Qu’est-ce que tu fais______________ à __________?
R: Je joue au…Je fais….. OU Je suis libre.
lundi mardi mercredi jeudi vendredi samedi dimanche
15h00
le club de devoirs (1hr)
15h30
le club
d’environnement
(1heure)
16h00
de la natation (1 heure)
16h30
de la guitare
(1heure) 17h00
soccer
(2heures)
baseball (1heure)
17h30
18h00
hockey
(1heure)
du camping avec les guides/ scouts
18h30
du Piano (30 min)
l’art dramatique (1heure)
19h00
19h30
Inscription pour une activité – 5e année
Review / Preparation for Summative Activity
Learning Goals
I will sign up for an activity in my community
I can participate in a guided conversation in which I answer personal questions about my name, age, birth date, address, phone number
I can state the activity that I want to sign up for I can identify the date and time of an activity I can correct information about my name, age,
birth date, address, phone number
1. Using the EasiTeach file, go through the questions as a large group – having
different table groups respond. At the end, there is a glitch to respond to. The key point here, is that even if the students don’t understand everything, they can listen for the word “activité” or “jour” to know how to respond.
2. Display handout 16 on the board or hand out one to each small group. Have students come up with answers to all the questions. Note that some questions mean the same thing – they are just worded differently.
3. In small groups of 2-3 have students role play – one person plays the person at the counter, the others want to sign up for an activity. The person at the counter should ask at least one question from each section in handout 16. To add an element of fun, give a copy of handout 17 to each group. They will shuffle the cards, and draw one at the end to see which glitch they need to resolve.
Handouts: 16. Inscrire pour un activité 17. Questions to practice 18. Scenarios for role play
Demander ton groupe un ou deux questions de chaque section :
N’oubliez pas les mots de politesse :
Bonjour
Merci
D’accord
Désolé
Au-revoir
1
• Comment t’appelles-tu?
• Quel est ton nom?
• Quel âge as-tu?
• Quelle est ta date de naissance?
2
• Quel est ton adresse?
• Quel est ton numéro de téléphone?
• De quelle école viens-tu?
• Tu es en quelle année à l’école?
3
• Pour quelle activité veux-tu t’inscrire?
• Quelle activité veux-tu faire?
• A quelle heure?
• Quel jour?
Désole, cette activité est pleine! Choisi une autre activité.
Désole, cette activité est annulée. Choisi une autre activité.
Désole, cette session est pleine! Choisi un autre jour.
Désole, cette session est annulée. Choisi un autre jour.
D’accord tu es inscrite! D’accord tu es inscrite!
Désole, tu es trop jeune pour cette activité! Choisi une autre activité.
Désole, tu es trop âgé pour cette activité! Choisi une autre activité.
D’accord tu es inscrite! D’accord tu es inscrite!
Inscription pour une activité – 5e année
Summative Activity
Learning Goals
I will sign up for an activity in my community
I can participate in a guided conversation in which I answer personal questions about my name, age, birth date, address, phone number
I can state the activity that I want to sign up for
I can identify the date and time of an activity I can correct information about my name, age,
birth date, address, phone number
Option 1: Students participate in a Teacher-guided conversation with students who are trying to sign up for an activity in the community. Following the template in handout 19, the teacher asks 1 question per section and records the student’s answer verbatim on the sheet. Option 2: In small groups (4-5) one student answers questions while the other students in the group each choose a question from the template (handout 19) to ask. Teacher records quality of both questions and answers. Roles rotate so that each student has the chance to answer once, and ask questions a few times.
Handouts: 19. Guided Conversation 20. Rubric for Guided Conversation
Guided Conversation
Nom: _____________________________________ Date : __________________________________
Bonjour! Est‐ce que je peux vous aider? Est‐ce que tu veux t’inscrire pour une activité? Oui? Pour quelle activité?
Quel est ton nom? Comment t’appelles‐tu?
Quel âge as‐tu? Quel est la date de ton anniversaire? Quel est ta date de naissance?
Quel est ton adresse?
Quel est ton numéro de téléphone? Alors, ton numéro est…
Comment s’appelle tes parents? Quel est ton numéro d’urgence De quelle école viens‐tu? Tu es en quelle année à l’école?
Pour quel jour?
A quelle heure?
Pour quel niveau?
Oh, désolé! Cette activité est déjà pleine! Choisi une autre activité. Oh, désolé! Cette activité est annulée! Choisi une autre activité. Désolé ce jour est plein – choisi un autre jour!
D’accord tu es inscrit! Au‐revoir!
Nom: _________________________________________________________ Date: _______________________________________________
Rubric for Guided Conversation
1 2 3 4
Knowledge/ Understanding
Unable to understand most of the questions. Requires significant prompting.
Requires prompting to understand several questions.
Understands familiar questions without prompting. Requires a little prompting for less familiar questions.
Understands all questions
Communication
Answers almost exclusively in English
Answers several questions in English.
Answers mainly in French with a few English words.
Answers all questions in French
With many major grammatical and structural errors.
With several major grammatical and structural errors. i.e. “Weber rue 41” instead of 41 rue Weber. / “J’ai Jennifer” instead of” Je m’appelle Jennifer”.
With mainly correct and a few minor grammatical and structural errors. i.e. Tes parents (instead of mes parents) / cinq année instead of cinquième année)
Usually with proper grammar and structures.
Almost exclusively with one word answers
Often very short or one word answers (key words)
Usually with fairly complete or longer partial sentences i.e. Non, téléphone est 519-836-7283.
Usually with complete sentences.
Observations:
Level:
News from French Class
News from French Class
What are we working on? Signing Up for a Club or Sport In December, our class began working on structures that a person would need to use in order to sign up for a club or a sport in the community. When we came back to school in January we dove back into this topic, and have worked through the following goals:
I can ask and answer simple questions I can identify dates on a calendar I can provide an address in oral and written form I can understand and provide phone numbers I can indicate which activities I prefer I can read a schedule and communicate when
activities occur
Most students have completed a short interview with the teacher that included personal questions about their name, age, and contact information. Students know that as we work through this unit they are not required to share their real address and phone number with the class. In fact, every student has been given a pretend phone number that we use to “call” each other in class.
In the coming weeks, students will be participating in a guided-conversation in which they role-play a situation that involves signing up for an activity in their community. They will be asked the familiar questions that we have practiced in class, but will also need to solve some sort of glitch. For example, the activity they choose is cancelled and they need to pick a new activity, or the day they want to sign up for is full and they need to pick a new day of the week. Sometimes they will be required to correct information. For example, perhaps the person registering them wrote down their age incorrectly and they need to tell them their correct age. We will be filming these guided conversations (for assessment purposes). If you would like to have a copy of your child’s conversation please feel free to send in a USB stick or CD-Rom before March Break. (Video files will be deleted after March 8th.)
I can ask and answer simple questions…
By this point, students should be able to ask and answer the following questions with ease. Perhaps they could teach you how to pronounce the questions and provide you with the answers:
Comment t’appelles-tu? Quel est ton nom? Comment s’appellent tes parents? Quel âge as-tu? Quel est ton adresse? Quel est ton numéro de téléphone?
Some students will even be able to answer the following questions:
Quelle activité est-ce que tu aimes? Qu’est-ce que tu fais lundi à 17h00?
For more information about what is happening in French class, please feel free to contact Madame X at any time.
Reading Strategies Reading a text in another language can be intimidating. Where do you start? Students have been using several reading strategies in class to help them decipher the main idea and details from a French text. Ask your son or daughter which ones they find most helpful. Here are a few popular strategies:
Look at the pictures associated with the text Look for cognates (mot-amis). These are
words that look similar in English and French or in French and another language.
Look for words you recognize
News from French Class
The 24 hour clock
In French, time is usually referred to with the 24 hour clock. Students were introduced to this concept
when we looked at a calendar of activities and asked each other when specific activities were
occurring. The 24 hour clock was a tough concept to master and many students struggled to
determine what the equivalent time would be in the 12 hour clock. (For instance, 15h is the
equivalent of 3PM.) The class will be revisiting this concept in math class later this year. In speaking
to your child, if you notice that they are not comfortable with the 24 hour clock, this may be a good
thing to practice periodically at home to help them prepare for their upcoming mathematics unit.
UPCOMING FRENCH CULTURAL CELEBRATIONS
le 2 février La Chandeleur In France, Acadia and the central-western American states, this was a day for blessing the altar candles at church, eating crêpes, and collecting food for the poor.
le 12 février Le Mardi gras
Shrove Tuesday marks the day before Lent begins. For many it was a day to use up the last of the butter, sugar and lard before the beginning of Lent. In Louisiana, (where many Acadians ended up after being deported from the Maritimes) Shrove Tuesday marks the end of the Carnival. It is celebrated with parades and masked balls.
le 14 février La Saint-Valentin In Quebec and Acadia, French Canadians sent anonymous cards called Valentines to friends and family.
le 7 mars La Mi-Carême
In Quebec and Acadia a celebration on the 4th Thursday of Lent cut the long period of Lenten sacrifice in half. People ate meat, and children disguised themselves to go “trick or treating” for candy. In some parts of Acadia an old woman named “Mi-Carême” would visit to bring candy for the children.
le 31 mars Pâques
At Easter we still celebrate Christ rising from the dead. In Louisiana the Cajuns (a word derived from Acadians) would hold a friendly competition referred to as “pâquer les œufs” in which two people smack hard-boiled eggs against each other. If your egg cracked, the other person got to eat it. Some farmers were actually known to change their chicken feed in the weeks leading up to Easter in an attempt to produce an egg with a harder shell.