Teacher’s Guide Module 5 Le Canada, c’est multiculturel! Senior Authors Wendy Carr / Bev Anderson Teacher’s Guide Authors Catherine Murray (retired) Thames Valley District School Board Ontario Deborah Ruebsam (retired) Thames Valley District School Board Ontario NOTE: Regional versions of this Teacher’s Guide including provincial curriculum expectations will be posted online when they are available.
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Teacher’s Guide
Module5
LeCanada,c’estmulticulturel!
Senior Authors Wendy Carr / Bev Anderson
Teacher’s Guide Authors Catherine Murray
(retired) Thames Valley District School Board Ontario Deborah Ruebsam (retired) Thames Valley District School Board Ontario
NOTE: Regional versions of this Teacher’s Guide including provincial curriculum expectations will be posted online when they are available.
All rights reserved. This publication is protected by copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.
Pages designated as reproducible with the following icon may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Pearson Canada Inc., or as permitted by law. Permission to reproduce material from this resource is restricted to the purchasing school.
Permission to reprint copyright material is gratefully acknowledged. Every effort was made to trace ownership of copyright material, secure permission, and accurately acknowledge its use. For information regarding permissions, please contact the Permissions Department through www.pearsoncanada.ca.
The information and activities presented in this work have been carefully edited and reviewed. However, the publisher shall not be liable for any damages resulting, in whole or in part, from the reader’s use of this material.
Brand names and logos that appear in photographs provide students with a sense of real-world application and are in no way intended to endorse specific products.
Acknowledgements Many educators participated in the development of this resource. Pearson Canada would like to thank the following professionals who contributed their time and expertise.
Specialists Consultants Differentiation and Assessment: Katy Arnett
St. Mary’s College of Maryland
Maryland, USA
Culture: Daniel Dionne
(retired) Ottawa Catholic School Board
Ontario
English Language Learners: Callie Mady
Nipissing University
Ontario
Interactive Whiteboard Activities: Geoff Collins
Durham District School Board
Ontario
Cooperative Learning Strategies: Jim Howden
McGill University
Quebec
Advisors Rosa V. Cipparone
(retired) Windsor-Essex Catholic District School Board
Ontario
Stefanie Muhling
Toronto District School Board
Ontario
Geoff Collins
Durham District School Board
Ontario
Catherine Murray
(retired) Thames Valley District School Board
Ontario
Amy Cundari
Peel District School Board
Ontario
Christine Rees
Hamilton-Wentworth District School Board
Ontario
Daniel Dionne
(retired) Ottawa Catholic School Board
Ontario
Lorraine Richard
York Region District School Board
Ontario
Jayne Evans
Niagara Catholic District School Board
Ontario
Jacqueline Smith
Grand Erie District School Board
Ontario
Sylvianne Kohl
(retired) Halton Catholic District School Board
Ontario
Cathy Stanley
York Region District School Board
Ontario
Reviewers Carrie Farrauto
Hamilton-Wentworth Catholic District School Board
Ontario
Jo-Anne Guindon
Durham Catholic District School Board
Ontario
Carol Houser
Toronto District School Board
Ontario
Denise Tremblay
Peel District School Board
Ontario
Legend Abbreviations used in this Teacher’s Guide:
AAL AFL AOL ELL GP IP M PD S1, S2, S3 SP
Assessment AS Learning Assessment FOR Learning Assessment OF Learning English Language Learner Guided Practice Independent Practice Modelling Professional Development Student 1, Student 2, Student 3 Shared Practice
Contents
PART 1: MODULE 5 PLANNER
Module 5 Overview: Le Canada, c’est multiculturel! 6
Learning Outcomes and Assessment Plan 7
Action-Oriented Performance Task 10
Differentiating the Performance Task 10
Handling Sensitive Issues 10
Text Exploration 11
Module 5 Strategies 14
Cooperative Learning 15
Intercultural Understanding 16
Module 5 Lessons at a Glance 18
PART 2: TEACHING NOTES
Explorons! 21
Mes découvertes gourmandes! 29
Mes découvertes de la danse! 36
Mes découvertes de la mode! 43
La gigue québécoise 51
Mes découvertes musicales! 56
Mes découvertes sportives! 63
Mon projet 70
Je peux 79
Un choix délicieux 83
Le Canada dans le monde 89
PART 3: LINE MASTERS
Fiches d’activité FA1–11 Fiches de stratégie FS3, 14, 21, 22 Cartes de rôle CR1, 2 Fiches d’évaluation FE1–10b
Module 5 Overview: Le Canada, c’est multiculturel!
Global community and cultural awareness: In Échos Pro 1, Module 5 Allons au festival!, students learn about various cultural festivals across Canada. Now in Échos Pro 2, students explore how Canada’s multiculturalism is evident in our food, art, music and even sports and fashion. The message of the module is that Canada’s multicultural mosaic enriches Canadian culture in our everyday lives.
Action-Oriented Performance Task Keep the performance task in mind when planning your activities. (See Zoom sur mon projet pp. 4–5 and Mon projet pp. 22–23 in the Student Resource.) Refer to the Program Overview for a description of the Performance Task in this program.
In this module, students learn about food, art, music, sports, and fashion that originate in other countries and have been adopted into Canadian culture. Throughout the module, they note their cultural discoveries. At the end of the module, they create a cultural passport of their discoveries or preferences, participate in speed-interviews with classmates to share their cultural discoveries, and add a new discovery they learned from a classmate to their passport. Students learn language used to express origins, to describe their personal preferences, and to interview partners.
Differentiating the Performance Task Refer to the Program Overview for a description of Differentiation in this program.
Handling Sensitive Issues
Be sensitive to students… Suggestion
who do not eat certain foods for religious reasons.
When providing food choices to students, make sure that one of the choices does not include a forbidden food.
who may not have a wide variety of multicultural experiences.
Try to include many opportunities for students to see, hear, smell, and taste unfamiliar items. Model and allow the use of Je ne connais pas ça. When possible, use your own experience as a model to show how that some people are unfamiliar with certain items but willing to try them.
who may not want to be singled out because of their country of origin or may prefer to not state a preference regarding food or clothing.
Cultivate a classroom climate where students feel free to volunteer or choose without judgement.
whose cultural or religious background does not permit dancing.
Offer alternative approaches to module activities where students dance or express a desire to dance. Ensure students have ample practice with the structure Je veux... in other lessons.
PERFORMANCE TASK OPTIONS
Ask students to record a discovery from all categories instead of only three: food, clothing, dance, music and sport.
Encourage students to choose some of their discoveries from outside of the suggestions in the Student Resource.
Give students sentence starters to support the writing of their choices. As the module progresses, check in with some students to ensure that
their personal dictionary is up-to-date and correct so that they will be ready to complete the performance task.
Conference with individual students who may have difficulty in completing the performance task and assist them during and after the creation of their text.
Permit students to make a digital passport, through technology such as Storybird or Powerpoint.
Suggest that students add extra details to each passport entry.
Text Exploration Students explore a variety of thematic texts to build their language and strategic competencies. Refer to the Program Overview for a description of exploring text in this program.
Explorons!, Photos Student Resource pp. 2–3
Teacher’s Guide Lessons 1–3
Bef
ore
Contextualize/Personalize Talk about what students know and do not know.
Shared Listening 1 Listen for familiar words.
Shared Listening 2 Match conversations to photos.
Du
rin
g
Shared Listening 3 Identify Ricardo’s reactions.
Aft
er
Response to Text Survey classmates.
Encourage teammates.
Mes découvertes gourmandes!, Graphic Text
Student Resource pp. 6–7
Teacher’s Guide Lessons 4–5
Bef
ore
Contextualize/Personalize Express an opinion about food.
Modelled Reading Read for gist and enjoyment.
Shared Reading 1 Ask questions.
Shared Reading 2 Make meaning. Du
rin
g
Shared Reading 3 Explore language.
Aft
er
Response to Text Survey classmates about ethnic foods.
Make an entry in a personal dictionary.
Mes découvertes de la danse!, Informative Text
Student Resource pp. 12–13
Teacher’s Guide Lessons 6–7
Bef
ore
Contextualize/Personalize Talk about dance styles you want to learn.
Module 5 Strategies Strategies are explicitly taught in this module while others are spiralled from previous modules. Please see the Program Overview for a description of strategies in this program. Use Fiche d’évaluation 8 to track strategy use in this module.
Strategies Explicitly Taught in this Module Strategies Suggestions
Je donne de l’énergie à mon groupe.
Introduce in Lesson 3.
Reinforce in Lessons 9, 11, 13, 15.
Refer to the T-chart in the Student Resource often when students are working collaboratively.
Display Fiche de stratégie 21 or make an anchor chart of the fiche for easy reference.
Encourage students to use one or two expressions during specific group work activities over the course of the module.
Je pose des questions. (2)
Introduce in Lesson 4.
Reinforce in Lessons 6, 14, 20, 21.
Use Student Resource pp. 10−11 to introduce the strategy.
Display Fiche de stratégie 22 or make an anchor chart of the fiche for easy reference.
J’utilise des ressources.
Introduce in Lesson 9.
Use Student Resource p. 22 to introduce the strategy.
Display Fiches de stratégie 3 and 14 or make an anchor chart of the fiches for easy reference.
Je réfléchis.
Use Fiche d’évaluation 1 to help students reflect during the module in Lessons 5, 9, 13.
Use Fiche d’évaluation 2 to help students plan the performance task.
Use Fiche d’évaluation 3 to help students reflect on the module.
Use Fiche d’évaluation 4 to help students reflect on intercultural understanding.
Help students set goals for future learning.
Strategies Spiralled from Previous Modules Strategies Suggestions
Je pose des questions. (1) Je fais des prédictions. (Fiches de stratégie 5, 7) (online or on DVD)
Use in Anticipation phase to prepare students before reading. Lessons 4, 6, 12, 14, 17, 20, 21
Je donne mes idées. (Fiche de stratégie 19)
Use when students are working in groups. Lesson 8
Je vois une image dans ma tête. (Fiche de stratégie 9) (online or on DVD)
Use to help students create a mental image about a topic. Lesson 21
J’utilise des modèles. (Fiche de stratégie 3)
Use this production strategy when students are writing about their preferences. Lessons 9, 16
Refer to the Program Overview for information on group roles, learning tactics, and grouping techniques.
Group Roles: Students learn two group roles in Échos Pro 2. In Module 1, they learn
the role of encourageur. In Module 2, they learn the role of chef d’équipe.
Encourage two different students to play these roles each time there is group work in this
module. Over the course of the year, it is hoped that all students will have had the
opportunity to play each of these roles. Circulate and observe students using the roles.
Anecdotal note-taking can help you track students who have played this role and address
any issues that may arise in integrating the roles. It is essential that students reflect on the
use of the role at the end of the activity.
Tailor the language on Carte de rôle 1: L’encourageur and Carte de rôle 2 : Le chef
d’équipe / La chef d’équipe to meet the needs of your students.
Learning Tactic: In this module, the “base group grid” tactic is introduced to
encourage the sharing of information or opinions. It can also be used for team building and individual self-esteem building. Students fill their name and their team members' names in the first row of a grid. In each subsequent row, and on different occasions, they write the answer to a specific question that the teacher asks. These questions are related to the theme of this module. Group members pose questions to their peers, listen, and jot down their group members’ answers in the corresponding boxes of their grid. An example is shown here.
Grouping Techniques: A number of grouping techniques are suggested for
informal grouping of students. Other grouping techniques are described in the Program Overview.
Group Roles, Learning Tactics, and Grouping Techniques
Intercultural Understanding In Échos Pro, students learn not only that French and English are Canada’s two official languages but also that Canada is a multilingual and multicultural society. Students see themselves and their cultural backgrounds represented in a variety of texts and are invited to reflect on and share their experiences. Refer to the Program Overview for more information on intercultural understanding in Échos Pro.
To support students in this module in noticing both similarities and differences between their everyday world and the ways Francophones across Canada live their lives and do and say things, please see the specific examples listed below.
Cultural Awareness
Francophone and other cultures are featured in a number of ways throughout the module.
Students learn…
Mes découvertes gourmandes!, Student Resource pp. 6–7
that traditional French Canadian poutine is now offered in many ethnic cuisine variations.
Mes découvertes de la mode!, Student Resource pp. 14–15
about the cultural origins of the beret, a clothing item typically associated with French culture.
La gigue québécoise, Student Resource pp. 16–17
that la gigue is a traditional Francophone dance that originates in England and Ireland, and has been adopted by many peoples.
Mes découvertes sportives!, Student Resource pp. 20–21
about a long boat used by First Nations peoples that resembles closely the dragon boat.
Le Canada dans le monde, Student Resource pp. 28–29
about a unique world-renowned circus troupe that originates in Quebec.
Intercultural Awareness Intercultural awareness is developed when students are exposed to a variety of cultures (Francophone and others) and invited to observe elements they find interesting, similar to, or different from their own culture. In Échos Pro, intercultural awareness is developed across the language strands.
Students can…
Mes découvertes gourmandes! Student Resource pp. 6–7
talk about ethnic cuisine, name some dishes they have discovered, and compare them to their own food experiences. (Speaking)
Mes découvertes de la danse !, Student Resource pp. 12–13
read informative articles about dance styles and compare them to dances they know in their own culture or are familiar with in other cultures. (Reading)
La gigue québécoise, Student Resource pp. 16–17
follow instructions in order to learn la gigue québécoise and compare la gigue to other dances they know in other cultures. (Listening)
Sociolinguistic conventions, or examples of language used in a variety of social situations, are highlighted in many texts.
Students…
Je coopère! Student Resource pp. 8–9
learn different ways to negotiate and interact with peers using common expressions of politeness and encouragement.
Un choix délicieux, Student Resource pp. 26–27
read French menus for a Lebanese and a Mexican restaurant and note the language conventions for expressions for time (14h30) and prices (4,00 $).
Assessing Intercultural Understanding The process of assessing students' developing intercultural understanding is complex and, at times, quite nuanced because it is not just about gauging whether students are familiar with certain cultural traditions associated with the target language.
Research on best practices for assessing intercultural understanding indicates that portfolio tools are the most appropriate for helping students demonstrate the ways in which they have come to connect French culture to their own and to other cultures with which they are familiar, as well as with their understanding of how a culture is reflected in language and how language is used within a culture.
Within Échos Pro, best practices for assessing intercultural understanding—portfolio assessment, and the use of reflection about culture—have been adapted in a way that respects the age of the students and their developing proficiency in the target language. Students may personally reflect on their developing understanding on Fiche d’évaluation 4 : Je réfléchis sur les cultures.
Mes découvertes musicales!, Student Resource pp. 18–19
write a description of a musical discovery and compare the chosen style to music in their own cultural experiences. (Writing)
Le Canada dans le monde, Student Resource pp. 28–29
compare Le Cirque du Soleil with their knowledge and experiences about circuses.
Warm-Up: Listen for true and false statements. Contextualize/Personalize: Talk about what students know and do not know. Anticipate: Classify examples of multiculturalism as known or unknown. Shared Listening 1: Listen for familiar words. Shared Listening 2: Match conversations to photos. Wrap-Up: Review photos.
Student Resource pp. 2–3 Audio: Explorons! Props: Hand-drawn charts in notebooks
During Listening/
After Listening
2
Warm-Up: Review examples of multiculturalism that students know and do not know. Shared Listening 3: Identify Ricardo’s reactions. Response to Text 1: Survey classmates. Wrap-Up: Learn about the performance task.
Warm-Up: Talk about other examples of multiculturalism that students know and do not know. Cooperative Learning: Energize your group. Response to Text 2: Encourage teammates. Wrap-Up: Practise the chant in pairs.
Student Resource pp. 2–3, 8–9, 30–31 Fiche d’évaluation 8 Fiche de stratégie 21 Audio: Je donne de l’énergie à mon groupe. Props: Index cards (1/student)
SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…
• Retrieve information from an oral text, e.g., make inferences.
• Ask and answer questions, e.g., verbalize what they know and don't know.*
• Use a comprehension strategy.
• Retrieve information from an oral text, e.g., identify words and ideas.
• Use a comprehension strategy to communicate.
• Use rhythm to express an idea.
• Recognize French sociolinguistic conventions.
• Je peux écouter un texte oral et tirer des conclusions.
• Je peux poser des questions et donner des réponses, ex., je connais ça ou je ne connais pas ça.
• Je peux utiliser une stratégie de compréhension.
• Je peux identifier des mots et des idées dans un texte oral.
• Je peux utiliser une stratégie pour communiquer.
• Je peux communiquer avec rythme.
• Je peux remarquer des différences culturelles.
*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)
Strategy Focus: Students are introduced to the strategy Je donne de l’énergie à mon groupe. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.
Learning Goal Students learn to say whether they know or do not know examples of multiculturalism
WARM-UP: Listen for true and false statements. (M) (GP) Give students three facts about yourself, two that are true and
one that is false, and ask them to guess which are true and false. Choose
topics from previous modules. Invite students to follow your model.
- Écoutez mes informations personnelles. Deux informations sont
vraies et une information est fausse. Numéro un : J’ai vingt-cinq
cousins. C’est vrai ou c’est faux? (C’est vrai.)
- Oui, c’est vrai! Numéro deux : Je n’aime pas la crème glacée.
(C’est vrai.)
- Non, c’est faux! J’aime la crème glacée. Numéro trois : J’aime
jouer au hockey. (C’est vrai.)
- Oui, c’est vrai! Pensez à trois informations personnelles et
prenez ma place.
BEFORE LISTENING
CONTEXTUALIZE/PERSONALIZE: Talk about what students know and do not know. (M) (SP) Refer to Student Resource pp. 2–3. Identify known and
unknown examples of multiculturalism in the photos. Use gestures such
as nodding vigorously or shrugging your shoulders to demonstrate the
meaning of Je connais ça and Je ne connais pas ça. Do not identify the
content of the photos until after the listening activity.
- [Point to the photo of the three boys wearing different hats.]
Regardez la photo numéro huit. Je connais ça. Miles, est-ce que
tu connais ça? (Oui, je connais ça.)
- Levez la main si vous connaissez ça. (Je connais ça.)
- [Point to the dance photo.] Regardez la photo numéro six.
Je ne connais pas ça. Qui ne connaît pas ça? (Je ne connais pas
ça.)
- Samantha, est-ce que tu connais ça? (Oui, je connais ça.)
(GP) Ask two volunteers to talk about the images as the class observes.
Lesson 1 Explorons! Student Resource pp. 2–3
MATERIALS Student Resource pp. 2–3 Audio: Explorons! Props: Hand-drawn charts in notebooks
PD CORNER When orienting students to the ideas in a new module, it is important to make links to students’ prior experiences and engage them in the topic as a first step before introducing new language.
LANGUAGE FOCUS The language Je ne sais pas was introduced in Échos Pro 2 Module 1 : La grande aventure de Samuel to express not having factual knowledge about something. Here, the language Je connais ça / Je ne connais pas ça is introduced to express whether or not one is aware of or familiar with something. Proper contextualization and oral development of this language will help avoid any confusion.
S1: La photo numéro cinq, je connais ça. Est-ce que tu connais ça?
S2: Oui, je connais ça. / Non, je ne connais pas ça.
(IP) Ask all students to talk about the images with an elbow partner.
Share aloud: After the activity, ask students to report back on what their
classmates have said.
- Riley, qu’est-ce que ton partenaire connaît? (Adam connaît
les photos numéros deux et trois.)
ANTICIPATE: Classify examples of multiculturalism as known or unknown. (M) (SP) Create a two-column chart with the headings Je connais ça and
Je ne connais pas ça. Alternatively, use symbols such as a check mark
and an X or a question mark to indicate the known and unknown. Think
aloud as you classify a few photos and ask for students’ help with a few
more photos.
- Je regarde la photo numéro un. Je ne connais pas ça. J’écris
le numéro un dans la colonne « Je ne connais pas ça. »
- Regardez la photo numéro deux. Charlotte, est-ce que
tu connais ça? (Oui, je connais ça.)
- Alors, j’écris le numéro deux dans la colonne « Je connais ça. ».
(GP) Ask a student to draw a chart and classify a few photos as the class
observes.
- Dessine le tableau et écris tes réponses personnelles.
(IP) Ask all students to create a chart and classify all the photos.
DURING LISTENING
SHARED LISTENING 1: Listen for familiar words. (M) (SP) Play the audio selection Explorons! in segments and think aloud
as you say the familiar words you hear. Invite students to do the same.
- J’écoute. « Salut » est un mot familier. Quels sont les mots
familiers? (« Photos » est un mot familier.)
Explorons!
Ricardo : Salut, Balraj! Tu as des photos.
Balraj : Oui, Riccardo. C’est mon projet « Le Canada multiculturel! »
Ricardo : Mul-ti-cul-tu-rel? Qu’est-ce que c’est?
Balraj : Regarde mes photos et tu vas voir!
Balraj : Ici, c’est du curry.
LANGUAGE FOCUS Even though students will not be reading or writing Il / Elle connaît ça, note that this form of the verb connaître uses a circumflex (connaît) whereas the je and tu forms do not (connais).
Balraj : Du curry, c’est de la cuisine indienne. C’est bon!
Balraj : Et regarde ici. Il y a des bateaux-dragons.
Ricardo : Oui, les bateaux-dragons. Je connais ça. C’est un sport
chinois. C’est beau!
Balraj : Voici une autre photo. C’est de la musique celtique.
Ricardo : Je connais ça. C’est de la musique irlandaise.
Balraj : Oui! C’est énergique!
Balraj : Ici, c’est une danse step dance.
Ricardo : Le step dance? Je ne connais pas ça…
Balraj : C’est une danse irlandaise. C’est difficile!
Balraj : Et voici une autre danse. C’est la danse du cerceau. C’est une
danse autochtone. C’est beau!
Ricardo : Hmm… La danse du cerceau… Je ne connais pas ça…
Ricardo : Mais, je connais ça. Ce sont des pierogis.
Balraj : Oui, tu as raison. C’est de la cuisine polonaise. C’est
délicieux!
Balraj : Et ce garçon porte une tuque. Ça, c’est canadien.
Ricardo : Ah, je comprends! Au Canada, il y a beaucoup de cultures.
C’est multiculturel!
SHARED LISTENING 2: Match conversations to photos. (M) (SP) Do a think-aloud and identify the number of the photo that the
boys are describing in the first and second segments. Support students in
matching conversations and photos for subsequent segments.
- J’écoute et j’entends « du curry ». Je regarde bien. Ah, c’est
la photo numéro trois.
- J’écoute et j’entends « les bateaux-dragons ». Qui connaît
les bateaux-dragons? Austin, tu connais ça? Indique la bonne
photo. (C’est la photo numéro deux.)
WRAP-UP: Review photos. (M) (SP) Summarize the preceding activity by naming the items in the
photos on Student Resource pp. 2–3. Invite students to stand and say
when they know and do not know the items in the photos.
- C’est la danse du cerceau. Qui connaît ça? Si oui, levez-vous et
dites : Je connais ça. (Je connais ça.)
- Sinon, levez-vous et dites : Je ne connais pas ça. (Je ne connais
pas ça.)
Student Resource pp. 2–3: Explorons! : For teacher reference
Photo 1 : la danse du cerceau; Photo 2 : les bateaux-dragons; Photo 3 :
du curry; Photo 4 : des pierogis; Photo 5 : le Canada multiculturel;
Photo 6 : le step dance; Photo 7 : la musique celtique; Photo 8 :
une tuque
DIFFERENTIATION Consider selecting two photos prior to the start of each conversation to limit students' choices and to help students focus on the descriptions. Some students may find it challenging to listen to the description and filter through multiple images at once.
WARM-UP: Review examples of multiculturalism that students know and do not know. (M) Place a strip of masking tape across the floor. Invite four students to
stand behind the line with you to model the activity. Name multicultural
items from the previous lessons or other items pertinent to your
community. When students hear an item that is known to them, ask them
to take a step forward over the line and say Je connais ça. If the item is
unknown to them, they stay in place and say Je ne connais pas ça.
- Le step dance, qui connaît ça? (Je connais ça.)
(SP) Invite the rest of the class to join their classmates behind the line.
Name other multicultural items and invite students to step across the line
when they know the example.
DURING LISTENING
SHARED LISTENING 3: Identify Ricardo’s reactions. (M) (SP) Refer to Student Resource pp. 2–3. Listen to the audio
recording a third time to identify whether Ricardo knows the items in the
photos. At the end, ask students to define multiculturel.
- J’écoute les réactions de Ricardo. Il y a du curry.
Ricardo ne connaît pas ça.
- C’est votre tour. Les bateaux-dragons, est-ce que
Ricardo connaît ça? (Oui, il connaît ça.)
- Le Canada multiculturel, qu’est-ce que c’est? (C’est beaucoup
de cultures.)
AFTER LISTENING
RESPONSE TO TEXT 1: Survey classmates. (M) (SP) Refer to Fiche d'activité 1 : Le Canada multiculturel. Model the
task by choosing two items of interest on Student Resource pp. 2–3 and
illustrate them with quick line drawings on Fiche d'activité 1. Ask
students if they know these items and record responses for up to 10
students on Fiche d'activité 1. Think aloud as you proceed to total your
results and draw conclusions by completing the statements in Part C.
Lesson 2 Explorons! Student Resource pp. 2–3
ENGLISH LANGUAGE LEARNERS Consider asking students who are familiar with an item to demonstrate in some way, where appropriate.
MATERIALS Student Resource pp. 2–3, 4–5 Audio: Explorons! Fiche d'activité 1 : Le Canada multiculturel Props: Masking tape
- Je dessine les pierogis et la musique celtique. Je pose
la question : Les pierogis, est-ce que tu connais ça? (Oui,
je connais ça. / Non, je ne connais pas ça.)
- Après, je compte les réponses. Je connais ça : quatre personnes.
Je ne connais pas ça : six personnes. Je fais une observation.
La majorité des élèves ne connaît pas ça. J’encercle « ne
connaît pas ça ».
- Je pose la deuxième question. La musique celtique, est-ce que
tu connais ça?
(GP) Invite three students to demonstrate while the class observes.
MODÈLE
S1: La danse du cerceau, est-ce que tu connais ça?
S2: Oui, je connais ça.
S3: Non, je ne connais pas ça.
S1: Je connais ça : deux personnes. Je ne connais pas ça : huit
personnes. La majorité des élèves ne connaît pas ça.
(IP) Invite students to circulate in the classroom and ask questions to their
classmates.
Learning Check (speaking to interact): Circulate, monitor, and
adjust. As students interact, listen for their use of the question structure
and the appropriate response. If needed, provide additional modelling and
shared practice to help students gain confidence with the structures.
Fiche d'activité 1 : Le Canada multiculturel : Answer Key
Answers will vary.
WRAP-UP: Learn about the performance task. (M) (SP) Introduce the term découverte using examples from Student
Resource pp. 2–3. Ask all students to name something new that they have
now just learned.
- Je regarde les photos et je pense à mes découvertes. Qu’est-ce
que je découvre? Je découvre le step dance. Le step dance, c’est
ma découverte. Marnie, quelle est ta découverte? (Les pierogis,
c’est ma découverte.)
- Qui découvre les pierogis comme Marnie? Levez-vous et dites :
Les pierogis, c’est ma découverte.
(SP) Refer to Student Resource pp. 4–5. Introduce the performance task
by pointing to the images and adding gestures as necessary to aid
understanding. Help students understand that they will create a passport
of discoveries, talk to classmates about them, and add new information as
a result.
- Qu’est-ce que tu fais en premier? (Je note mes découvertes dans
mon passeport.)
- Et après? (Je participe à des entrevues express.)
- Et après? (J’ajoute d’autres découvertes à mon passeport.)
DIFFERENTIATION To streamline this question process, consider using a partner guide, such as the Appointment Clock strategy to help students locate a speaking partner quickly.
WARM-UP: Talk about other examples of multiculturalism that students know and do not know. (M) (SP) In advance, distribute an index card to each student and direct
students to record Je connais ça on one side and Je ne connais pas ça on
the other side once it has been modelled. (Alternatively, students may use
symbols such as a large check mark and X or question mark to indicate
the known and unknown.) Refer to Student Resource pp. 30–31 (images
only). Point to a photo and invite all students to stand, hold up their signal
card with the appropriate face showing and say whether the item is known
or unknown. Pause to ask individual students to confirm their reaction to
the item.
- Regardez la photo numéro quatre. [Raise your index card to
show the check mark.] Je connais ça.
- C’est votre tour. Choisissez « Je connais ça. » ou « Je ne
connais pas ça. » sur la carte et annoncez votre réaction.
Kelly, est-ce que tu connais ça? (Non, je ne connais pas ça.)
AFTER LISTENING
COOPERATIVE LEARNING: Energize your group. (M) Refer to the pictogram of the strategy at the top of Student Resource
p. 9 or use Fiche de stratégie 21 : Je donne de l’énergie à mon groupe.
Give a student a high five while telling students what you are doing.
- Regardez la stratégie. Je donne de l’énergie à mon groupe.
Mira et moi, nous travaillons ensemble. [High five] J’encourage
Mira et Mira m’encourage. [Gesture to show reciprocity.]
(M) (SP) Refer to the photos on Student Resource p. 8. Model the
interaction using different voices to represent different people. Use
gestures to reinforce the concept of helping.
- Qui aide ses amis? ([Point.] C’est cette personne.)
- Qui encourage ses amis? ([Point.] C’est cette personne.)
Refer to the T-chart on Student Resource p. 9. Mime the non-verbal cues
(left side of T-chart) and model the verbal cues (right side of T-chart).
Invite students to add their ideas to the T-chart.
- Qu’est-ce que je fais? Faites comme moi.
- Qu’est-ce que je dis? (Allons-y, etc.)
Lesson 3 Explorons! Student Resource pp. 2–3
MATERIALS Student Resource pp. 2–3, 8–9, 30–31 Fiche d’évaluation 8 : Strategies Planning Sheet Fiche de stratégie 21 : Je donne de l'énergie à mon groupe. Audio: Je donne de l’énergie à mon groupe. Props: Index cards (1 per student)
ASSESSMENT TIP Consider using Fiche d’évaluation 8 : Strategies Planning Sheet to track and assess students’ progress with cooperative, comprehension, production, and reflection strategies throughout the module.
SOCIOLINGUISTIC AWARENESS As well as promoting cooperation, these expressions encourage students to use common verbal formulas in a variety of social contexts, e.g., expressions of politeness and encouragement.
SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…
• Ask and answer questions, e.g., verbalize
what they know and don't know.*
• Express an opinion.*
• Use a comprehension strategy.
• Read a variety of texts, e.g., a graphic text.
• Respond orally to a written text.
• Use graphophonics to speak fluently.
• Revise a text.*
• Compare one’s cultural knowledge and
experiences to new learning.
• Reflect on skills and strategies.**
• Je peux poser des questions et donner des réponses,
ex., je connais ça ou je ne connais pas ça.
• Je peux exprimer une opinion.
• Je peux utiliser une stratégie de compréhension.
• Je peux lire une histoire en images.
• Je peux parler d'un texte.
• Je peux identifier des mots et des sons.
• Je peux réviser mon texte.
• Je peux comparer ma culture avec d’autres
cultures.
• Je peux réfléchir. *Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) **Assessment AS Learning Strategy Focus: Students are introduced to the strategy Je pose des questions. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.
Learning Goal Students learn to express their opinion about multicultural foods.
Je lis une histoire en images. Je parle de la cuisine. Je donne mon opinion.
Lessons 4–5 Mes découvertes gourmandes! Student Resource pp. 6–7
WARM-UP: Talk about foods that students know and do not know. (M) (SP) Make a list of foods in a chart as you survey students to
determine how many know or do not know a particular dish. Choose
approximately six dishes, including some that might be particular to
ethnic groups represented in your class as well as other dishes featured in
the visual dictionary in Échos Pro 2, Module 1 : La grande aventure de
Samuel pp. 30–31.
- Moi, j’aime manger de la lasagne. Qui connaît la lasagne?
(Je connais ça. / Je ne connais pas ça.)
- Vingt personnes connaissent ça. Trois personnes ne connaissent
pas ça.
- Moi, j’aime manger de la soupe miso. Qui connaît la soupe
miso? (…)
BEFORE READING
CONTEXTUALIZE/PERSONALIZE: Express an opinion about food. (M) (SP) Refer to the list of foods created in the previous step. Express an
opinion about each food using the descriptors bon, délicieux, épicé, and
appétissant. Use gestures or props to help students understand each
descriptor.
- J’aime manger la lasagne. C’est appétissant! [Gesture or sound
to show appreciation.]
- Nommez un autre plat appétissant. (Les spaghettis, c’est
appétissant.)
Verify comprehension: After several students have expressed an opinion
about food, ask others to summarize what classmates have said.
- Qui pense que le poisson est délicieux? (Tyler, Matthew, Kira et
Kamal pensent que c’est délicieux.)
Lesson 4 Mes découvertes gourmandes! Student Resource pp. 6–7
MATERIALS Student Resource pp. 6–7, 10–11 Échos Pro 2, Module 1 : La grande aventure de Samuel pp. 30–31 (optional) Fiche d’évaluation 4 : Je réfléchis sur les cultures. Fiche de stratégie 22 : Je pose des questions. (2) Props: bottle of hot pepper sauce, etc.
PD CORNER Bringing a prop into class, such as a spice container, or using gestures, facial expressions and sound effects, brings new language to life and helps students understand what it means without using English to translate.
DIFFERENTIATION Instead of listing only the words for the foods, consider pairing the words with images of the dishes.
ENGLISH LANGUAGE LEARNERS To encourage all students to participate, mention foods students likely know that you do not and, conversely, a food no one will likely recognize so that all students become comfortable expressing unknowns. For example, Je ne connais pas le chana masala. Qui connaît le chana masala? J’aime le céviché. Qui connaît le céviché?
(GP) Ask two students to have a similar conversation as the class
observes.
MODÈLE
S1: J’aime manger de la salade. C’est bon. Et toi?
S2: J’aime manger des fajitas. C’est épicé.
(IP) Ask all students to name a food and express an opinion about the
food.
Share aloud: After the activity, ask students to report back on what their
classmates have said.
- Qu’est-ce que ton partenaire ou ta partenaire aime manger?
Pourquoi? (Mandy aime manger du poulet. C’est bon.)
ANTICIPATE: Do a picture walk. (SP) (GP) Refer to Student Resource pp. 6–7 (images-only version).
Examine the graphic text using comprehension strategies learned in
previous modules: Je pose des questions; Je fais des prédictions. Ask
students to predict the food photos they see in the graphic text. Record
their responses for confirmation after reading the text.
Guided Practice: For teacher reference
Je pose des questions : Quel est le titre? (Le titre est « Mes découvertes
gourmandes! ») Quelles images est-ce que je vois? (Je vois
des restaurants rapides, des menus, de la nourriture, cinq élèves.)
Quels sont les mots familiers et les mots-amis? (« Sushi » est un mot-ami.
« Découvertes » est un mot familier.) Quelles sont mes expériences
personnelles? (Il y a une pizzeria dans notre ville.)
Je fais des prédictions : J’identifie le contexte. (Les amis mangent
aux restaurants rapides.) Je fais une prédiction. Qu’est-ce que
chaque ami mange au restaurant? (…)
DURING READING
MODELLED READING: Read for gist and enjoyment. (M) Read aloud or play the audio selection of Student Resource pp. 6–7
as students follow along. Ask questions to verify that students understand
the gist and to confirm predictions.
- Qu’est-ce que chaque ami mange au restaurant? (Tân mange
des supplis. Arianna mange de la soupe miso et des sushis.
Kim mange une salade grecque et un baklava. Marco mange
du poulet tandoori et un samosa. Daya mange des pierogis.)
- Est-ce que vos prédictions sont correctes? (…)
DIFFERENTIATION Whenever students are working at the level of Independent Practice, consider extending the length of time provided to allow those having difficulty to gain additional practice.
INTERACTIVE TECHNOLOGY Consider using Le Canada, c'est multiculturel!, Interactive Whiteboard Activity 1: C'est comment? (online or on DVD) to have students identify food items and give an opinion.
SHARED READING 1: Ask questions. Introduce the comprehension strategy: Read the text aloud with
students using an echo reading technique. Refer to Student Resource
pp. 10–11 and point to the images as you introduce the comprehension
strategy Je pose des questions. Alternatively, use Fiche de stratégie 22 :
Je pose des questions (2) or an anchor chart of the fiche. After reading
each strategy cue, ask students to personalize.
- Quels sont les mots familiers et les mots-amis? (« Restaurants »
est un mot-ami. « Centre commercial » est un mot familier, etc.)
- Quels sont les mots importants? (« La cuisine italienne » est
un mot important, etc.)
- Quelles sont les expériences personnelles de Kiran,
la mascotte? (J’aime les sushis. Je ne connais pas les pierogis.)
- Quelles sont vos expériences personnelles? (…)
- Quels sont les liens dans la communauté de Danielle,
la mascotte? (Il y a des restaurants ethniques dans
ma communauté aussi.)
- Est-ce qu’il y a des restaurants ethniques dans notre ville?
Quels restaurants? (Il y a Sushi Train, etc.)
WRAP-UP: Determine students’ knowledge of ethnic foods. (M) (SP) Summarize the preceding activity by naming the foods in the
graphic text on Student Resource pp. 6–7. For each dish, invite students
to stand and say whether they know it. Take note of the experience
students have with multicultural foods.
- Tân prend des supplis. Qui connaît ça? Si oui, levez-vous et
dites : Je connais ça. (Je connais ça.)
- Sinon, levez-vous et dites : Je ne connais pas ça. (Je ne connais
pas ça.)
- Quel plat est spécial dans votre famille? (…)
PD CORNER Note that Fiche de stratégie 5 : Je pose des questions. (1) was introduced in Échos Pro 1, Module 2. This module revisits the strategy with questions that may be asked during text exploration.
INTERCULTURAL AWARENESS As students talk about the multicultural foods they see, ask them to compare these foods to their own food experiences. Have students use Fiche d’évaluation 4 to record the date when this reflection takes place.
SHARED READING 3: Explore language. (M) (SP) Read the text again with students assigning roles to different
groups of students.
Graphophonics: Draw students' attention to the nasal sounds and letter combinations that represent them. Review the [ã], [ɛ ̃], [ɔ ̃] and [œ̃] sounds
introduced in earlier modules. Exaggerate pronunciation for all four nasal
sounds by pinching the bridge of your nose to indicate the nasal quality of
the sound. Consider listing these on a word wall in complete sentences.
- Trouvez des mots qui ont le son [ã]. (C’est « gourmandes,
centre, prends, restaurant, appétissant, Tandoori, manger ».)
- Trouvez des mots qui ont le son [ɛ ̃]. (C’est « faim, indienne ».)
- Trouvez des mots qui ont le son [ɔ ̃]. (C’est « bon, oignons,
partageons ».)
- Trouvez des mots qui ont le son [œ̃]. (C’est « un ».)
- Quelles lettres donnent le son [ã], [ɛ ̃], [ɔ ̃] et [œ̃]? (C’est « en,
an, im, in, on, un ».)
RESPONSE TO TEXT 1: Survey classmates about ethnic foods. (M) (SP) Refer to Fiche d'activité 2 : Je découvre la cuisine ethnique.
Model two conversations to show students how to collect classmates’
opinions on the ethnic foods in the graphic text: one conversation where a
partner answers affirmatively and another conversation where a partner
answers negatively. For a positive response, record the partner’s name
and the letter of their opinion.
- Je pose la question à Carlos. Est-ce que tu connais les supplis?
(Oui, je connais ça. C’est bon.)
- Merci, Carlos. Signe ici, s’il te plaît. [Point to the correct
square.]
- J’indique l’opinion de Carlos. « C’est bon », c’est la lettre b.
(GP) Invite a student to demonstrate with his/her own fiche while the
class observes. (Refer to the Program Overview for a description of the
"find someone" grouping technique.)
(IP) Invite students to circulate in the classroom and ask questions to
classmates. It is possible that one or two of the dishes will receive no
names if they are unknown by students in the class. As students collect
answers, it is fine if some of the opinion statements a)–f) are used more
than once and others not at all, according to classmates' responses.
Learning Check (speaking to interact): Circulate, monitor, and
adjust: As students interact, listen for their use of the question structure
and the appropriate response. If needed, provide some additional
modelling and shared practice to help students gain confidence with the
structures.
DIFFERENTIATION Consider using a chant to help students recall the sounds: clap, clap, sound, word. For example: clap, clap, [ã], gourmande; clap, clap, [ã], centre.
ENGLISH LANGUAGE LEARNERS Ask students if they know of other languages with the same sounds. Ask them to share an example of a word with a nasal sound.
CULTURAL AWARENESS Did you know that many fast-food restaurants have poutine on their menu? Many give it an ethnic twist by adding ingredients that are typical to certain cultures. You can now enjoy Italian, Mexican, Greek or even Tandoori poutine! What ingredients do you think they include?
WARM-UP: Guess ethnic foods. (SP) In advance, cut Fiche d'activité 3 : Devinettes into eight strips, one
strip for each riddle. Display Student Resource pp. 6–7. Ask students to
listen carefully as you read the clues in succession, pausing between each
clue to allow students to guess which food you are ordering. Invite a
student who guesses correctly to come up and read the next riddle.
- Écoutez bien la devinette. Qu’est-ce que je prends?
MODÈLE
Qu’est-ce que je prends?
Indice 1 : C’est froid.
Indice 2 : C’est vert, rouge, blanc et noir.
Indice 3 : C’est de la cuisine grecque.
Qu’est-ce que je prends?
Fiche d'activité 3 : Devinettes : Answer Key
Tu prends… 1. une salade grecque. 2. de la soupe miso. 3. des pierogis.
4. des samosas. 5. des supplis. 6. des sushis. 7. un baklava. 8. du poulet
tandoori.
BEFORE READING
CONTEXTUALIZE/PERSONALIZE: Talk about dance styles you want to learn. (M) (SP) Co-create a list of dance styles that students know and give
an opinion on each dance using the descriptors: C’est difficile. C’est
énergique. C’est rythmique. C’est rapide. C’est spectaculaire. Use
gestures to help students understand each descriptor.
- Quels styles de danse connaissez-vous? Je connais le swing.
Qui connaît le swing? (Je connais le swing. / Je ne connais pas
le swing.)
- Dix élèves connaissent le swing. Le swing, c’est rapide!
[Gesture to clarify the meaning.] Nommez une autre danse.
(Je connais le ballet.)
Lesson 6 Mes découvertes de la danse! Student Resource pp. 12–13
MATERIALS Student Resource pp. 6–7, 12–13 Fiche d'activité 3 : Devinettes Fiche de stratégie 22 : Je pose des questions. (2)
PD CORNER If your class includes students who, for cultural or religious reasons, are not permitted to dance, provide modifications to the activities in this lesson so that the students may comment on dance forms without having to express a wish to dance. For example, instead of saying Je veux danser le ballet. C’est élégant, the student might say Le ballet est élégant.
MODELLED READING: Read for gist and enjoyment. (M) Read aloud or play the audio selection of Student Resource pp. 12–
13 as students follow along. Ask questions to verify understanding and
confirm predictions.
- Comment sont les danses? (Le Bollywood, c’est spectaculaire.
Le hip-hop, c’est rythmique. Le step dance, c’est rapide. La
danse du cerceau, c’est difficile. Le gumboot, c’est énergique.)
- Est-ce que vos prédictions sont correctes? (…)
SHARED READING 1: Ask questions. (SP) Refer to Fiche de stratégie 22 : Je pose des questions (2) or an
anchor chart of the fiche. Read aloud the text using an echo reading
technique. Encourage students who study dance or who have knowledge
of dance styles to share. Ask students to help you use the strategy.
- Quels sont les mots familiers et les mots-amis? (« Danse » est
un mot-ami. « Cinéma » est un mot familier.)
- Quels sont les mots importants? (« Une danse indienne » est
importante.)
- Quelles sont mes expériences personnelles? (Je connais le step
dance. / Je danse le hip-hop.)
- Quels sont les liens dans ma communauté? Est-ce qu’il y a
des studios de danses ici? Quels styles de danses est-ce qu’il y a
ici?
WRAP-UP: Determine students’ knowledge of dance styles. In advance, find video links on the Internet for each dance style. Use the
name of the dances in French (e.g., le gumboot) and the word vidéo to
find French video clips that can be shown as samples to students. For
each dance style, invite students to stand and say whether they know it.
Use the opportunity to show them a short video clip of the dance style.
- Bourask présente le gumboot. Qui connaît ça? Si oui, levez-vous
et dites : Le gumboot, je connais ça. (Le gumboot, je connais
ça.)
- Sinon, levez-vous et dites : Le gumboot, je ne connais pas ça.
- Voici un exemple de la danse gumboot.
- Est-ce qu’il y a une danse spéciale dans votre culture? (…)
PD CORNER Finding online examples of various dance styles brings the images on the page to life and shows students the additional elements, such as music, sound effects, facial expressions, and fun that accompany dance in its many forms.
DIFFERENTIATION If technological or other resources are available, consider using highlighters to distinguish mots-amis, mots familiers, etc.
WARM-UP: Make a choice about a dance style. (M) (SP) In advance, display opinions about dances. (C’est difficile. C’est
énergique. C’est rythmique. C’est rapide. C’est spectaculaire.) Add other
descriptors from Student Resource pp. 12–13 as well as Je ne connais pas
ça. Name a dance you want to try from the list of dances featured in the
Student Resource and give your opinion. Ask a few students to follow
your model.
- Je veux danser le step dance. C’est difficile! Et toi Kamal?
(Je veux danser le hip-hop. C’est énergique.
(GP) Ask a group of eight students to form two rows of four to
demonstrate while the rest of the class observes. (Refer to the Program
Overview for a description of the modified “inside/outside circle”
grouping technique.) Direct students to share before giving a signal
(clapping hands) to move one spot down the row. The last student in each
row moves to the other end of their row.
- Formez deux rangs de quatre personnes. Posez les questions à
la personne devant vous. Quand vous entendez le signal, [Clap
hands.] déplacez-vous d’une place vers la droite.
(IP) Direct students to line up in two rows facing each other, and begin
on your signal.
- Attendez le signal. [Clap twice.] Commencez.
Learning Check (speaking to interact): Circulate, monitor, and
adjust. As students interact, listen for their use of the statement structure
and reason. If needed, provide some additional modelling and shared
practice to help the students gain confidence with the structures.
DURING READING
SHARED READING 2: Make meaning. (SP) Read the text aloud with students using an echo reading technique.
After each segment, ask questions to verify comprehension about each
dance style.
- Quelle danse trouve son origine dans le cinéma indien. (C’est
le Bollywood.)
- Selon vous, quelles danses sont très athlétiques? très
artistiques? artistiques et athlétiques?
Lesson 7 Mes découvertes de la danse! Student Resource pp. 12–13
MATERIALS Student Resource pp. 6–7, 12–13 Fiches d'activité 4a, b : Qu’est-ce qu’on veut faire? Fiche d’évaluation 4 : Je réfléchis sur les cultures. Personal dictionary
INTERCULTURAL AWARENESS As students read the descriptions of dance styles, ask them to compare the dance styles to dances they know in their own culture or are familiar with in other cultures. Have students use Fiche d’évaluation 4 to record the date when this reflection takes place.
SHARED READING 3: Explore language. (M) (SP) Read the text again with students using a shadow reading
technique.
Language Awareness: Ask students to notice the language pattern in
which the verb (je veux) is followed by an action word in the infinitive.
- Regardez Danielle, la mascotte à la page 13. Qu’est-ce que
Danielle « veut »? (Elle veut danser le hip-hop.)
- C’est « veut » plus une action : Elle veut danser. Pensez à
d’autres expressions similaires où il y a deux verbes. (Il aime
manger. Elle adore danser. Il peut écouter de la musique.)
Graphophonics: Draw students’ attention to the nasal sounds and letter combinations that represent them. Review the [ã], [ɛ ̃] and [ɔ ̃] sounds
introduced in earlier modules. Consider listing these on a word wall in
complete sentences.
- Trouvez des mots qui ont le son [ã]. (C’est « danse, irlandaise,
en groupe, les danseurs ».)
- Trouvez des mots qui ont le son [ɛ ̃]. (C’est « indienne, indien,
incroyable, leurs mains ».)
- Trouvez des mots qui ont le son [ɔ ̃]. (C’est « son origine,
champion mondial, des sons ».)
RESPONSE TO TEXT: Solve riddles. (M) (SP) Read aloud a riddle that does not appear on Fiches d'activité 4a,
4b : Qu’est-ce qu’on veut faire? Pause after each clue to let students
absorb the information. Then ask them to suggest a plausible food or
dance that logically fits all the clues.
- Qu’est-ce que je veux faire? Écoutez les indices.
- « Indice 1 : C’est délicieux. » Est-ce que je veux manger ou
est-ce que je veux danser? (Tu veux manger.)
MODÈLE
Indice 1 : C’est délicieux.
Indice 2 : C’est un dessert.
Indice 3 : C’est de la cuisine grecque.
Qu’est-ce que je veux manger? (Tu veux manger un baklava.)
(GP) Invite two students to take turns reading a riddle to their partner as
the class observes. Give one student Fiche d'activité 4a and the other
student Fiche d'activité 4b. Direct students to use the examples on Fiches
d'activité 4a / 4b to demonstrate and record the solutions to the riddles on
their fiche. Have students use Student Resource pp. 6–7 and pp. 12–13 as
a reference for writing the solution.
DIFFERENTIATION Consider focusing on one sound at a time to limit confusion with closely related sounds.
PD CORNER Graphophonics are a key building block in speaking a language and pronouncing words correctly. (To help students pronounce nasal sounds, direct them to say each sound while pinching their nose.)
WARM-UP: Review riddles. (M) (SP) Read the riddles aloud from the previous lesson and ask
students to confirm their answers.
- Je lis une devinette. Quelle est votre réponse?
BEFORE LISTENING
CONTEXTUALIZE: Describe the origin of a food or dance style. (M) (SP) In advance, display a list of origins seen by students in previous
lessons. (C’est de la cuisine italienne, etc. C’est une danse indienne, etc.)
Model two possible conversations by asking students which food or dance
style they want to try. Ask a few students to respond using one model or
the other. If possible, use a map of the world to indicate the country
where the food or dance originates.
MODÈLE A : Je connais ça! MODÈLE B : Je ne connais pas ça!
T: Qu’est-ce que tu veux faire?
S1: Je veux danser le step dance.
T: Je connais ça! C’est
une danse irlandaise. C’est ici.
[Points to Ireland on the map.]
T: Qu’est-ce que tu veux faire?
S2: Je veux manger des sushis.
T: Je ne connais pas ça. Qu’est-ce
que c’est? [Gesture to map.]
S2: C’est de la cuisine japonaise.
[Points to Japan on the map.]
(SP) Start a conversation chain by naming a food or dance style you want
to try and asking the first student in the chain to respond using one of the
models. Students in the chain either name a food or dance style or
comment on the origin of the preceding student’s choice.
MODÈLE
S1: Je veux manger du poulet tandoori.
S2: Je connais ça. C’est de la cuisine indienne. [Points to India on
map.]
S3: Je veux danser le hip-hop.
S4: Je ne connais pas ça. [to S3] Qu’est-ce que c’est?
S3: C’est une danse afro-américaine. [Points to the USA on map.]
S5: Je veux danser le gumboot…
Lesson 8 Mes découvertes de la mode! Student Resource pp. 14–15
MATERIALS Student Resource pp. 14–15 Audio: Un défilé de mode! Props: Map of the world
DIFFERENTIATION Some classes may work better if they focus on and practise the conversation about dance styles first, prior to moving onto the conversation about food.
PERSONALIZE/ANTICIPATE: Talk about clothing origins. (M) (SP) Refer to Student Resource pp. 14–15. Read aloud the text and
reread using an echo reading technique. Say what you would like to wear
by pointing to one of the six featured clothing items and make a
prediction as to its origin. Use a gesture, such as pointing to your head, to
support the meaning of “Je pense que…”. Ask students to follow your
model. Record predictions.
- Je veux porter un béret. Est-ce que le béret est bermudien,
écossais, français, inuit, japonais, russe? [Point to map.] Je
pense que c’est français.
- Alec, qu’est-ce que tu veux porter? (Je veux porter un parka.)
- Selon toi, de quelle origine est le parka? (Je pense que c’est
russe.)
(GP) Ask two students to talk about the origin of a clothing item as the
class observes.
MODÈLE
S1: Je veux porter un kimono. Je pense que c’est japonais. Et toi?
S2: Je veux porter un bermuda. Je pense que c’est bermudien.
(IP) With a partner, ask all students to name a clothing item they would
like to wear and predict its origin.
Share aloud: After the activity, ask students to report back on what their
classmates have said.
- Jason, qu’est-ce que ta partenaire veut porter? (Amy veut porter
un parka.)
DURING LISTENING
SHARED LISTENING 1: Listen for familiar words. (M) (SP) Refer to Student Resource pp. 14–15. Read aloud the subtitle
indicating that students will be listening to a fashion show. Pause after the
first commentary and identify familiar words. Continue playing the
commentaries, calling on students to follow your model.
- C’est un défilé de mode. J’écoute la première description.
« Porte » est un mot familier. Écoutez la deuxième description.
Quels sont les mots familiers?
COOPERATIVE LEARNING Remind students of the strategy Je donne mes idées by referring to Fiche de stratégie 19. Reinforce the use of expressions in this activity that help convey an opinion or idea (e.g., Selon toi, Je pense que...).
a. Et voici Manji. Elle porte un kimono. C’est élégant. Le kimono, c’est
japonais.
b. Dave adore les Bermudas. C’est confortable. Oui, c’est vrai… c’est
un vêtement bermudien.
c. Jason porte une chapka. C’est un chapeau. C’est pratique en hiver!
La chapka, c’est un chapeau russe.
d. Sylvie porte un kilt. C’est classique. Le kilt, c’est un vêtement
écossais.
e. Mandy porte un béret. C’est élégant, n’est-ce pas? Le béret, c’est
un chapeau français.
f. Michael porte un parka. C’est excellent en hiver C’est chaud.
Le parka, c’est un manteau inuit.
SHARED LISTENING 2: Match descriptions to images. (M) (SP) Listen to the fashion commentary a second time. Pause after the
first commentary and identify the corresponding number of the image.
Play the remaining commentaries, asking students to identify the correct
image.
- J’écoute la description. C’est le kimono. C’est l’image numéro
six. Écoutez la deuxième description. C’est quel vêtement?
Un défilé de mode: For teacher reference
a. 6; b. 5; c. 2; d. 3; e. 1; f. 4
SHARED LISTENING 3: Confirm clothing origins. (M) (SP) Refer to clothing predictions made earlier in the lesson. Listen
to the fashion commentary a third time. Pause after each commentary and
ask students to compare clothing origins to predictions. Model the first
one.
- J’écoute bien. Le parka, c’est un vêtement inuit. Est-ce que
notre prédiction est bonne? (…)
- Écoutez la deuxième description. C’est quel vêtement?
WRAP-UP: Determine students’ clothing opinions. (M) (SP) Summarize the preceding activity by naming a clothing item in
the fashion show and giving your opinion. For each clothing item, invite
students to stand and say whether they agree or have other opinions.
- Le kilt, c’est pratique. Levez-vous si vous êtes d’accord. (Le kilt,
c’est pratique.)
- Levez-vous si vous avez d’autres opinions. (Le kilt, c’est
élégant. Le kilt, c’est pour les filles et les garçons!)
- Est-ce qu’il y a un vêtement spécial dans votre culture? (…)
DIFFERENTIATION To help students focus, consider providing them with a half-sheet of clothing images. As they listen to the text, they can note the number of the statement next to the image.
WARM-UP: Give an opinion on clothing. (M) (SP) In advance, display opinions about clothing seen in the previous
lesson. (C’est élégant, etc.) Add others such as C’est chaud, c’est cool.
Say what you are wearing and give an opinion. Ask students to follow
your model. Some students may mention articles of clothing that come
from their country of origin.
- Aujourd’hui, je porte une jupe bleue. C’est confortable!
- Roxanne, qu’est-ce que tu portes? (Je porte un t-shirt blanc.
C’est élégant!)
(GP) Call on two volunteers to talk about what they are wearing as the
class observes.
MODÈLE
S1: Aujourd’hui, je porte un chandail rouge. C’est chaud.
S2: Je porte des jeans. C’est pratique.
(IP) Organize students in two circles, an inner circle and an outer circle,
with students facing each other. (Refer to the Program Overview for a
description of the "inside/outside" circle grouping technique.) On a signal,
ask students in the outer circle to move and to stop on the signal.
- Formez deux cercles : un cercle intérieur et un cercle extérieur.
- Bougez. Sur le signal, [Clap hands.] arrêtez et parlez de
vos vêtements à la personne en face de vous.
Learning Check (speaking to interact): Circulate, monitor, and
adjust. As students interact, listen for their use of the statement structure
and reason. If needed, provide some additional modelling and shared
practice to help the students gain confidence with the structures.
AFTER LISTENING
RESPONSE TO TEXT 1: Write a letter of advice. (M) (SP) Refer to Fiche d'activité 5 : Des conseils de mode. Set the
context by reading the heading for Mira and Alex’s advice column. Read
aloud the first letter and think aloud as you ask students how they would
answer the email.
Lesson 9 Mes découvertes de la mode! Student Resource pp. 14–15
MATERIALS Student Resource pp. 14–15 Fiche d'évaluation 1 : Je réfléchis durant le module. Fiche d'activité 5 : Des conseils de mode Fiche d’évaluation 5 : Assessment FOR Learning Cartes de rôle 1, 2 Personal Dictionary
ENGLISH LANGUAGE LEARNERS Teachers who wear cultural garb may choose to discuss elements of their own clothing, for example, a teacher who wears a hijab might say, Je porte une écharpe. C’est culturel. This can help support a climate of inclusiveness.
LANGUAGE FOCUS Note that in the expression C’est… (used throughout this module for opinions), the adjective is always masculine, as it agrees with the word ce. Reinforce this pattern with students so that they do not confuse this language with other learning about descriptions and masculine/feminine agreement.
- Lisez le courriel d'Emma. Qu’est-ce qu'Emma peut porter? un
kilt? Un kimono? un béret? un bermuda? Donnez un conseil.
(Emma peut porter un béret. C’est chic. Elle peut porter un kilt.
C’est élégant.)
Introduce the production strategy: Refer to Student Resource p. 22 and
point out the production strategy (number two): J’utilise des ressources.
Ask students to identify the resources in the photo. Then ask them to
identify which resources they might use to write an email. Make available
the visual dictionary from Level 1, Module 5 : Allons au festival! in case
students make other clothing suggestions in their letters.
- Voici une stratégie : J’utilise des ressources. Quelles ressources
est-ce que le garçon utilise? (Il utilise l’ordinateur et un livre.)
- Quelles ressources est-ce que vous utilisez pour écrire
un courriel? (J’utilise le modèle sur Fiche d’activité 5. J’utilise
le livre. J’utilise le dictionnaire visuel.)
(SP) Work collaboratively with students to write an advice email for the
first email on Fiche d'activité 5 on behalf of the class using the model at
the bottom of the fiche and other resources (remind students of the
strategy J’utilise des modèles). After students have assisted you in writing
the response, they may then transcribe it onto Fiche d'activité 5.
- J’écris un courriel pour la classe. Je regarde le modèle et
le livre. Vérifiez mes phrases, s’il vous plaît.
(GP) Divide students into groups of three. Ask one group to read aloud
the second email, discuss, and make a clothing suggestion as the class
observes. Name un / une chef d’équipe et un encourageur for the activity.
(Refer to the Program Overview for a description of group roles.) Ensure
that they provide a simple explanation each time for their choice.
MODÈLE
S1 [le chef d’équipe]: Sylviane, lis la lettre s’il te plaît.
S2: Salut Mira et Alex. Je fais une visite au Yukon avec ma famille pour
le Nouvel An. Il fait -25º C! Qu’est-ce que je peux porter? Martin
S3: Il peut porter un parka. C’est inuit.
S1: Bonne idée.
S3: Il peut porter une chapka. C’est pratique en hiver.
S2 [l’encourageur]: C’est bien. On est capable.
S1: J’écris : Bonjour, Martin. Tu peux porter un parka. C’est
un vêtement inuit. Tu peux aussi porter une chapka. C’est pratique en
hiver. Bonne chance! Mira et Alex
COOPERATIVE LEARNING Since students are familiar with the roles of chef d’équipe and encourageur, consider having them rotate the roles with each turn.
PD CORNER Display an anchor chart of all the production strategies that students have learned up to this point (Fiche de stratégie 3 and Fiche de stratégie 14) to serve as a reference and a visual reminder for students.
Je veux porter un béret. C’est un chapeau français. Vérifiez ma
phrase, s’il vous plaît. (…)
- Papoulah, qu’est-ce que tu veux porter? (Je veux porter un kilt.
C’est un vêtement écossais.)
(GP) Ask a student to write a sentence and have it peer-edited as the class
observes.
- Vanessa, écris une phrase et demande à un partenaire ou
une partenaire de vérifier.
(IP) Direct students to complete an entry in their personal dictionaries
using the established process.
Assessment for Learning (using the writing process): Collect student
dictionaries and assess to determine if students can respond to edits by
revising their texts. If students need extra support or challenge for the
activity, consider the recommendations below.
PD CORNER Students may enjoy adding a quick sketch or logo for various clothing items in their personal dictionaries.
CULTURE AWARENESS Did you know that the beret was first made by French shepherds because it is easy to knit? The distinctive hat has become an emblem of France as much as the baguette.
WRAP-UP: Self-assess. (SP) Refer to Fiche d'évaluation 1 : Je réfléchis durant le module. Read
aloud the statements with students using an echo reading technique. Ask
students to help you respond to the first statement in Part B.
(GP) Invite a student to complete the second statement as the class
observes.
(IP) Ask all students to self-assess the statements in Part B in the same
manner.
Use Fiche d'évaluation 5 : Assessment FOR Learning to track a few students’ facility with the criterion each day, noting who needs support (S), who needs challenge (C), and who is on target (T).
WARM-UP: Follow directions. (M) (SP) Guide students through a series of instructions that allow them
to review the directions learned in Échos Pro 1, Module 3 : Suivez-moi!
Direct students to form a circle if there is space. If not, modify the
instructions so that students walk in lines between rows of desks. Model
with a few students before inviting everyone to participate.
- Faites un cercle et suivez les directions.
Sample instructions: For teacher reference
Students walk counter clockwise in a circle. They face into the circle,
walk to the centre and stop just as they come close together. They turn to
face out again and stop on the signal at their original spot in the circle.
- Tournez à droite. Allez tout droit. Arrêtez. Tournez à gauche.
Allez tout droit. Arrêtez. Tournez à gauche. Et tournez à gauche
encore. Allez tout droit. Arrêtez. Tournez à droite. Tournez à
droite.
BEFORE VIEWING
CONTEXTUALIZE/ANTICIPATE: Read an interview with a dance instructor. (SP) Refer to Student Resource pp. 16–17. Ask students to examine the
photos.
- Regardez les photos. Qui veut apprendre la gigue?
(Charles veut apprendre. Charlie veut apprendre. Philippe veut
apprendre.)
- Qui connaît la gigue ici? (Je connais ça. Je ne connais pas ça.)
(M) (SP) Read aloud the interview on p. 16 or play the audio version.
Stop after each question to verify comprehension and personalize to
students’ experiences.
- Voici le professeur de danse. Quel âge a Jonathan quand
il commence à danser? (Il a huit ans.)
- Myriam, quel âge as-tu quand tu commences à danser le ballet?
(…)
- Où est-ce qu’on peut écouter de la musique de gigue? (On peut
écouter de la musique sur un lecteur MP3.)
Lesson 10 La gigue québécoise Student Resource pp. 16–17
MATERIALS Échos Pro 1, Module 3 : Suivez-moi! Student Resource pp. 16–17 Video: Qui veut apprendre la gigue? Fiche d’évaluation 4 : Je réfléchis sur les cultures.
PD CORNER Moving to a rhythm of verbal instructions provides an opportunity to demonstrate one’s comprehension kinaesthetically. Once students are familiar with the pattern, add interest by repeating it to music, e.g., a French-Canadian song or instrumental music.
DIFFERENTIATION If there are numerous mobility issues within the space, consider having students do this as a maze-type puzzle activity, rather than as a movement activity.
- Quelle musique est-ce que vous écoutez sur votre lecteur MP3
(votre iPod, etc.)? (J’écoute de la musique…)
DURING VIEWING
SHARED VIEWING 1: View for gist and enjoyment. (M) (SP) Play the video, pausing to identify familiar words. Ask students
to follow your model.
- On écoute la première partie. « Bonjour » est un mot familier.
« Apprendre » est un mot familier. Écoutez la deuxième partie.
Quels sont les mots familiers?
WRAP-UP: Imitate simple steps. (M) (SP) Direct students to form a circle or stand between rows of desks
as they did at the beginning of the lesson. Give a new set of instructions
that involves some of the language learned in the video. If time permits,
replay the segment entitled Une leçon de vocabulaire before directing
students in a simple routine. After every direction, ask students to say
what they are doing. Remind them to be positive with their classmates by
using cooperative language.
- N’oubliez pas de donner de l’énergie à vos amis. On est
capable!
- Touchez la jambe droite. Qu’est-ce que vous faites? (Je touche
la jambe droite.)
Suggested directions: For teacher reference
Touchez la jambe gauche. Touchez le pied droit. Touchez le pied gauche.
Touchez les orteils. Touchez les talons. Tapez le plancher avec le pied
droit. Frottez le plancher avec le pied droit. Tapez et frottez le plancher
avec le pied droit. Tapez le plancher avec le pied gauche. Frottez
le plancher avec le pied gauche. Tapez et frottez le plancher avec le pied
gauche.
DIFFERENTIATION If a student has mobility challenges, make adjustments based on his/her comfort level.
INTERCULTURAL AWARENESS As students listen to directions to follow a few simple dance steps, ask them to compare la gigue québécoise to dances in their own cultural experiences, e.g., Quelle danse est spéciale dans votre culture? Have students use Fiche d’évaluation 4 to record the date when this reflection takes place.
WARM-UP: Say the cooperative chant. (M) (SP) Ask students to name the two boys and the girl who are learning
to do the dance routine in the video. Then personalize the question by
asking it to students. Refer to the cooperative chant in Student Resource
pp. 8–9 and ask students to say the chant with rhythm.
- Qui veut apprendre la gigue dans la vidéo? (Charles veut
apprendre. Charlie veut apprendre. Philippe veut apprendre.)
- Qui veut apprendre ici? (Oui, je veux apprendre.)
- On donne de l’énergie à notre groupe. Groupe A lit les phrases
en bleu. Groupe B lit les phrases en rouge, en jaune et en vert.
DURING VIEWING (CONTINUED)
SHARED VIEWING 2: Practise dance steps. (SP) Invite students to stand and follow Jonathan’s directions. Pause after
the close-up demonstrations of each new step (le frotté simple, le doublé,
the combination le frotté simple-doublé-doublé, le piqué, le kické) to give
students an opportunity to imitate each added step. Ask students questions
as they practise to reinforce these new terms.
- Levez-vous et pratiquez la gigue.
- Quelles parties du pied est-ce que Jonathan identifie?
(Il identifie le talon et les orteils.)
- Qu’est-ce qu’on fait? Quels pas est-ce qu’il y a? (Il y a le frotté
simple, le doublé, le piqué, le kické.)
Qui veut apprendre? For teacher reference
On lève les talons. On touche le plancher, on tombe : Touche, tombe.
On pique et on saute, etc.
Lesson 11 La gigue québécoise Student Resource pp. 16–17
MATERIALS Student Resource pp. 8–9, 16–17 Video: Qui veut apprendre la gigue?
CULTURAL AWARENESS Did you know that la gigue was introduced in Canada between 1820 and 1850 by Irish, British, and Scottish immigrants? It was then adapted to various regions as it travelled the country. The Métis people consider la gigue a traditional dance in their culture.
RESPONSE TO TEXT: Dance la gigue with the video. (SP) Allow students enough time to practise the routine (all or part of it)
to become comfortable with the sequence of moves. Play the final
segment of the video and have the students dance along with the
performers. (Note: Pause the video at the end of the dance lesson so that it
is easy to play the final segment.)
- Regardez la vidéo. On va danser ensemble.
WRAP UP: Give an opinion about la gigue. (M) (SP) In advance, display descriptors learned to describe dance styles.
Add a few extra descriptors, such as C’est facile, C’est difficile, etc. Give
your opinion about la gigue and ask students to give their opinion as well.
Record responses and ask the class to vote on each descriptor to identify
the most popular response.
- Selon moi, la gigue est athlétique. Qu’est-ce que vous pensez de
la gigue? (La gigue est rapide.)
- Maintenant, votez deux fois pour les deux opinions les plus
vraies pour vous. Qui pense que la gigue est athlétique?
Dix personnes! Qui pense que la gigue est rapide?
Quinze personnes!
PD CORNER Consider sharing la gigue with another class in the school. Students from both classes could be paired together. Teach the steps on a one-to-one basis and then both groups could perform the dance.
WARM-UP: Talk about music preferences. (M) (SP) Ask students to recall music types they talked about in Échos
Pro 2, Module 2 : Ah oui! J’aime ça! and any other types of music they
know (e.g., la musique techno, la musique religieuse, etc.). Replay Vive
la musique! and pause after each music selection to identify the musical
genre. Survey the class to determine who likes listening to each type of
music.
- Écoutez la première sélection. Est-ce que c’est de la musique
pop ou de la musique rap? (C’est de la musique pop.)
- Qui aime écouter de la musique pop? (J’aime écouter de
la musique pop.)
- Dix-sept personnes aiment écouter de la musique pop!
Vive la musique!
1. Est-ce que c’est de la musique classique ou de la musique pop?
[instrumental piece: pop]
2. Est-ce que c’est de la musique country ou de la musique folklorique?
[instrumental piece: country]
3. Est-ce que c’est de la musique country ou de la musique hip-hop?
[instrumental piece: hip-hop]
4. Est-ce que c’est de la musique folklorique ou de la musique
classique?
[instrumental piece: folk]
5. Est-ce que c’est de la musique classique ou de la musique pop?
[instrumental piece: classical]
6. Est-ce que c’est de la musique classique ou de la musique rap?
[instrumental piece: rap]
BEFORE LISTENING
CONTEXTUALIZE/PERSONALIZE: Explain a musical choice. (M) (SP) In advance, display opinions about music. (C’est rythmique.
C’est dynamique. C’est énergique. C’est rapide.) Add other descriptors
used to describe dance styles. Introduce four new music types by playing
Vive la musique du monde! Pause after each music selection to identify
the musical genre and ask for students’ opinions.
Lesson 12 Mes découvertes musicales! Student Resource pp. 18–19
MATERIALS Student Resource pp. 18–19 Audio: Vive la musique! (Échos Pro 2, Module 2 : Ah oui! J'aime ça!) Audio: Vive la musique du monde! Audio: La musique unit le monde. Props: World map
SHARED LISTENING 1: Listen for familiar words. (M) (SP) Refer to Student Resource pp.18–19 (images-only version) as
you listen to the song La musique unit le monde. Pause after the first
refrain and each verse to identify familiar words. Ask students to also
confirm their predictions regarding the type of music each photo
represents.
- Écoutez le refrain. « La musique, petit, grand » sont des mots
familiers. Est-ce qu’il y a d’autres mots familiers? (…)
- Confirmez vos prédictions. Quel type de musique correspond à
la première photo? Est-ce que notre prédiction est correcte?
SHARED LISTENING 2: Listen for music origins and opinions. (SP) Listen to the song a second time, pausing after each verse to identify
the music origin and an opinion. Point to the country of origin on a world
map and ask students to say whether they agree with the opinion or have
other opinions to suggest.
- De quelle origine est la musique salsa? (C’est de la musique
cubaine.) [Point to Cuba on a map.]
- Comment est la musique salsa? Est-ce que c’est rythmique?
dynamique? énergique? rapide? (C’est énergique.)
- Qui a d’autres suggestions? (C’est original. C’est intéressant.)
WRAP-UP: Sing the module song. (SP) Refer to Student Resource pp. 18–19. Play the song again while
reading the lyrics. Invite students to say whether they agree or have other
opinions.
- La musique bhangra, c’est dynamique. Vous êtes d’accord?
Vous avez d’autres opinions? (La musique bhangra, c’est
original. La musique bhangra, c’est rythmique.)
- Quelle musique est spéciale dans votre culture? (…)
PD CORNER You may have students sing the refrain in between listening to each verse. This gives them a chance to get used to the song while familiarizing themselves with one part of it.
DIFFERENTIATION Consider asking students to make flashcards with the various statements. As the song is playing and they hear an opinion, they hold up the corresponding card.
INTERACTIVE TECHNOLOGY Consider using Le Canada, c'est multiculturel!, Interactive Whiteboard Activity 2: La musique (online or on DVD) to have students identify music genres and their origins.
WARM-UP: Explain a choice of activity. (M) (SP) In advance, display descriptors about food, dance, fashion, and
music. Ask students to make a choice and give a reason.
- Myriam, qu’est-ce que tu veux faire? (Je veux porter un béret.)
- Pourquoi est-ce que tu veux porter un béret? (C’est élégant.)
(GP) Call on two volunteers to model a conversation as the class
observes.
MODÈLE
S1: Qu’est-ce que tu veux faire?
S2: Je veux danser la danse des cerceaux.
S1: Pourquoi est-ce que tu veux danser la danse des cerceaux?
S2: C’est athlétique.
(IP) Play the module song and direct students to move freely around the
room. When the music stops, instruct them to have a conversation with
the nearest person. (Refer to the Program Overview for a description of
the "milling to music" grouping technique.)
- Dansez et bougez dans la classe. Quand la musique arrête,
parlez à la personne près de vous.
AFTER LISTENING
RESPONSE TO TEXT 1: Gather information from classmates, Part 1. (M) (SP) Refer to Fiche d'activité 6a : Je fais des recherches. (Refer to
the Program Overview for a description of the "group grid" cooperative
structure.) Model the activity with the help of three volunteers. Record
the names of group members on Fiche d'activité 6a, ask a question of one
group member, and record his/her response in the appropriate square of
the graphic organizer (for Questions 1 to 3 only). Direct each group
member in turn to ask a question as you record the responses.
- Charlie, Michaela et Francis sont dans mon groupe. J’écris
leurs noms sur ma fiche. On pose les questions 1 à 3.
- Francis, qu’est-ce que tu veux manger? (Je veux manger
des pierogis.)
Lesson 13 Mes découvertes musicales! Student Resource pp. 18–19
MATERIALS Student Resource pp. 8–9, 18–19 Fiche d'activité 6a : Je fais des recherches. Fiche d'évaluation 1 : Je réfléchis durant le module. Fiche d’évaluation 4 : Je réfléchis sur les cultures. Fiche d’évaluation 5 : Assessment FOR Learning Cartes de rôle 1, 2 Audio: La musique unit le monde. Personal dictionary
DIFFERENTIATION Allow some students to pre-select partners to increase comfort with the speaking component. Or, allow students to prepare statements for use in the activity prior to playing the music.
DIFFERENTIATION You may wish to modify this fiche, replacing the specific questions with the general question Qu’est-ce que tu veux faire? Students will use this question in the performance task when they pose the open-ended question to classmates.
- Charlie, Michaela, Francis et moi, nous écrivons la réponse de
Francis. « Il veut manger des pierogis. » Charlie, c’est
ton tour. Pose une question.
(GP) Ask four volunteers to demonstrate the activity as the class
observes. Provide each student with a copy of Fiche d'activité 6.
Name un / une chef d’équipe et un encourageur for the activity.
MODÈLE
S1 [le chef d’équipe]: Emma, tu commences.
S2: D’accord. Shakira, quelle danse est-ce que tu veux danser?
S3: Je veux danser le hip-hop.
S2: Pourquoi est-ce que tu veux danser le hip-hop?
S3: C’est rythmique.
S4 [l’encourageur]: Très bien.
S1 [le chef d’équipe]: Merci. On écrit la réponse de Shakira. [Pause
for writing.] Shakira, c’est ton tour.
(IP) Form groups of four and invite all groups to work on Fiche
d'activité 6. Suggest that students complete approximately half of the grid
in this session.
Fiche d'activité 6a : Je fais des recherches : Answer Key
Answers will vary.
Assessment FOR Learning (listening to understand): Assess to
determine if students can listen to classmates' food, dance, and music
choices and record key details. If students need extra support or challenge
for the activity, consider the recommendations below.
HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS
Restructure the activity so that
students complete it in pairs,
rather than as a group. Make
deliberate choices in the pairing
of students.
After students complete the chart,
ask them to create a bar graph
which summarizes, visually, the
details in the chart.
RESPONSE TO TEXT 2: Make an entry in a personal dictionary. (SP) Refer to Kiran, the mascot on Student Resource p. 19. Read his
speech bubble then point to a music choice of your own. Think aloud as
you write sentences and have students edit it. Help a few students follow
your model.
PD CORNER Remind students to use the production strategy (J’utilise des ressources) as they write their sentences, e.g., On utilise le livre et le dictionnaire personnel comme ressource.
COOPERATIVE LEARNING Structure groups carefully in terms of students’ linguistic ability, ensuring that each group includes a stronger student, some average students, and a less adept student (e.g., heterogenous grouping). If class numbers do not divide equally into four, form groups of three rather than five. Remind students to use cooperative language for Je donne de l’énergie à mon groupe as they work. Refer to Student Resource pp. 8–9 for a quick review of expressions.
Use Fiche d’évaluation 5 : Assessment FOR Learning to track a few students’ facility with the criterion each day, noting who needs support (S), who needs challenge (C), and who is on target (T).
- Kiran veut écouter de la musique salsa. J’écris mon choix :
Je veux écouter de la musique bhangra. C’est de la musique
indienne. C’est original. Aidez-moi à vérifier, s’il vous plaît.
- Paula, qu’est-ce que tu veux écouter? (Je veux écouter de la
musique reggae. C’est de la musique jamaïcaine. C’est
rythmique.)
(GP) Ask a student to write his/her sentences and have them peer-edited
as the class observes.
- Vanessa, écris tes phrases et demande à un ou une partenaire
de vérifier.
(IP) Direct students to complete an entry in their personal dictionaries
using the established process.
WRAP-UP: Self-assess. (SP) Refer to Fiche d'évaluation 1 : Je réfléchis durant le module. Read
aloud the statements with students using an echo reading technique. Ask
students to help you respond to the first statement in Part C.
(GP) Invite a student to complete the second statement as the class
observes.
(IP) Ask all students to self-assess the statements in Part C in the same
manner.
INTERCULTURAL AWARENESS As students write about music they would like to listen to, ask them to compare these musical styles to music in their own cultural experiences. Have students use Fiche d’évaluation 4 to record the date when this reflection takes place.
WARM-UP: Share commonalities. (M) (SP) Refer to Fiche d'activité 6a : Je fais des recherches. Ask groups
from the previous lesson to reconvene. Point to your fiche and identify a
commonality. Using the “numbered heads together” cooperative structure,
give groups 8–10 seconds of conference time before calling out a number
and asking that student to identify a commonality for their group.
- [Point to Fiche d'activité 6a.] Dans mon groupe, Francis veut
danser la gigue et Michaela veut danser la gigue. C’est pareil.
Regardez votre fiche et trouvez une similarité. Vous avez
10 secondes. Je pose la question à l'élève numéro deux dans
chaque groupe.
BEFORE READING
CONTEXTUALIZE/PERSONALIZE: Do a picture walk. (SP) (GP) Refer to Student Resource pp. 20–21 (images-only version).
Examine the informative text using comprehension strategies learned in
previous modules: Je pose des questions; Je fais des prédictions. Read the
captions as students examine the images. Ask students if they are familiar
with these sports using Je connais ça and Je ne connais pas ça. Have
them predict the origin of each sport by suggesting a choice of origins in
each case and pointing to the countries on a world map. Record their
responses.
- La course de bateaux-dragons, est-ce que tu connais ça?
(Je connais ça. / Je ne connais pas ça.)
- Faites des prédictions. De quelle origine est la course de
bateaux-dragons? Est-ce que c’est un sport américain ou
un sport chinois? (…)
DURING READING
MODELLED READING: Read for gist and enjoyment. (M) Read aloud or play the audio version of Student Resource pp. 20–21
as students follow along. Ask questions to verify that students understand
the gist and confirm predictions.
- Comment sont les sports? (Les sports sont spectaculaires,
populaires, actifs, intéressants.)
Lesson 14 Mes découvertes sportives! Student Resource pp. 20–21
MATERIALS Student Resource pp. 20–21 Fiche d'activité 6a : Je fais des recherches. Fiche de stratégie 22 : Je pose des questions. (2) Props: World map
PD CORNER Providing a selection of choices of new language in your question supports students to respond in French. Include some choices that are familiar or easy to understand when possible to make language more accessible.
- De quelle origine sont les sports? (La course de bateaux-
dragons est un sport chinois. La crosse est un sport autochtone.
Le basket-ball est un sport canadien. Le baseball est un sport
américain.)
- Est-ce que vos prédictions sont correctes? (…)
SHARED READING 1: Ask questions. (SP) Refer to Fiche de stratégie 22 : Je pose des questions (2) or an
anchor chart of the fiche. Read aloud the text using a chime-in reading
technique allowing students to chime in with familiar words and
cognates. Ask students to help you use the strategy.
- Quels sont les mots familiers et les mots-amis? (« Dragons » est
un mot-ami. « Spectaculaire » est un mot familier.)
- Quels sont les mots importants? (« Chinois » est un mot
important.)
- Quelles sont mes expériences personnelles? (J’aime jouer
au basket-ball. Mon frère joue à la crosse.)
- Quels sont les liens dans ma communauté? (Il y a une course de
bateaux-dragons dans notre ville.)
WRAP-UP: Determine students’ sports opinions. (M) (SP) Summarize the preceding activity by naming a sport and giving
your opinion. For each sport, invite students to stand and say whether
they agree or have other opinions.
- Le basket-ball, c’est rapide. Levez-vous si vous êtes d’accord.
(Le basket-ball, c’est rapide.)
- Levez-vous si vous avez d’autres opinions. (Le basket-ball, c’est
populaire.)
- Quel sport est populaire dans votre famille? (…)
PD CORNER Reinforce numbers in a contextualized way by asking students to read the years in the text. Model for students how years are expressed in French, e.g., deux mille quatorze.
CULTURAL AWARENESS Did you know that long boats, similar to the dragon boats, were traditionally used by some First Nations peoples in Canada? Those boats, called rabaska were used to travel long distances on large lakes and rivers.
WARM-UP: Express an opinion about sports. (M) (SP) In advance, display opinions (C’est spectaculaire. C’est actif.
C’est populaire. C’est intéressant. C’est amusant.) and origins for sports
(C’est un sport américain. C’est un sport autochtone. C’est un sport
canadien. C’est un sport chinois.) Start a conversation chain by asking
the first student what he or she would like to do. (Give students a choice
between Je veux regarder ou Je veux jouer.)
Direct three students to respond in turn, the first naming a sport he/she
wants to try, the second giving an opinion and the third naming the origin
of the sport. The next student in the chain asks the question and the chain
continues until every student has had a chance to participate.
MODÈLE
S1: Qu’est-ce que tu veux faire? [To S2]
S2: Je veux regarder les courses de bateaux-dragons.
S3: C’est amusant.
S4: C’est un sport chinois.
S5: Qu’est-ce que tu veux faire? [To S6]
DURING READING (CONTINUED)
SHARED READING 2: Make meaning. (SP) Refer to Student Resource pp. 20–21. Read the text aloud with
students using an echo reading technique. After each segment, ask
questions to verify comprehension.
- Quel est le sport national du Canada? (C’est la crosse.)
- Qui invente le basket-ball : un Canadien ou un Américain?
(Un Canadien invente le basket-ball.)
- Quels sports dans cet article est-ce qu’on fait dans notre école?
notre ville?
SHARED READING 3: Explore language. (M) (SP) Read the text again using a choral reading technique. Read the
first sentence in paragraph 1 and direct students to read the second
sentence in unison. Continue alternating each sentence.
Lesson 15 Mes découvertes sportives! Student Resource pp. 20–21
MATERIALS Student Resource pp. 20–21 Fiches d'activité 6a, 6b : Je fais des recherches. Fiche d'activité 7 : C’est quel sport? Fiche d’évaluation 5 : Assessment FOR Learning Cartes de rôle 1, 2 Personal dictionary
INTERACTIVE TECHNOLOGY Consider using Le Canada, c'est multiculturel!, Interactive Whiteboard Activity 3: Les sports (online or on DVD) to have students identify sports and their origins.
Graphophonics: Draw students’ attention to the nasal sounds and letter
combinations that represent them. Review the [ã], [ɛ]̃ and [ɔ̃] sounds
introduced in earlier modules. Consider listing these on a word wall in
complete sentences.
- Trouvez des mots qui ont le son [ã]. (C’est « dans, France, en,
Angleterre ».)
- Trouvez des mots qui ont le son [ɛ ̃]. (C’est « canadien,
inventeur, invente, américain, terrain ».)
- Trouvez des mots qui ont le son [ɔ ̃]. (C’est « dragons, monde,
son, Ontario ».)
AFTER READING
RESPONSE TO TEXT 1: Read clues. (M) (SP) Refer to Fiche d'activité 7 : C’est quel sport? Model the activity
by reading aloud the first sentence and referring to Student Resource
pp. 20–21 to verify details if necessary. Ask for students’ help to
complete the first sentence.
- C’est le sport national du Canada. Est-ce que c’est les courses
de bateaux-dragons, la crosse, le basket-ball ou le baseball?
(C’est la crosse.)
(GP) Invite a volunteer to complete the second sentence as the class
observes.
(IP) Ask students to complete the remainder of the activity independently
or in pairs. Encourage students to use the text as a resource. Verify
responses.
Fiche d'activité 7 : C’est quel sport? : Answer Key
1. la crosse; 2. le basket-ball; 3. les courses de bateaux-dragons;
4. le baseball; 5. la crosse; 6. le baseball; 7. les courses de bateaux-
dragons; 8. le basket-ball
Assessment FOR Learning (reading comprehension): Assess to
determine if students can read sports riddles and show understanding by
identifying the sports. If students need extra support or challenge for the
activity, consider the recommendations below.
HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS
Cut up Fiche d'activité 7 so that
each statement is on its own
sentence strip. Show students how
to hold the strip against the
Student Resource to locate key
words to help with the riddle.
Add additional information to
some of the clues, which may or
may not be relevant to determining
the identity of the sport.
Use Fiche d'évaluation 5 : Assessment FOR Learning to track a few students’ facility with the criterion each day, noting who needs support (S), who needs challenge (C), and who is on target (T).
RESPONSE TO TEXT 2: Gather information from classmates, Part 2. (IP) Refer to Fiche d'activité 6b : Je fais des recherches and the work
done on the first part of this graphic organizer (Fiche d'activité 6a) in
Lesson 13 using the "group grid" cooperative structure. Ask students to
return to those groups and to finish completing the graphic organizer by
taking turns as they did in the first session. Assign a new chef d’équipe
and encourageur to each group. Remind students to use the production
strategy – using resources – when writing sentences.
- Voici votre organisateur graphique. Continuez le travail. Posez
des questions pour les questions 4 et 5.
Fiche d'activité 6b : Je fais des recherches : Answer Key
Answers will vary.
Assessment FOR Learning (speaking to interact): Monitor and assess
to determine if students can ask and answer questions about their
preferences. If students need extra support or challenge for the activity,
consider the recommendations below.
HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS
Allow students to consult the
Student Resource for help with
spelling, or direct students to
spell words to each other if there
is confusion about the word being
shared.
Allow students to add new details
to their changes, including polling
about other interests not included
in the fiche.
WRAP-UP: Make an entry in a personal dictionary. (M) (SP) Refer to Danielle and Kiran, the mascots on Student Resource
pp. 20–21. Read their sports choices and point to a sport that you want to
watch or try. Write a sentence and ask students to help you revise it. Help
a few students follow your model.
- Danielle veut jouer à la crosse et Kiran veut regarder
des courses de bateaux-dragons. J’écris mon choix : Je veux
jouer au baseball. C’est un sport américain. C’est populaire.
Vérifiez ma phrase, s’il vous plaît. (…)
- Kaitlin, qu’est-ce que tu veux faire? (Je veux jouer au basket-
ball. C’est un sport canadien. C’est rapide.)
ASSESSMENT TIP Consider observing a single group of four students at a time (while the rest of the class completes other work, such as the Wrap-Up activity. This enables easier monitoring of students’ interaction.
Use Fiche d’évaluation 5 : Assessment FOR Learning to track a few students’ facility with the criterion each day, noting who needs support (S), who needs challenge (C), and who is on target (T).
COOPERATIVE LEARNING Consider using Student Resource pp. 8−9 or Fiche de stratégie 21 to reinforce the strategy Je donne de l’énergie à mon groupe as students interact.
(GP) Ask a student to write an entry and call on a classmate to edit
his/her work as the class observes.
(IP) Direct students to complete an entry in their personal dictionaries
(see below for two differentiated options for this activity).
Option 1: Students
who enjoy working
with written text.
Option 2: Students
who enjoy working
with visuals.
Option 3: Students
who enjoy working
with technology-
based text forms.
Students create a
personal dictionary
entry as described
above.
Students use the
information from
their entry to create
an illustrated “flyer”
about their chosen
sport. They post their
flyers on the class
bulletin board.
Students create the
dictionary entry as a
“text message” that is
recorded on a sticky-
note in the shape of a
cell phone.
ALTERNATE DIFFERENTIATED ACTIVITY To differentiate this activity by product, ask students to complete the task in a way that best aligns with their interests. See suggestions for tasks in the chart.
PREPARE A WRITTEN TEXT: Create a passport. (M) Model the creation of a passport using a think-aloud.
- Je relis mon dictionnaire personnel et je choisis trois
découvertes pour mon passeport. Je choisis les sushis, la gigue,
et le baseball. J’écris mes descriptions. J’utilise le modèle à
la page 4. Je demande à une personne de vérifier
mes descriptions. Je choisis des exemples de mes découvertes :
je choisis une recette pour le baklava, une vidéo sur Internet
pour la gigue et une photo pour le baseball.
(SP) Help a student walk through the steps.
- Melinda, qu’est-ce que tu choisis? (Je choisis le baklava,
le gumboot et la musique reggae.)
- Écris une description pour le gumboot. (Je veux danser
le gumboot. C’est une danse sud-africaine. C’est énergique.)
- Demande à un ou une partenaire de vérifier. (Colin, vérifie,
s’il te plaît.)
- Quel exemple est-ce que tu choisis pour le gumboot? (Je choisis
une vidéo sur Internet.)
(GP) Ask a volunteer to go through the steps as the class observes. Ask
all students to help you make a list of success criteria after the
demonstration. If using Fiche d’évaluation 2 : Je planifie mon projet (See
margin note), refer to step 1.
- Qu’est-ce que vous faites pour réussir?
Je crée mon passeport.
- Je relis mes découvertes multiculturelles.
- Je choisis trois découvertes.
- J’utilise un modèle : J’écris le nom de la découverte. J’écris l’origine
de la découverte. J’écris mon opinion.
- Je demande à un ou une partenaire de vérifier.
- Je choisis des exemples : Je choisis un exemple écrit, visuel, audio ou
vidéo.
- Je crée mon passeport.
PD CORNER Co-constructing success criteria with students makes them aware of expectations. Use Fiche d’évaluation 2 : Je planifie mon projet to help students self-monitor their planning. Alternatively, modify the criteria to reflect class decisions and display on an anchor chart or record in student notebooks.
DIFFERENTIATION Students who are comfortable with the task and require language may be encouraged to choose some of their discoveries from outside of the suggestions in the Student Resource.
(IP) Allow sufficient time for students to “publish” their passports.
Schedule time in a computer lab for students who wish to create an
electronic passport or provide students with materials. Hand out blank
passports, made by folding two sheets of 8 x 11 paper into four to create a
stapled booklet or give students the paper and guide them through the
process of creating the passport themselves.
- Préparez vos passeports.
Assessment OF Learning (using the writing process): Assess and
evaluate the extent to which students can use the writing process to
publish a passport. Use Fiche d’évaluation 6a : Assessment OF Learning
and Fiche d’évaluation 6b : Performance Descriptors, or Fiche
d’évaluation 7 : Mon projet to evaluate.
WRAP-UP: Share an idea. (M) (SP) As students exit the classroom, ask them to share an idea they
have chosen for their passport. Model and ask students to follow the
model.
- Moi, je mets la gigue dans mon passeport. Qu’est-ce que
vous mettez dans votre passeport? (Je mets le gumboot dans
mon passeport.)
INTERACTIVE TECHNOLOGY Consider using Le Canada, c'est multiculturel!, Interactive Whiteboard Activity 4: Qu'est-ce que tu veux faire? (online or on DVD) to have students identify the cultural preferences they hear and state a personal preference from among the suggestions made.
WARM-UP: Sing the module song. (SP) Refer to Student Resource pp. 18–19. Play the module song and ask
students to sing along.
DURING ORAL INTERACTION
Participate in express interviews. (M) Refer to Student Resource p. 23. Ask volunteers to help you model
two possible conversations that students will have when sharing their
passports with classmates: a conversation in which the questioner knows
the item being discussed or a conversation in which the questioner
doesn’t know or has forgotten the origin of the item being discussed.
Anchor charts for each conversation may be prepared for use during
interviews.
(SP) Refer to Fiche d’activité 8 : Je prends des notes. Ask volunteers to
help you model the conversations a second time with students’ actual
passports. As you question the volunteers, show the class how to make jot
notes on Fiche d’activité 8, writing one or two-word answers or drawing
something to record your partner’s answers during the interview.
- Sara est ma partenaire. Je pose des questions et je note
les réponses de Sara sur la fiche. J’écris un mot ou deux mots,
ou je dessine. Sara partage son exemple. Après, on change de
rôle. Sara pose les questions et je réponds.
(GP) Ask two students to interview each other and make jot notes on
Fiche d’activité 8 as the class observes. Ask all students to help you make
a list of success criteria after the interview. If using Fiche d’évaluation 2 :
Je planifie mon projet, refer to step 2. Remind students to be positive with
their partner, using the cooperative strategy language for Je donne de
l’énergie à mon groupe.
- N’oubliez pas de faire des petites notes.
- Qu’est-ce que vous faites pour réussir?
Lesson 17 Mon projet Student Resource pp. 22–23
MATERIALS Student Resource pp. 18–19, 22–23 Fiche d’activité 8 : Je prends des notes. Fiche d’évaluation 2 : Je planifie mon projet. Fiche d’évaluation 6a : Assessment OF Learning Fiche d’évaluation 6b : Performance Descriptors Fiche d’évaluation 7 : Mon projet Cartes de rôle 1, 2 Audio: La musique unit le monde.
PD CORNER Having students make jot notes as part of preparing to write serves two purposes: it helps them organize their thoughts, and it helps them transfer a familiar technique they use in other subject areas.
MODÈLE A : Je connais ça! MODÈLE B : Je ne connais pas ça!
S1: Bonjour, Martha, qu’est-ce
que tu veux faire? [S1 writes
Martha on Fiche d’activité 8.]
S2: Je veux manger des sushis.
[S1 writes « des sushis ».]
S1: Je connais ça. C’est de
la cuisine japonaise. Pourquoi
est-ce que tu veux manger
des sushis?
S2: C’est délicieux. Voici
un exemple. [S1 writes
« délicieux » under « des
sushis ».]
S1: Bonjour, Steven, qu’est-ce que
tu veux faire? [S1 writes Steven on
Fiche d’activité 8.]
S2: Je veux jouer au cricket. [S1
writes « jouer au cricket ».]
S1: Je ne connais pas ça.
Qu’est-ce que c’est?
S2: C’est un sport anglais.
S1: Pourquoi est-ce que tu veux
jouer au cricket?
S2: C’est différent. Voici
un exemple. [S1 writes « différent »
under « jouer au cricket ».]
Je participe à des entrevues express.
- Je pose des questions.
- Je dis si je connais ça ou si je ne connais pas ça.
- Je prends des notes.
- Je réponds à des questions en phrases complètes.
- Je donne mon opinion.
(IP) Form groups of four. On a signal, students take turns asking
questions and responding while all students in the group record
information on Fiche d’activité 8. Encourage students to stop and check
for accuracy with their partner. Students complete three interviews.
Assign the roles of chef d’équipe and encourageur for this activity.
In order to assess all students, set up activity centres. Centres should
involve familiar language for students. One may be a practice centre for
the interview, while students interview each other in your presence at
another centre. Alternatively, ask students to videotape their interviews.
PD CORNER Activity centres allow students an opportunity to work on a variety of tasks while being supported by the teacher and peers.
COOPERATIVE LEARNING Since the cooperative tactic for this module is the Group Grid, you may opt to have students complete this activity in those Base Groups (formed in Lesson 13). See the Program Overview for more information on this tactic.
WARM-UP: Sing the module song. (SP) Refer to Student Resource pp. 18–19. Play the module song and ask
students to sing along. You may encourage students to add movement that
reflects each style of music.
BEFORE READING
Summarize learning. (SP) Use Fiche d'activité 9 : Dans ce module... to help students visually
represent their accomplishments in this module. Encourage them to leaf
through the Student Resource and identify activities linked to each page.
- Regardez les pages 6–7. Qu’est-ce qu’on fait ici?
(On lit une histoire en images.)
DURING READING
MODELLED READING: Read for meaning. (SP) Read aloud Student Resource pp. 24–25. As you read, ask students
to name the corresponding texts.
- Je peux écouter une description d’un défilé de mode. Comment
s’appelle le texte? (Le texte s’appelle « Mes découvertes de
la mode! »)
SHARED READING: Link to personal experience. (SP) Read aloud Student Resource pp. 24–25 using a chime-in reading
technique. Pause after each statement and ask students to link to their
experience and identify favourite texts.
- Je peux parler d’un sport. Quel sport est-ce que tu veux jouer,
Parveen? (Je veux participer aux courses de bateaux-dragons.)
- MacKenzie, quel est ton texte préféré? (J’aime lire « Mes
découvertes de la danse! »)
Lesson 19 Je peux Student Resource pp. 24–25
MATERIALS Student Resource pp. 18–19, 24–25, 32 Fiche d'activité 9 : Dans ce module… Fiche d'évaluation 3 : Je réfléchis sur le module. Fiche d'évaluation 4 : Je réfléchis sur les cultures. Audio: La musique unit le monde.
PD CORNER Reflecting on learning and summarizing it validates students and helps them feel successful.
MODELLED READING: Read for gist and enjoyment. (M) Read aloud or play the audio version of Student Resource pp. 26–27
as students follow along. Ask questions to verify that students understand
the gist and confirm predictions.
- Regardez les images et les légendes. Est-ce que vos prédictions
sont correctes? (…)
- Nommez un plat sur le menu libanais et le menu mexicain.
- Qu’est-ce qui est semblable sur les deux menus?
SHARED READING 1: Ask questions. (SP) Refer to Fiche de stratégie 22 : Je pose des questions (2) or an
anchor chart of the fiche. Read aloud the text using an echo reading
technique. Ask students to help you use the strategy.
- Quels sont les mots familiers et les mots-amis? (« Menu » est
un mot-ami. « Cuisine » est un mot familier.)
- Quels sont les mots importants? (« Les assiettes, les entrées,
les boissons, les desserts » sont des mots importants.)
- Quelles sont mes expériences personnelles? (J’aime manger
les tacos.)
- Quels sont les liens dans ma communauté? (Il y a un restaurant
libanais / mexicain dans notre ville. Il s’appelle…)
AFTER READING
RESPONSE TO TEXT 1: Listen to restaurant orders. (M) (SP) Refer to Student Resource pp. 26–27 as you listen to young
people ordering from the menus. Pause after each conversation to identify
familiar words. Ask students to follow your model.
- « J’ai faim » est un mot familier. Est-ce qu’il y a d’autres mots
familiers? (…)
DIFFERENTIATION Depending on your class, you may wish to conduct this as a “four corners” speaking activity so that students focus on one question at a time. Assign a different question to each corner of the room. Students discuss the question according to the corner of the room that they are in.
SOCIOLINGUISTIC AWARENESS Point out the language conventions in a French menu, e.g., expressions for time (14h30) and prices (4,00 $).
WARM-UP: Continue role plays. Continue role plays from the previous class in which one student plays
the role of server while the second plays the role of customer and orders
from the menu on Fiche d’activité 10 : J’ai faim! Invite the student who
orders to become the server for the next order. Display sentence starters
for the roles of server and customer for students.
- Qui est le serveur ou la serveuse? Qui est le client ou la cliente?
BEFORE READING
CONTEXTUALIZE/PERSONALIZE: Visualize a circus. (M) (SP) Use the strategy Je vois une image dans ma tête to help students
imagine a circus. Say a series of words slowly, displaying images from
the image bank with each word as you say them aloud. Begin with the
least obvious and work to the most obvious. At the end, show students a
visual of a traditional circus. Ask questions to link to personal experience
and ask them to suggest the name of a famous Canadian circus.
- Écoutez les mots et imaginez une image : Un spectacle – de
la musique – des costumes – des animaux – des acrobates –
des trapézistes – une tente – des clowns… Qu’est-ce que vous
imaginez? Je répète les mots…
- Qu’est-ce que vous imaginez? Si vous imaginez un cirque,
bravo! Vous avez raison!
- Le cirque, qui connaît ça? Qui assiste à un cirque? Qui aime
le cirque? C’est amusant? Qu’est-ce que vous aimez au cirque?
- Faites une prédiction. Comment s’appelle le cirque dans
notre texte aujourd’hui?
DURING READING
MODELLED READING: Read for gist and enjoyment. (M) Read aloud or play the audio version of Student Resource pp. 28–29
as students follow along. Ask questions to verify that students understand
the gist and confirm predictions.
Lesson 21 Le Canada dans le monde Enrichment Text 2 Student Resource pp. 28−29
MATERIALS Student Resource pp. 28–29 Fiche d’activité 10 : J’ai faim! Fiche de stratégie 22 : Je pose des questions. (2) Fiche d’activité 11 : Un diagramme de Venn
PD CORNER When students visualize and create an image in their head related to what they are learning in French, different thinking processes are activated and may make the information easier to remember.
- Comment s’appelle le cirque? (Le cirque s’appelle le Cirque du
Soleil.)
- Est-ce que vos prédictions sont correctes?
SHARED READING 1: Ask questions. (SP) Refer to Fiche de stratégie 22 : Je pose des questions (2) or an
anchor chart of the fiche. Read aloud the text using an echo reading
technique. Ask students to help you use the strategy.
- Quels sont les mots familiers et les mots-amis?
(« Le Canada » est un mot-ami. « Vient » est un mot familier.)
- Quels sont les mots importants? (« Le Cirque du Soleil » est
un mot important.)
- Quelles sont mes expériences personnelles? (J’assiste à
un spectacle. J’aime le cirque. Le cirque, c’est amusant.)
- Quels sont les liens dans ma communauté? (Il y a un cirque
dans notre ville l’été.)
SHARED READING 2: Make meaning. (SP) Read the text again using a choral reading technique. Divide the
class into four groups and invite each group to read one section with you.
Ask questions to verify understanding.
- Le Cirque du Soleil est canadien ou américain? (C’est
canadien.)
- Quel est le thème du spectacle Dralion? (C’est l’harmonie
des cultures, des humains et de la nature.)
- En quoi est-ce que le Cirque du Soleil est différent des cirques
traditionnels? (Il n’y a pas d’animaux. Les personnages,
le thème, la musique, les costumes sont très importants.)
AFTER READING
RESPONSE TO TEXT: Create a Venn diagram. (M) (SP) Refer to Fiche d’activité 11 : Un diagramme de Venn. Do a
think-aloud as you read a sentence and use it to describe le Cirque du
Soleil or a regular circus. Ask a few students to do the same. Explain that
the answer is not always black and white and may depend upon
interpretation.
- Il y a des acteurs. C’est le Cirque du Soleil, le cirque
traditionnel ou les deux? C’est les deux. J’écris la phrase
au centre.
- Il y a des costumes. Aidez-moi, s’il vous plaît. (C’est les deux.)
CULTURAL AWARENESS Did you know that le Cirque du Soleil was founded in Quebec? Today, there is a circus school in Montreal (L’école nationale de cirque de Montréal) where teenagers go to learn the skills of circus performers. More circuses from Quebec, such as le Cirque Éloise and les 7 doigts de la main are gaining popularity internationally.
DIFFERENTIATION Rather than having students write sentences into their Venn diagram, you may opt to print sentences on strips of paper that students read and place into the appropriate circle.
(GP) Invite a student to write a sentence in the correct circle as the class
observes.
(IP) Direct students to complete the activity independently or in pairs.
Learning Check (reading comprehension): Circulate, monitor, and
adjust. Use students’ work with the sentences describing le Cirque du
Soleil to assess whether they can understand the message in the text. If
some students struggle with this activity, you may opt to work with them
to provide individualized support.
WRAP-UP: Compare and discuss diagrams. Ask half of the class to place their Venn diagrams on their desktops and
stand beside them. The other half keep their Venn diagrams in hand and
circulate, visiting the stationary students. Each time a new pairing is
formed, the students examine each other’s Venn diagrams and compare
information orally.
- Groupe A, mettez vos fiches sur vos pupitres. Groupe B, circulez
avec vos fiches. Regardez les fiches de vos camarades de classe
et faites des comparaisons.
- Qu’est-ce qu’il y a dans le Cirque du Soleil? Qu’est-ce qu’il y a
dans le cirque traditionnel?
- Quelles sont les similarités? Quelles sont les différences?
Fiche d’activité 11 : Un diagramme de Venn : Answer Key
Le Cirque du Soleil : Il y a un thème. Il y a des danseurs. Il y a beaucoup
de cultures. Il y a des personnages bizarres.
Le cirque traditionnel : Il y a des animaux. Il y a des clowns traditionnels.
Les deux : Il y a des trapézistes. Il y a des acrobates. Il y a des costumes.
Il y a de la musique. Il y a des acteurs. Il y a une tente.
INTERCULTURAL AWARENESS After students compare their knowledge and experience with circuses, invite them to reflect on what they have learned about le Cirque du Soleil.