Le Canada, c’est multiculturel! - Welcome | EQUELLAcle.pearsoncanada.ca/.../1/canada_TG.pdfContents PART 1: MODULE 5 PLANNER Module 5 Overview: Le Canada, c’est multiculturel!

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.

Le Canada, c’est multiculturel! Teacher’s Guide

Copyright © 2014 Pearson Canada Inc., Toronto, Ontario

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.

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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.

Feedback on this publication can be sent to [email protected].

Pearson Canada Inc. 26 Prince Andrew Place Don Mills, ON M3C 2T8 Customer Service: 1-800-361-6128

1 2 3 4 5 WC 17 16 15 14 13 Printed and bound in Canada

Publisher: Lise Tremblay Research and Communications Manager: Jody Yvonne Managing Editor: Caroline Kloss Series Editor: Elaine Gareau Coordinating Editor: Marie Kocher Developmental Editors: Elaine Gareau , Carol Wells Project Managers, Editorial: Louise McCauley, Arlene Miller Manager, Project Management K−12: Alison Dale Project Manager, Production: Cheri Westra Art Director: Zena Denchik Cover Design: Alex Li Cover Images: (beaver) ©benchart/Fotolia, (step dance) ©Hannamariah/Shutterstock, (falafel) ©Nir Darom/Shutterstock, (Greek salad) ©Christian Jung/Fotolia, (dim sum) ©buatone/Fotolia, (sushi and chopsticks) ©GekaSkr/Shutterstock, (boy) ©totti/Fotolia, (dog) ©Leah-Anne Thompson/Shutterstock, (lacrosse player) ©Erik Isakson/Getty Images, (piece of sushi) ©Dorling Kindersley Images Composition: Lapiz Digital Services Audio Production: Hara Productions Vice-President, Publishing: Mark Cobham

ISBN-13 978-0-321-76672-4

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

6 Échos Pro 2 Teacher’s Guide Le Canada, c’est multiculturel! Copyright © 2014 Pearson Canada Inc.

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.

Explore texts:

1. Graphic text: Mes découvertes

gourmandes!

2. Informative Text: Mes découvertes

de la danse!

3. Listening activity: Mes découvertes

de la mode!

4. Song: Mes découvertes musicales!

5. Informative text: Mes découvertes

sportives!

Unit Opener: Explorons!

Explore multiculturalism in

Canadian society.

Plan ahead:

Zoom sur mon projet

Preview the

Performance Task:

1. Record personal

preferences about

cultural discoveries in a

passport.

2. Interview classmates

about their cultural

choices.

3. Add a new discovery

to their passport.

Explore further: Enrichment texts

Restaurant menus: Un choix délicieux

Informative text: Le Cirque du Soleil

Use strategies:

1. Je donne de l’énergie à

mon groupe.

2. Je pose des questions.

3. J’utilise des ressources.

4. Je réfléchis. Performance Task : Mon projet

Reflect:

Je peux : Reflect on skills and strategies.

Explore culture:

Video: La gigue québécoise

Cop

yrig

ht ©

201

4 P

ears

on C

anad

a In

c.

É

chos

Pro

2 T

each

er’s

Gui

de L

e C

anad

a, c

'est

mul

ticu

ltur

el!

7

Lea

rnin

g O

utco

mes

and

Ass

essm

ent P

lan

Beg

in m

odul

e pl

anni

ng b

y ex

amin

ing

the

lear

ning

out

com

es b

elow

. Ali

gnin

g yo

ur in

stru

ctio

n to

out

com

es e

nsur

es e

ffec

tive

and

val

id a

sses

smen

t.

Lea

rnin

g ou

tcom

es a

re e

xpre

ssed

as

“can

do”

sta

tem

ents

for

stu

dent

s on

pag

e 1

of th

e S

tude

nt R

esou

rce.

The

y ar

e al

so li

sted

as

succ

ess

crit

eria

at t

he b

egin

ning

of

ever

y le

sson

and

su

mm

ariz

ed in

the

char

t bel

ow. C

omm

unic

ate

lear

ning

goa

ls to

stu

dent

s in

sim

ple

Fre

nch

at th

e be

ginn

ing

of e

very

less

on s

eque

nce.

Ref

er t

o th

e P

rogr

am O

verv

iew

for

a d

escr

ipti

on o

f A

sses

smen

t F

OR

, OF

, an

d A

S L

earn

ing

in t

his

Pro

gram

. Use

Fic

he d

’éva

luat

ion

9 to

ref

lect

as

you

plan

, im

plem

ent,

and

debr

ief

your

exp

erie

nce

wit

h th

is m

odul

e.

AS

SE

SS

ME

NT

PL

AN

Lea

rnin

g ou

tcom

es a

re a

sses

sed

usi

ng

the

foll

owin

g m

etho

ds

and

act

ivit

ies:

S

ucc

ess

Cri

teri

a (i

ntro

duce

d in

less

ons

indi

cate

d be

low

in

ital

ics)

A

sses

smen

t F

OR

L

earn

ing

Lea

rnin

g C

heck

s

Ass

essm

ent

FO

R

Lea

rnin

g

Sug

gest

ions

for

S

uppo

rt/C

hall

enge

Ass

essm

ent

AS

L

earn

ing

Ass

essm

ent

OF

L

earn

ing

Lis

ten

ing

to

Un

der

stan

d

Ret

riev

e in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

iden

tify

wor

ds

and

idea

s. L

esso

ns 1

, 2, 8

, 10,

11,

20

Ret

riev

e in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

mak

e in

fere

nces

. Les

sons

1, 2

, 3, 6

, 7, 8

Ret

riev

e in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

mak

e co

nnec

tion

s. L

esso

ns 1

3, 1

8

Ref

lect

on

skil

ls a

nd s

trat

egie

s. L

esso

ns 1

8, 1

9

Lis

ten

to r

iddl

es

abou

t foo

d an

d da

nce

styl

es a

nd r

ecor

d so

luti

ons.

Les

son

7

Lis

ten

to r

esta

uran

t or

ders

and

che

ck o

ff

the

item

s or

dere

d.

Les

son

20

Lis

ten

to c

lass

mat

es’

food

, dan

ce, a

nd

mus

ic c

hoic

es a

nd

reco

rd k

ey d

etai

ls.

Les

son

13

Ref

lect

on

list

enin

g sk

ills

and

str

ateg

ies

afte

r co

mpl

etio

n of

th

e m

odul

e.

Les

son

19

Lis

ten

to a

nd

unde

rsta

nd a

pa

rtne

r’s

answ

ers

duri

ng “

spee

d in

terv

iew

s” b

y ad

ding

ke

y de

tail

s to

a

pass

port

. Les

son

18

Lis

ten

ing

to

Inte

ract

R

espo

nd to

an

oral

text

by

stat

ing

a fa

ct a

nd g

ivin

g an

op

inio

n. L

esso

n 15

L

earn

ing

outc

omes

are

add

ress

ed in

this

mod

ule,

but

they

are

not

ass

esse

d to

the

poin

t of

AO

L.

Ple

ase

refe

r to

oth

er É

chos

Pro

2 m

odul

es f

or th

e fu

ll a

sses

smen

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Inte

rcu

ltu

ral

Un

der

stan

din

g (L

iste

nin

g)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

peri

ence

s to

new

le

arni

ng. L

esso

ns 4

, 10,

11

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 19

Lea

rn to

dan

ce a

gig

. L

esso

n 10

Ref

lect

on

cult

ures

. L

esso

n 19

8 É

cho

s P

ro 2

Tea

cher

’s G

uid

e L

e C

an

ad

a,

c’es

t m

ult

icu

ltu

rel!

C

op

yri

ght

© 2

01

4 P

ears

on

Can

ada

Inc.

AS

SE

SS

ME

NT

PL

AN

Lea

rnin

g ou

tcom

es a

re a

sses

sed

usi

ng

the

foll

owin

g m

etho

ds

and

act

ivit

ies:

S

ucc

ess

Cri

teri

a (i

ntro

duce

d in

less

ons

indi

cate

d be

low

in

ital

ics)

A

sses

smen

t F

OR

L

earn

ing

Lea

rnin

g C

heck

s

Ass

essm

ent

FO

R

Lea

rnin

g

Sug

gest

ions

for

S

uppo

rt/C

hall

enge

Ass

essm

ent

AS

L

earn

ing

Ass

essm

ent

OF

L

earn

ing

Sp

eak

ing

to

Com

mu

nic

ate

Use

a s

trat

egy

to c

omm

unic

ate.

Les

son

3

Exp

ress

a d

esir

e, a

n op

inio

n. L

esso

ns 4

, 5, 6

, 11

Des

crib

e et

hnic

ori

gins

. Les

son

8

Use

rhy

thm

to e

xpre

ss a

n id

ea. L

esso

ns 3

, 11,

12,

17,

19

Con

vey

info

rmat

ion

oral

ly, e

.g.,

pass

port

, exa

mpl

es o

f m

ulti

cult

ural

ism

. Les

sons

16,

17,

18,

19

Res

pond

ora

lly

to a

wri

tten

text

. Les

sons

5, 7

, 15,

19,

21

Lea

rnin

g ou

tcom

es a

re a

ddre

ssed

in th

is m

odul

e, b

ut th

ey a

re n

ot a

sses

sed

to th

e po

int o

f A

OL

. Ple

ase

refe

r to

oth

er É

chos

Pro

2 m

odul

es f

or th

e fu

ll a

sses

smen

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Sp

eak

ing

to

Inte

ract

A

sk a

nd a

nsw

er q

uest

ions

, e.g

., ve

rbal

ize

wha

t the

y kn

ow

and

don’

t kno

w, e

xpre

ss a

n op

inio

n, e

xpre

ss a

des

ire,

ex

pres

s a

pref

eren

ce, j

usti

fy a

pre

fere

nce,

exp

ress

ag

reem

ent a

nd d

isag

reem

ent.

Les

sons

1, 2

, 3, 4

, 5, 6

, 7, 8

, 9,

12,

14,

15,

17,

20

Pro

vide

info

rmat

ion

in r

espo

nse

to o

ral c

ues.

Les

sons

20,

21

Use

lang

uage

pat

tern

s an

d gr

apho

phon

ics

to s

peak

flu

entl

y.

Les

sons

5, 7

, 15

Ref

lect

on

skil

ls a

nd s

trat

egie

s. L

esso

ns 5

, 9, 1

3, 1

8, 1

9

Ask

cla

ssm

ates

ab

out e

xam

ples

of

mul

ticu

ltur

alis

m.

Les

son

2

Ask

cla

ssm

ates

ab

out e

thni

c fo

ods.

L

esso

n 5

Nam

e a

danc

e st

yle

and

give

an

opin

ion.

Les

son

7

Nam

e a

piec

e of

cl

othi

ng a

nd g

ive

an o

pini

on.

Les

son

9

Ask

cla

ssm

ates

abo

ut

clot

hing

and

spo

rts

choi

ces

and

expr

ess

thei

r ow

n ch

oice

s.

Les

son

15

Ref

lect

on

spea

king

sk

ills

and

str

ateg

ies

duri

ng th

e m

odul

e an

d af

ter

com

plet

ion

of th

e m

odul

e.

Les

sons

5, 9

, 13,

19

Par

tici

pate

in “

spee

d in

terv

iew

s” w

ith

clas

smat

es to

ex

chan

ge in

form

atio

n on

cul

tura

l cho

ices

m

ade

in th

eir

pass

port

s. L

esso

n 17

Inte

rcu

ltu

ral

Un

der

stan

din

g (S

pea

kin

g)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

peri

ence

s to

new

le

arni

ng. L

esso

ns 4

, 5

Rec

ogni

ze F

renc

h so

ciol

ingu

isti

c co

nven

tion

s. L

esso

ns 3

R

efle

ct o

n in

terc

ultu

ral u

nder

stan

ding

. Les

son

19

Com

pare

eth

nic

cuis

ine

to th

eir

own

expe

rien

ces.

Les

son

4

Ref

lect

on

cult

ures

. L

esso

n 19

Cop

yrig

ht ©

201

4 P

ears

on C

anad

a In

c.

É

chos

Pro

2 T

each

er’s

Gui

de L

e C

anad

a, c

'est

mul

ticu

ltur

el!

9

AS

SE

SS

ME

NT

PL

AN

Lea

rnin

g ou

tcom

es a

re a

sses

sed

usi

ng

the

foll

owin

g m

etho

ds

and

act

ivit

ies:

S

ucc

ess

Cri

teri

a (i

ntro

duce

d in

less

ons

indi

cate

d be

low

in

ital

ics)

A

sses

smen

t F

OR

L

earn

ing

Lea

rnin

g C

heck

s

Ass

essm

ent

FO

R

Lea

rnin

g

Sug

gest

ions

for

S

uppo

rt/C

hall

enge

Ass

essm

ent

AS

L

earn

ing

Ass

essm

ent

OF

L

earn

ing

Rea

din

g C

omp

reh

ensi

on

Iden

tify

the

purp

ose

of a

text

. Les

sons

10,

20,

21

Use

a c

ompr

ehen

sion

str

ateg

y. L

esso

ns 1

, 4, 6

, 12,

14,

20,

21

R

esta

te o

r re

tell

info

rmat

ion

from

a w

ritt

en te

xt.

Les

sons

9, 1

4, 1

5, 1

6, 1

8, 2

1 E

xpre

ss p

erso

nal t

houg

hts

abou

t a te

xt. L

esso

n 19

R

efle

ct o

n sk

ills

and

str

ateg

ies.

Les

sons

18,

19

Rea

d em

ail r

eque

sts

for

advi

ce a

bout

cl

othi

ng c

hoic

es a

nd

offe

r su

gges

tion

s.

Les

son

9 R

etri

eve

info

rmat

ion

abou

t Le

Cir

que

du

Sole

il in

an

arti

cle.

L

esso

n 21

Rea

d sp

orts

rid

dles

an

d sh

ow

unde

rsta

ndin

g by

id

enti

fyin

g th

e sp

orts

. L

esso

n 15

Ref

lect

on

read

ing

skil

ls a

nd s

trat

egie

s af

ter

com

plet

ion

of

the

mod

ule.

L

esso

n 19

Rea

d pa

sspo

rt e

ntri

es

and

show

un

ders

tand

ing

by

mat

chin

g de

tail

s to

ch

arac

ters

. L

esso

n 18

Rea

din

g:

Pu

rpos

e, F

orm

, an

d S

tyle

Rea

d/vi

ew/l

iste

n to

a v

arie

ty o

f te

xts,

i.e.

, a g

raph

ic te

xt,

an in

form

ativ

e te

xt, a

n in

terv

iew

, a v

ideo

, a m

enu.

L

esso

ns 4

, 6, 1

0, 1

4, 2

0, 2

1

Lea

rnin

g ou

tcom

es a

re a

ddre

ssed

in th

is m

odul

e, b

ut th

ey a

re n

ot a

sses

sed

to th

e po

int o

f A

OL

. P

leas

e re

fer

to o

ther

Éch

os P

ro 2

mod

ules

for

the

full

ass

essm

ent c

ycle

of

this

lang

uage

co

mpe

tenc

y.

Inte

rcu

ltu

ral

Un

der

stan

din

g (R

ead

ing)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

peri

ence

s to

new

le

arni

ng. L

esso

n 7,

14,

21

R

ecog

nize

Fre

nch

soci

olin

guis

tic

conv

enti

ons.

Les

son

20

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 19

Com

pare

new

dan

ce

styl

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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.

Copyright © 2014 Pearson Canada Inc. Échos Pro 2 Teacher’s Guide Le Canada, c'est multiculturel! 11

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


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



Bef

ore

Contextualize/Personalize Talk about dance styles you want to learn.




rin

g


Aft

er

Response to Text Solve riddles.


Mes découvertes de la mode!, Fashion Commentary



Bef

ore

Contextualize/Personalize Describe the origin of clothing, e.g., C’est un vêtement français.


Shared Listening 2 Match descriptions to images.

Du

rin

g

Shared Listening 3 Confirm clothing origins.

Aft

er

Response to Text Write a letter of advice.


La gigue québécoise, Video Student Resource pp. 16–17


Bef

ore

Contextualize/Personalize Read an interview with a dance instructor.

Shared Viewing 1 View for gist and enjoyment.

Du

rin

g

Shared Viewing 2 Practise dance steps.

Aft

er

Response to Text Dance la gigue with the video.

Mes découvertes musicales!, Song Student Resource pp. 18–19


Bef

ore

Contextualize/Personalize Explain a musical choice.


Du

rin

g

Shared Listening 2 Listen for music origins and opinions.

Aft

er

Response to Text Gather information from classmates, Part 1.



Mes découvertes sportives!, Informative Text



Bef

ore

Contextualize/Personalize Do a picture walk.




rin

g


Aft

er

Response to Text Read clues.

Gather information from classmates, Part 2.

Un peu plus!: Enrichment Text 1 after Je peux, Lesson 19

Un choix délicieux, Menus Student Resource pp. 26–27

Teacher’s Guide Lesson 20

Bef

ore

Contextualize/Personalize Do a picture walk.


Du

rin

g


Aft

er

Response to Text Listen to restaurant orders.

Participate in a role play.

Un peu plus!: Enrichment Text 2 after Un choix délicieux, Lesson 20

Le Canada dans le monde, Magazine Article


Teacher’s Guide Lesson 21

Bef

ore

Contextualize/Personalize Visualize a circus.



Du

rin

g

Shared Reading 2 Make meaning.

Aft

er

Response to Text Create a Venn diagram.


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)


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.


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


Cooperative Learning

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

Teacher’s Guide Suggestions

Chef d’équipe et encourageur

Base Group Grid

Numbered Heads

Find Someone

Modified Inside/Outside Circle

Inside/Outside Circle

Move to Music

Round Robin

Lessons 9, 13, 15, 17

Lessons 13, 15

Lessons 3, 14, 16

Lesson 5

Lesson 7

Lesson 9

Lesson 13

Lesson 19

Sample Base Group Grid

Questions

Nam

e

Nam

e

Nam

e

Nam

e

1

2

3


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 Awareness

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.


Module 5 Lessons at a Glance LESSONS* STUDENT RESOURCE STUDENTS… FICHES

Dans ce module… p. 1 Discover the learning goals

associated with each lesson

sequence.

Lessons 1–3 Explorons, pp. 2–3

Zoom sur mon projet, pp. 4–5

Je coopère!, pp. 8–9

Explore multiculturalism in

Canadian society.

Learn about the performance

task.

Learn a cooperative strategy.

Fiche d’activité 1

Fiche de stratégie 21

Fiche d’évaluation 8

(ongoing)

Lessons 4–5 Mes découvertes gourmandes!,

pp. 6–7

Je pose des questions,

pp. 10–11

Read a graphic text and learn

to express their opinion about

multicultural foods.

Learn a comprehension

strategy.



Fiches d’évaluation 1, 4

Lessons 6–7 Mes découvertes de la danse!,

pp. 12–13

Read an informative text and

learn to describe the dance

styles they want to learn.

Fiches d’activité 3, 4a, 4b



Lessons 8–9 Mes découvertes de la mode!,

pp. 14–15

Mes stratégies, p. 22

Listen to a fashion show and

learn to describe the origin of

clothing items.

Learn a production strategy.


Fiches de stratégie 3, 14

Fiches d’évaluation 1, 5

Cartes de rôle 1, 2

Lessons 10–11 La gigue québécoise,

pp. 16–17

View a video to learn about a

French Canadian dance form.


Lessons 12–13 Mes découvertes musicales!,

pp. 18–19

Listen to a song and explain

why they want to hear certain

types of music.

Fiche d’activité 6a

Fiches d’évaluation 1, 4, 5


Lessons 14–15 Mes découvertes sportives!,

pp. 20–21

Read a magazine article about

sports and learn to name a

sport that they would like to

play.

Fiches d’activité 6a, 6b, 7




Lessons 16–18 Mon projet, pp. 22–23 Create a passport of their

multicultural discoveries and

discuss them with classmates.

Fiches d’activité 6a, 6b, 8

Fiches d’évaluation 2, 6a,

6b, 7, 10a, 10b


Lesson 19 Je peux, pp. 24–25 Reflect on their own learning. Fiche d’activité 9

Fiches d’évaluation 3, 4, 9


Lesson 20 Un choix délicieux, pp. 26–27 Learn to read two

multicultural menus and how

to order from a menu.

(enrichment text)



Lesson 21 Le Canada dans le monde,

pp. 28–29

Learn to read an informative

text about Le Cirque du soleil.

(enrichment text)

Fiches d’activité 10, 11


* Based on 30 to 40 minute lessons. Teaching time may extend beyond estimated time due to administrative tasks or class presentations.

Copyright © 2014 Pearson Canada Inc. Échos Pro 2 Teacher’s Guide Le Canada, c’est multiculturel! 21

FOCUS LESSON DESCRIPTION MATERIALS

Before Listening/

During Listening

1

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.

Student Resource pp. 2–3, 4–5 Audio: Explorons! Fiche d'activité 1 Props: Masking tape

After Listening

3

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

they see in photos. J’écoute une conversation.

Lessons 1–3 Explorons! Student Resource pp. 2–3


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.


MODÈLE

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).


Ricardo : Du curry? Je ne connais pas ça…

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.


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.

Assessment FOR Learning


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.)


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.


Listen to the audio selection of the chant Je donne de l’énergie à

mon groupe found at the bottom of Student Resource pp. 8–9. Say the

chant with different groups, chiming in, speaking different parts, and

miming the actions.

Je donne de l’énergie à mon groupe.

Allons-y! On est capable!

Tu as un problème? Je peux t'aider?

À mon avis,… C’est formidable!

RESPONSE TO TEXT 2: Encourage teammates. (SP) Refer to Student Resource pp. 2–3. Form groups of four by

numbering students from one to four. (Refer to the Program Overview for

a description of the “numbered heads together” cooperative structure.)

Modify the tactic as follows: Ask a question and give groups 8–10

seconds of conference time. Then, call out two numbers: one student

provides the group’s answer while the other uses an expression from the

T-chart to cheer on his/her team or give an opinion. Propose one example

as a model before starting. Note that there may be up to seven or eight

groups in the classroom.

- Je vais nommer deux numéros. Un élève donne la réponse à

la question et un élève utilise une expression de coopération.

- Voici un exemple : Ce sont les bateaux-dragons. C’est quelle

photo? Choisissez la bonne réponse avec votre groupe.

- Je pose la question au numéro deux et je demande

une expression de coopération au numéro quatre.

- Groupe un? (C’est la photo deux. On est capable!)

- Groupe deux? (C’est la photo deux. Selon moi, c’est correct!)

- Bravo! Les bateaux-dragons, c’est la photo numéro deux.

WRAP-UP: Practise the chant in pairs. (IP) Direct students to practise the chant with an elbow partner. Partners

alternate in saying each line.

- Trouvez un partenaire ou une partenaire. Dites le chant

ensemble.



Before

Reading/

During

Reading

4

Warm-Up: Talk about foods that students know

and do not know.

Contextualize/Personalize: Express an opinion

about food.

Anticipate: Do a picture walk.

Modelled Reading: Read for gist and enjoyment.

Shared Reading 1: Ask questions.

Wrap Up: Determine students’ knowledge of

ethnic foods.

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

Props: bottle of hot

pepper sauce, etc.

During

Reading/

After

Reading

5

Warm-Up: Express an opinion about ethnic foods.

Shared Reading 2: Make meaning.

Shared Reading 3: Explore language.

Response to Text 1: Survey classmates about

ethnic foods.

Response to Text 2: Make an entry in a personal

dictionary.

Wrap-Up: Self-assess.


Fiche d'activité 2

Fiche d'évaluation 1

Personal dictionary


• Ask and answer questions, e.g., verbalize

what they know and don't know.*

• Express an opinion.*


• 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 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.



- 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.

Assessment AS Learning


WARM-UP: Express an opinion about ethnic foods. (M) (SP) In advance, display opinions about food. (C’est épicé. C’est

délicieux. C’est appétissant. C’est bon.) Add others such as C’est

différent. Je ne connais pas ça. If necessary, allow students to respond

Je n’aime pas ça if they are familiar with the dish but happen not to like

it. Start a conversation chain by naming a food you would like to try and

asking a student to give his/her opinion. Students in the chain either name

a food or give an opinion on the preceding student’s choice.

- Je prends un baklava. Perry, qu’est-ce que tu penses de

mon choix? (C’est délicieux!)

- Perry, pose la question à Scarlet. (Qu’est-ce que tu prends?)

MODÈLE

S1: Qu’est-ce que tu prends?

S2: Je prends une salade grecque.

S3: C’est bon. [to S4] Qu’est-ce que tu prends?

S4: Je prends du poulet tandoori.

S5: C’est épicé. [to S6] Qu’est-ce que tu prends?

DURING READING

SHARED READING 2: Make meaning. (SP) Read the text aloud with students using a shadow reading technique.

Ask questions to confirm understanding about each of the five types of

cuisines (Polish, Italian, Japanese, Greek, and Indian). Note that students

read about origins of food but do not learn to manipulate these

expressions until Student Resource pp. 14–15, Mes découvertes de

la mode!

- Où est-ce que les amis mangent? (Ils mangent aux restaurants

rapides.)

- Chaque ami prend un plat différent, mais qu’est-ce qui arrive à

la fin de l’histoire? (Les amis partagent!)

- Qui mangent de la cuisine polonaise (italienne / japonaise /

grecque / indienne)? (C’est Daya, etc.)

- Selon Daya, comment est la cuisine polonaise? (C’est bon.)

- Qui connaît les pierogis? (Je connais les pierogis.) Donne

un autre exemple de la cuisine polonaise. (…)

Lesson 5 Mes découvertes gourmandes! Student Resource pp. 6–7

MATERIALS Student Resource pp. 6–7 Fiche d'activité 2 : Je découvre la cuisine ethnique. Personal dictionary

DIFFERENTIATION Consider referring students to Student Resource pp. 6–7 for help with recall of various foods and opinion statements.


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.


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?



Fiche d'activité 2 : Answer Key

Answers will vary.

RESPONSE TO TEXT 2: Make an entry in a personal dictionary. (M) (SP) Refer to Kiran, the mascot on Student Resource p. 7. Read his

speech bubble, then point to a food item that you like and think aloud as

you write a sentence, using the graphic text as a reference. Ask students

to help you revise the sentence, and then add it to your personal

dictionary. Help a few students follow your model.

- Kiran prend des pierogis. C’est bon. J’écris mon choix : Je

prends un samosa. C’est délicieux. J’utilise mon livre comme

ressource. Vérifiez ma phrase, s’il vous plaît. (…)

- Maintenant, j’écris le mot « samosa » dans la section « S » de

mon dictionnaire personnel et je dessine une image.

- Marshall, qu’est-ce que tu prends? (Je prends du poulet

tandoori. C’est épicé.)

- Marshall, écris une phrase et demande à une personne de

vérifier. (…)

(GP) Ask a student to write an entry and call on a classmate to edit their

work as the class observes.

- Kaitlin, écris une phrase et demande à une personne de vérifier.

(IP) Invite students to write their entries and work in pairs to peer edit

them. Next, ask them to add the corrected sentence to their personal

dictionaries (See Échos Pro 2, Module 1, La grande aventure de Samuel,

p. 34 for a full description of the personal dictionary).

Learning Check (using the writing process): Circulate, monitor, and

adjust. As students transfer their entries to the personal dictionary, check

to see that they are using edits from their classmates, if appropriate. If it

appears that students are not addressing the edits, consider providing

some direct instruction to the class.

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 A.

(GP) Invite a student to complete the second statement as the class

observes.

(IP) Ask all students to self-assess the statements in Part A in the same

manner.





Before

Reading/

During

Reading

6

Warm-Up: Guess ethnic foods.

Contextualize/Personalize: Talk about dance

styles you want to learn.




Wrap up: Determine students’ knowledge of

dance styles.

Student Resource

pp. 6–7, 12–13

Fiche d'activité 3


During

Reading/

After

reading

7

Warm-Up: Make a choice about a dance style.



Response to Text: Solve riddles.

Wrap-Up: Make an entry in a personal

dictionary.

Student Resource

pp. 6–7, 12–13

Fiches d'activité 4a, b


Personal dictionary


• Retrieve information from an oral text, e.g.,

make inferences.*

• Express a desire.



• Read a variety of texts, e.g., an informative

text.

• Ask and answer questions, e.g., verbalize

what they know and don't know, express a

desire.*

• Use language patterns and graphophonics to

speak fluently.



• Revise a text.*

• Je peux écouter un texte oral et tirer des

conclusions.

• Je peux exprimer un désir.



• Je peux lire un texte informatif.

• Je peux poser des questions et donner des

réponses, ex., je connais ça ou je ne connais pas

ça, je veux…

• Je peux identifier des mots et des sons.


cultures.



Learning Goal Students read an informative text and learn to describe the dance styles they

want to learn.

Je lis un texte informatif. Je parle de la danse. J’exprime un désir.

Lessons 6–7 Mes découvertes de la danse! Student Resource pp. 12–13


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.


Possible dance styles: For teacher reference

le ballet, le ballet jazz, la danse de groupe (line dancing), la danse

moderne, la danse à claquettes (tap dancing), le disco, le hip-hop,

le swing, le moonwalk, le twist, la valse

(M) (SP) Choose a dance style from the list. Tell students that you want

to try it and give your opinion on the dance. Emphasize je veux danser by

using gestures to make the meaning clear. Encourage students to follow

your model.

- Je choisis une danse de la liste. Moi, je veux danser

le moonwalk. C’est spectaculaire!

- Mia, quelle danse est-ce que tu veux danser? (Je veux danser

le disco. C’est rhythmique.)

Verify comprehension: After several students have described their

favourite dance style, ask others to summarize what classmates have said.

- Qui veut danser le disco? (Linell veut danser le disco.)

- Qui dit que le moonwalk est spectaculaire? (Myriam dit « C’est

spectaculaire. »)

(GP) Ask two students to talk about their choice as the class observes.

MODÈLE

S1: Je veux danser le ballet jazz. C’est difficile. Et toi?

S2: Je veux danser la danse à claquettes. C’est énergique.

(IP) Ask all students to talk with a partner about their dance choice and

express an opinion about the dance.



- Deirdre, qu’est-ce que ta partenaire veut danser? (Simone veut

danser le ballet.)


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 and say whether they know

or do not know the dance styles. Have them predict which descriptor

might be used to describe each dance. Record their reponses for

confirmation after reading the text.

- Le Bollywood, est-ce que tu connais ça? (Je connais ça. /

Je ne connais pas ça.)

- Faites des prédictions. Comment sont les danses? Est-ce que

le Bollywood est difficile, énergique, rythmique, rapide ou

spectaculaire? (…)

DIFFERENTIATION Allow students to prepare and practise statements before locating partners.


DURING READING

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.)


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.


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.)


(IP) Distribute Fiche d'activité 4a and Fiche d'activité 4b to pairs of

students. Direct students to sit facing each other in order to concentrate on

listening. Each student reads aloud five riddles to their partner and solves

five riddles by listening to their partner and recording the solutions on

their fiche.

Fiches d'activité4 a / 4b : For teacher reference

Fiche d'activité 4a : Exemple : Fletcher veut danser le gumboot.

1. Beatrice veut manger une salade grecque. 2. Aaron veut manger

un samosa. 3. Melaina veut danser le step dance. 4. Dakshi veut danser

le hip-hop. 5. Tanaya veut manger de la soupe miso.

Fiche d'activité 4b : Exemple : Samira veut manger des sushis.

1. Thomas veut manger des pierogis. 2. Alea veut danser le Bollywood.

3. Marshall veut danser la danse du cerceau. 4. Noëlle veut manger

du poulet tandoori. 5. Alex veut manger des supplis.

Learning Check (listening to understand): Collect, monitor, and

adjust. Once students have completed Fiche d'activité 4, collect and

check students’ solutions to the riddles. For riddles that pose particular

problems, consider revisiting in the next lesson.

WRAP-UP: Make an entry in a personal dictionary. (M) (SP) Refer to Danielle, the mascot on Student Resource p. 13. Read

her speech bubble, then point to a dance style that you like. Think aloud

as you write a sentence and ask students to help you revise it. Help a few

students follow your model.

- Danielle, la mascotte, veut danser le hip-hop. C’est dynamique.

J’écris mon choix. Je veux danser le step dance. C’est original.

Aidez-moi à vérifier ma phrase, s’il vous plaît.

- Louis, quelle danse est-ce que tu veux danser? (Je veux danser

le gumboot. C’est athlétique.)

(GP) Ask a student to write a sentence about the dance style he/she would

like to learn and have a partner peer-edit the sentence 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.

Learning Check (using the writing process): Circulate, monitor, and

adjust. As students are transferring their entries to the personal

dictionary, check to see that they are using edits from their classmates, if

appropriate. If it appears that students are not addressing the edits,

consider providing some direct instruction to the class.





Before

Listening/

During

Listening

8

Warm-Up: Review riddles.

Contextualize: Describe the origin of a food or

dance style.

Personalize/Anticipate: Talk about clothing

origins.

Shared Listening 1: Listen for familiar words.

Shared Listening 2: Match descriptions to

images.

Shared Listening 3: Confirm clothing origins.

Wrap-Up: Determine students’ clothing opinions.

Student Resource

pp. 14–15

Audio: Un défilé de

mode!

Props: Map of the world

During

Listening/

After

Listening

9

Warm-Up: Give an opinion on clothing.

Response to Text 1: Write a letter of advice.

Response to Text 2: Make an entry in a personal

dictionary.


Student Resource

pp. 14–15


Fiches d'évaluation 1, 5


Personal Dictionary


• Retrieve information from an oral text, e.g., make

inferences.

• Describe ethnic origins.


identify words and ideas.

• Ask and answer questions, e.g., express

agreement and disagreement, express an

opinion.*

• Restate or retell information from a written text.*

• Revise a text.*


• Je peux écouter un texte oral et tirer des

conclusions.

• Je peux décrire l’origine de plats, de danses et

de vêtements.

• Je peux identifier des mots et des idées dans

un texte oral.


réponses, ex., je suis d'accord, je ne suis pas

d'accord; je donne mon opinion.

• Je peux identifier des idées dans un texte écrit.


• Je peux réfléchir. *Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) **Assessment AS Learning

Strategy Focus: Students are introduced to the strategy J’utilise des ressources. They have many

opportunities to use the strategy before they complete a self-assessment at the end of the module.

Learning Goal Students listen to a fashion show and learn to describe the origin of clothing items.

J’écoute la description d’un défilé de monde. Je parle de la mode. Je donne mon

opinion.

Lessons 8–9 Mes découvertes de la mode! Student Resource pp. 14–15


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.



- 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...).


Un défilé de mode!

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.


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.


(IP) Group work: Invite all groups to respond to the third email on Fiche

d'activité 5 in the same way. Distribute role cards and remind students to

use the cooperative strategy.

- N’oubliez pas de donner de l’énergie à votre groupe.

(IP) Individual: Next, have students work independently to respond to

the fourth email.

Fiche d'activité 5 : Answer Key

Answers may vary. Some suggestions: 1. Un béret. Un kilt 2. Un parka.

Une chapka 3. Un bermuda. Un t-shirt 4. Un kimono. Un kilt.

Learning Check (reading comprehension): Collect, monitor, and

adjust. Use students’ work on the fourth email on Fiche d'activité 5 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.

RESPONSE TO TEXT 2: Make an entry in a personal dictionary. (M) (SP) Refer to Kiran, the mascot on Student Resource p. 15. Read his

speech bubble then point to a clothing choice of your own. Think aloud as

you write a sentence and ask students to help you revise it. Help a few

students follow your model.

- Kiran veut porter une chapka. C’est russe. J’écris mon choix :

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.



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.




HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Direct the student to highlight

elements of the entry that reflect

changes he/she has made based

on the edits, to promote the

metacognitive awareness of the

changes.

Encourage the students to self-edit

previous entries to the personal

dictionary to reflect new

understandings in French. They

can mark these changes through

sticky notes on the pages.



students to help you respond to the first statement in Part B.


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).




Before/

During

Viewing

10

Warm-Up: Follow directions.

Contextualize/Anticipate: Read an interview

with a dance instructor.

Shared Viewing 1: View for gist and

enjoyment.

Wrap-Up: Imitate simple steps.

Échos Pro 1, Module 3 :

Suivez-moi!


Video: Qui veut apprendre

la gigue?


During/

After

Viewing

11

Warm-Up: Say the cooperative chant.

Shared Viewing 2: Practise dance steps.

Response to Text: Dance la gigue with the

video.

Wrap-Up: Give an opinion about la gigue.


16–17

Video: Qui veut apprendre

la gigue?



identify words and ideas.

• Read/view a variety of texts, e.g., an

interview, a video.

• Identify the purpose of a text.




• Express an opinion.


un texte oral.

• Je peux lire une entrevue. Je peux regarder

une vidéo.

• Je peux identifier l'intention d'un texte.



cultures.

• Je peux exprimer une opinion.

Learning Goal Students learn about a French Canadian dance form.

Je regarde une vidéo. Je découvre la gigue québécoise.

Lessons 10–11 La gigue québécoise Student Resource pp. 16–17


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.


AFTER VIEWING

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.



Before/

During

Listening

12

Warm-Up: Talk about music preferences.

Contextualize/Personalize: Explain a

musical choice.


Shared Listening 1: Listen for familiar

words.

Shared Listening 2: Listen for music

origins and opinions.

Wrap-Up: Sing the module song.


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

After

Listening 13

Warm-Up: Explain a choice of activity.

Response to Text 1: Gather information

from classmates, Part 1.

Response to Text 2: Make an entry in a

personal dictionary.


Student Resource pp. 8–9, 18–

19

Fiche d'activité 6a

Fiches d'évaluation 1, 4, 5

Cartes de rôles 1, 2


monde.

Personal dictionary


• Ask and answer questions, e.g., express a

preference, justify a preference.



make connections.*


• Edit a text and respond to edits in one’s own

text.





réponses, ex., j'exprime une préférence,

je justifie une préférence.

• Je peux utiliser une stratégie de

compréhension.

• Je peux identifier des idées dans un texte oral.


• Je peux vérifier un texte et relire mon texte.


cultures.

• Je peux réfléchir. *Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) **Assessment AS Learning

Learning Goal Students listen to a song and explain why they want to hear certain types of music.

J’écoute une chanson. Je parle de la musique. J’exprime un désir. Je donne une

opinion.

Lessons 12–13 Mes découvertes musicales! Student Resource pp. 18–19


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


- Écoutez la première sélection. Est-ce que c’est de la musique

salsa ou de la musique celtique? (C’est de la musique celtique.)

- Qui aime la musique celtique? (J’aime la musique celtique.)

- Lisa, pourquoi est-ce que tu aimes la musique celtique?

(C’est énergique.)

Vive la musique du monde!

1. Est-ce que c’est de la musique salsa ou de la musique celtique?

[instrumental piece: celtique]

2. Est-ce que c’est de la musique salsa ou de la musique bhangra?

[instrumental piece: salsa]

3. Est-ce que c’est de la musique celtique ou de la musique reggae?

[instrumental piece: reggae]

4. Est-ce que c’est de la musique bhangra ou de la musique celtique?

[instrumental piece: bhangra]

(GP) Ask two students to talk about their music preferences as the class

observes.

MODÈLE

S1: Qu’est-ce que tu veux écouter?

S2: Je veux écouter de la musique reggae.

S1: Pourquoi est-ce que tu veux écouter de la musique reggae?

S2: C’est amusant.

(IP) With a partner, ask all students to talk about music preferences.



- Balraj, qu’est-ce que ton partenaire veut écouter? (Manuel veut

écouter de la musique salsa.)


Examine the song images using comprehension strategies learned in

previous modules: Je pose des questions; Je fais des prédictions. Ask

students to predict which type of music each photo represents. Record

their responses.

- Faites des prédictions. Quel type de musique est-ce que

chaque photo représente? La musique celtique, salsa, reggae ou

bhangra? (…)


DURING LISTENING

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.


- Pourquoi? (C’est bon!)

- 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.


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.





students to help you respond to the first statement in Part C.


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.





Before/

During

Reading

14

Warm-Up: Share commonalities.

Contextualize/Personalize: Do a picture walk.



Wrap-Up: Determine students’ sports opinions.

Student Resource

pp. 20–21

Fiche d'activité 6a


Props: World map

During/

After

Reading

15

Warm-Up: Express an opinion about sports.



Response to Text 1: Read clues.

Response to Text 2: Gather information from

classmates, Part 2.

Wrap-Up: Make an entry in a personal dictionary.

(Alternate Differentiated Activity)

Student Resource

pp. 20–21

Fiches d'activité 6a,

6b, 7



Personal dictionary


• Restate or retell information from a written

text.*


• Read a variety of texts, e.g., an informative text.

• Ask and answer questions, e.g. express an

opinion.*

• Respond to an oral text by giving an opinion or

stating a fact.


• Use graphophonics to speak fluently.



• Edit a text and respond to edits in one’s own

text.



compréhension.



réponses, ex., je donne mon opinion.

• Je peux écouter un texte oral et donner mon

opinion ou donner des informations.


• Je peux identifier des sons.


cultures.

• Je peux vérifier un texte et relire mon texte.


Learning Goal Students read a magazine article about sports and learn to name a sport that they would

like to play.

Je lis un texte informatif. Je parle des sports. Je donne mon opinion. J’exprime un désir.

Lessons 14–15 Mes découvertes sportives! Student Resource pp. 20–21


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


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.)



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.


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.


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.


(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.



Before

Oral

Interaction

16

Warm-Up: Share commonalities.

Describe the performance task.

Prepare a Written Text: Create a

passport.***

Wrap-Up: Share an idea.


23

Fiches d'activité 6a, 6b

Fiches d'évaluation 2, 6a, 6b, 7

Personal dictionary

During

Oral

Interaction

17

Warm-Up: Sing the module song.

Participate in express

interviews.***

Wrap-Up: Share a new finding.


22–23

Fiche d'activité 8

Fiches d'évaluation 2, 6a, 6b, 7

Cartes de rôles 1, 2


monde.

After Oral

Interaction 18

Warm-Up: Review Explorons.

Make an addition to the

passport.***

Read and respond to passports.***

Wrap-Up: Reflect on the

performance task.


23

Fiches d'évaluation 2, 6a, 6b,

7, 10a, 10b

Passports


• Publish a final product.***

• Convey information orally, e.g., passport,

examples of multiculturalism.



desire, give an opinion.***


make a connection.***


text.***

• Reflect on skills and strategies.

• Je peux publier un texte.

• Je peux parler de mon projet. Je peux

parler de mes découvertes multiculturelles.



réponses, ex., j'exprime un désir, je donne

mon opinion.

• Je peux identifier des idées dans un texte

écrit.

• Je peux écouter un texte oral et faire des

liens.

• Je peux réfléchir.

***Assessment OF Learning opportunity, Ontario Curriculum Expectations 2009 (Draft).

Learning Goal Students create a passport of their multicultural discoveries and discuss them with

classmates.

Je parle de mes découvertes multiculturelles. Je note mes découvertes multiculturelles

dans mon passeport. Je participe à des entrevues express.

Lessons 16–18 Mon projet Student Resource pp. 22–23


WARM-UP: Share commonalities. (SP) Refer to Fiches d’activité 6a et 6b : Je fais des recherches. At this

point, the graphic organizer is complete. Ask groups from the previous

lesson to reconvene. 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. Ask for commonalities in each of the five categories.

- Regardez votre fiche et trouvez une similarité pour

la nourriture, la danse, la mode, la musique, les sports.

- Commencez avec la nourriture. Je pose la question à l’élève

numéro quatre dans chaque groupe.

BEFORE ORAL INTERACTION

Describe the performance task. (SP) Refer to Student Resource pp. 22–23. Read aloud the five steps of

the performance task. Support meaning by using teacher or student-

created samples from previous years, or by referring to the examples in

Student Resource pp. 4–5 (remind students of the strategy J’utilise

des modèles). Direct students to look through their personal dictionary to

review some of the multicultural choices they made earlier. They may or

may not choose to use these examples for their passport.

- Regardez votre dictionnaire personnel. Relisez les découvertes.

- Quelles ressources est-ce que vous utilisez pour écrire?

(J’utilise les modèles dans le livre. J’utilise mon dictionnaire

personnel.)

- Regardez les modèles à la page 4 du livre. Qu’est-ce que

vous écrivez dans le passeport? (J’écris le nom de

la découverte. J’écris l’origine. J’écris mon opinion.)

- À la page 4, il y a un baklava et de la musique reggae.

Quels exemples est-ce qu’il y a? (Il y a une recette pour

le baklava et un site Web pour la musique reggae.)

- À la page 5, il y a de la musique salsa. Quel exemple est-ce

qu’il y a? (Il y a une chanson sur un lecteur MP3.)

Lesson 16 Mon projet Student Resource pp. 22−23

MATERIALS Student Resource pp. 4–5, 22–23 Fiches d’activité 6a, 6b : Je fais des recherches. 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 Personal dictionary


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.

Assessment OF Learning


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.


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.


Assessment OF Learning (speaking to interact): Assess and evaluate

the extent to which students can ask questions and respond appropriately

to a partner’s answers during “speed interviews”. Use Fiche d’évaluation

6a : Assessment OF Learning and Fiche d’évaluation 6b : Performance

Descriptors, or Fiche d’évaluation 7 : Mon projet to evaluate. Circulate

through the room to observe and evaluate.

Fiche d'activité 8 : Je prends des notes : Answer Key

Answers will vary.

WRAP-UP: Share a new finding. (M) (SP) Share with students a new idea learned from the interviews.

As students exit the classroom, ask them to do the same.

- Steven veut jouer au cricket. C’est ma nouvelle découverte.

Quelle est votre nouvelle découverte? (Martha veut manger…)



WARM-UP: Review Explorons. (SP) Refer to Student Resource pp. 2–3. Form two teams. Direct teams to

describe the images with as many sentences as possible, learned over the

course of the module. Award a point for every logical sentence.

- Formez deux équipes. Faites une phrase et gagnez un point. Par

exemple, [Point to number 1.] C’est la danse du cerceau. [Point

to number 3.] C’est du curry. [Point to number 8] C’est chaud

en hiver.

AFTER ORAL INTERACTION

Make an addition to the passport. (M) (SP) Share with students a new idea learned from the interviews.

Turn to a new page in your passport and add the new discovery. Ask a

few students to share their new discovery.

- Steven veut jouer au cricket. C’est ma nouvelle découverte.

J’écris dans mon passeport : « Je veux jouer au cricket. C’est

un sport anglais. C’est différent. » Quelle est votre nouvelle

découverte? (...)

(GP) Ask a volunteer to describe their new discovery 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,

refer to step 3.


Je choisis une nouvelle découverte pour mon passeport.

- Je relis mes notes.

- Je choisis une nouvelle découverte.

- J’écris une description de ma nouvelle découverte.

- Je demande à un ou une partenaire de vérifier.

- J’écris les phrases dans mon passeport.

(IP) Allow sufficient time for students to add a page to their passports.

- Ajoutez une page à vos passeports.

Lesson 18 Mon projet Student Resource pp. 22–23

MATERIALS Student Resource pp. 2–3, 22–23 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 Fiche d’évaluation 10a : Manny et Latisha Fiche d’évaluation 10b : Les passeports de Manny et Latisha Passports


Assessment OF Learning (listening to understand): Assess and

evaluate the extent to which students listened to and understood their

partner’s answers during the interview by reviewing what they added to

their passports. Use Fiche d’évaluation 6a : Assessment OF Learning and

Fiche d’évaluation 6b : Performance Descriptors, or Fiche

d’évaluation 7 : Mon projet to evaluate.

Read and respond to passports. (IP) Distribute Fiche d’évaluation 10a : Manny et Latisha and Fiche

d’évaluation 10b : Les passeports de Manny et Latisha. Have students

work independently to read the two passports and answer the questions on

Part B of the fiche.

Fiche d’évaluation 10b : Les passeports de Manny et Latisha : For

teacher reference

A. Manny’s choices (circled blue): 1, 4, 8, 12; Latisha’s choices (circled

red): 2, 7, 9, 11.

B. Answers will vary.

Assessment OF Learning (reading comprehension): Assess and

evaluate the extent to which students can extract information from

passport texts to match details with characters. Use Fiche d’évaluation 6a :

Assessment OF Learning and Fiche d’évaluation 6b : Performance

Descriptors, or Fiche d’évaluation 7 : Mon projet to evaluate. Circulate

through the room to observe and evaluate.

WRAP-UP: Reflect on the performance task. (SP) Ask students to reflect on the performance task by naming one thing

they did well and one thing they would like to improve. Consider asking

them to record these on a post-it note to hand in before the end of the

period with a happy and a sad face beside each.

- Pensez au projet. Qu’est-ce que vous faites? (Je crée

un passeport. Je participe à des entrevues express. Je choisis

une nouvelle découverte pour mon passeport.)

- Nommez une partie du projet qui est très bien et une partie du

projet qui n’est pas si bien. Aidan, qu’est-ce qui est très bien

pour toi? (Je participe à des entrevues express.)

- Et qu’est-ce qui n’est pas très bien? (Je crée un passeport.)





Before/

During/After

Reading

19

Warm-Up: Sing the module song.

Summarize learning.

Modelled Reading: Read for meaning.

Shared Reading: Link to personal

experience.

Reflect on the Module: Self-assess.

Reflect on Intercultural Understanding.

Wrap-Up: Participate in a round robin.

Student Resource pp. 18–

19, 24–25, 32

Fiche d'activité 9

Fiches d’évaluation 3, 4,

9


monde.




• Express personal thoughts about a text.


• Reflect on intercultural understanding.**

• Convey information orally, e.g., examples of

multiculturalism.



• Je peux donner mon opinion sur un texte.

• Je peux réfléchir.

• Je peux réfléchir sur les cultures.

• Je peux décrire des découvertes

multiculturelles.

** Assessment AS Learning opportunity, Ontario Curriculum Expectations 2009 (Draft).

Strategy Focus: Students use the strategy Je réfléchis. They complete a self-assessment of their

knowledge and skills, their use of strategies, and reflect on intercultural understandings.

Students have now completed the core lessons and performance task for this module.

Teacher Planning and Reflection: Please refer to Fiche d'évaluation 9 to reflect and support future

planning of learning experiences in subsequent modules.

Learning Goal Students reflect on their own learning.

Je réfléchis.

Lesson 19 Je peux Student Resource pp. 24–25


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.


AFTER READING

REFLECT ON THE MODULE: Self-assess. (M) Draw a happy face to show an area of success and a sad face to show

an area for improvement. Ask a student volunteer to identify two or three

activities they do well and one activity in which they need to improve.

- Faites une liste de deux ou trois choses que vous pouvez faire

très, très bien, et une chose que vous ne faites pas si bien.

- Julie, qu’est-ce que tu peux faire vraiment bien? (Je peux

donner de l’énergie à mon groupe.)

- Et qu’est-ce que tu trouves difficile? (Je peux lire un texte

informatif.)

(GP) Ask a student to make his or her own list as the class observes.

(IP) Refer to Fiche d'évaluation 3 : Je réfléchis sur le module. Direct

students to identify their own two or three best Je peux statements and the

one in which they most need improvement, as per the example.

Set a goal: Show students how to complete Mon objectif with a

description of what they would like to improve upon in future modules.

Ask students to follow your model.

- Quel est mon objectif? Regardez le visage triste ici. [Point to a

learning goal for which you gave yourself a weaker result.]

Je peux lire un texte informatif, c’est mon objectif.

- Quel est ton objectif, Jared? (…)

Assessment AS Learning: Assess and evaluate the extent to which

students can reflect on skills and strategies using Fiche d'évaluation 3 :

Je réfléchis sur le module.

REFLECT ON INTERCULTURAL UNDERSTANDING. (M) (SP) Refer to Fiche d’évaluation 4 : Je réfléchis sur

les cultures. Throughout the module, students have reflected on their

developing intercultural understanding and written the date on the fiche to

confirm this reflection. Invite students at this time to complete Part B.

Students choose the topics that are most important to them and circle or

colour them in. Model this process and help students follow your model.

- Je lis les réflexions. Quelles réflexions sont importantes pour

moi? Je colorie / J’encercle ces réflexions.

- Sophie, quelles réflexions sont importantes pour toi?

(Les réflexions numéro 1 et 4 sont importantes pour moi.)

- Colorie / Encercle ces réflexions.

(GP) Finally, ask one or two students to complete the activity on their

own while the class observes.

PD CORNER Having students reflect on the variety of cultures, including their own, is important to the development of intercultural awareness.



- Josh, indique les réflexions qui sont importantes pour toi.

(IP) Invite all students to complete the activity independently.

Assessment AS Learning. Provide self-assessment opportunities that

allow students to reflect on their intercultural understanding using Fiche

d'évaluation 4 : Je réfléchis sur les cultures.

WRAP-UP: Participate in a round robin. (M) (SP) Refer students to Student Resource p. 32. Form groups of three

students. (Refer to the Program Overview for a description of the “round

robin” cooperative structure.) Direct students to use each image in turn as

a starting point for creating as many observations as possible (questions

or statements) and drawing on their new learning. Model with the first

image asking students to join you.

- [Point to the image of the boy wearing a parka.] Regardez

cette image. Posez des questions ou faites des observations.

Je commence. C’est quelle saison? C’est l’hiver. Quel temps

fait-il? Il neige. En hiver, je porte un parka. Je porte

des mitaines et une tuque. La tuque, c’est canadien. Le parka,

c’est inuit. Mon parka est rose. Qu’est-ce que tu veux porter?

Je veux porter un parka. C’est pratique.

(GP) Invite three students to choose a different image as the class

observes.

(IP) Invite all groups to participate in the activity. Circulate to listen to

groups and to assist if needed. Remind students to be positive in their

groups.

- N’oubliez pas de donner de l’énergie à vos groupes.




Before/

During/

After

Reading

20

Warm-Up: Review multicultural topics.

Contextualize/Anticipate: Do a picture

walk.

Modelled Reading: Read for gist and

enjoyment.


Response to Text 1: Listen to restaurant

orders.

Response to Text 2: Participate in a role

play.

Wrap-Up: Present role plays.


Fiche d'activité 10


Audio: J’ai faim!

Props: Dice, world map



desire, give an opinion, order from a menu.


• Read/listen to a variety of texts, e.g., read a

menu, listen to restaurant orders.



identify words and ideas.*

• Recognize French sociolinguistic conventions.

• Provide information in response to oral cues.


réponses, ex., j'exprime un désir, je donne

mon opinion, je fais une commande.


• Je peux lire un menu. Je peux écouter des

commandes dans un restaurant.


compréhension.


un texte oral.

• Je peux remarquer des différences culturelles.

• Je peux réagir à un indice oral.


Learning Goal Students learn to read two multicultural menus.

Je lis des menus multiculturels. J’écoute des commandes. Je fais

des commandes.

Lesson 20 Un choix délicieux Enrichment Text 1 Student Resource pp. 26−27


WARM-UP: Review multicultural topics. (M) (SP) In advance, display six questions that correspond to the six

sides of a die: 1. Quelle danse est-ce que tu veux danser? 2. Quel sport

est-ce que tu veux jouer? and 3 à 6. Qu’est-ce que tu veux manger?

porter? écouter? faire? (Refer to the Program Overview for more

information on the “cube/dice” tactic.) Model the activity by rolling the

die and answering the question that corresponds to the roll. As each

successive student rolls the die, ask the student who preceded him/her to

ask the question corresponding to the roll of the die.

- Je lance le dé. C’est le numéro trois. Je lis la question trois.

Qu’est-ce que je veux écouter? Je veux écouter de la musique

rock.

- Charlotte, lance le dé. C’est quel numéro? (C’est le numéro

six.)

- Alors, je pose la question six à Charlotte. Qu’est-ce que tu veux

faire? (Je veux manger de la lasagne.)

- Samir lance le dé et Charlotte pose la question.

BEFORE READING

CONTEXTUALIZE/ANTICIPATE: Do a picture walk. (SP) (GP) Refer to Student Resource pp. 26–27 (images-only version).

Examine the menus using comprehension strategies learned in previous

modules: Je pose des questions; Je fais des prédictions. Ask students

what they know about Mexican and Lebanese restaurants and ask them to

predict the menu items from these restaurants.

- C’est un menu dans un restaurant mexicain. [Point to Mexico

on the map.] Qui connaît la cuisine mexicaine? Qu’est-ce qu’il y

a sur le menu? (Il y a des tacos.)

- C’est un menu dans un restaurant libanais. [Point to Lebanon

on the map.] Qui connaît la cuisine libanaise? Qu’est-ce qu’il y

a sur le menu? (Il y a du hoummus.)

- Faites des prédictions. Qu’est-ce que c’est? Tu connais ça? (…)

Lesson 20 Un choix délicieux Enrichment Text 1 Student Resource pp. 26−27

MATERIALS Student Resource pp. 26–27 Fiche d’activité 10 : J’ai faim! Fiche de stratégie 22 : Je pose des questions. (2) Audio: J’ai faim! Props: Dice, world map


DURING READING




- 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?



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 $).


J’ai faim!

1. Au restaurant libanais : Chez Fadil

Francis : Regarde le menu, Marinette! J’ai faim.

Marinette : Miam… Tu as raison, Francis. C’est appétissant.

Serveur : Est-ce que je peux vous aider?

Marinette : Je prends un sandwich au falafel et une boisson gazeuse, s’il

vous plaît.

Serveur : Très bien. C’est six dollars et cinquante cents, s’il vous plaît.

Merci!

Francis : Moi, je commence avec un taboulé… Après, je prends une assiette

de couscous merguez et une boisson gazeuse… Et pour dessert, je prends

un morceau de namoura.

Serveur : C’est tout?

Francis : Oui, c’est tout.

Serveur : Très bien. Vingt dollars, s’il vous plaît.

Marinette : Waouh, Francis! Tu as très très faim!

2. Au restaurant mexicain : Café cactus

Ella : Regarde le menu Christopher! J’ai faim.

Christopher : Miam… Tu as raison, Ella. La cuisine mexicaine, c’est bon!

Serveur : Est-ce que je peux vous aider?

Christopher : Je prends des quesadillas au poulet et un thé glacé, s’il vous

plaît.

Serveur : Très bien. C’est sept dollars et cinquante cents, s’il vous plaît.

Merci!

Ella : Moi, je commence avec la soupe du jour… Après, je prends un fajita

au bœuf et un thé glacé… Et pour dessert, je prends une pointe de tarte au

fromage.

Serveur : C’est tout?

Ella : Oui, c’est tout.

Serveur : Très bien. Quinze dollars et cinquante cents, s’il vous plaît.

Christopher : Waouh, Ella! Tu vas manger tout ça?

Ella : Non. La tarte au fromage, c’est pour toi!

Christopher : Ah, c’est gentil! Merci bien!

(M) (SP) Refer to Fiche d’activité 10 : J’ai faim!, Partie A. Model as you

listen and place blue check marks beside the items in Marinette’s order.

Ask students to help you place red check marks next to the items in

Francis’ order. For each order, ask students to give you the total cost.

- J’écoute Marinette. Elle prend un sandwich au falafel et

une boisson gazeuse.

- Ça coûte combien? Ça coûte six dollars et cinquante cents.


- Qu’est-ce que Francis prend? (Il prend un taboulé, un couscous

merguez, une boisson gazeuse, un namoura.)

- Ça coûte combien? (Ça coûte 20 dollars.)

(GP) Ask a volunteer to listen for Christopher’s order and apply blue

check marks as the class observes. Ask the class to play the role of server.

- Qu’est-ce que Christopher prend? (Il prend des quesadillas au

poulet et un thé glacé.)

- Ça coûte combien? Ça coûte sept dollars et cinquante cents.

(IP) Ask all students to listen and identify Ella’s order with red check

marks.

- Qu’est-ce qu’Ella prend? Cochez sa commande en rouge.

(Elle prend la soupe du jour, un fajita au bœuf, un thé glacé et

une pointe de tarte au fromage.)

- Ça coûte combien? Ça coûte quinze dollars et cinquante cents.

Fiche d’activité 10, Partie A : J’ai faim! : Answer Key

Marinette : un sandwich au falafel, une boisson gazeuse;

Francis : un taboulé, un couscous merguez, un namoura, une boisson

gazeuse; Christopher : des quesadillas au poulet, un thé glacé;

Ella : la soupe du jour, un fajita au bœuf, un thé glacé, une pointe de

tarte au fromage.

Learning Check (listening to understand): Circulate, monitor, and

adjust. As students complete Fiche d'activité 10, circulate and check

students’ responses. If needed, provide some additional modelling and

shared practice to help the students gain confidence.

RESPONSE TO TEXT 2: Participate in a role play. (M) (SP) Refer to Fiche d’activité 10 : J’ai faim!, Partie B. Model the

task for students. Ask students to play the role of server and tell you how

much money you spent. Ask a few students to follow your model. If

students have not yet mastered numbers in this range, consider

simplifying the prices on Fiche d’activité 10.

- Je choisis le restaurant libanais. Je suis le client / la cliente et

vous êtes le serveur. Posez la question : Est-ce que je peux vous

aider?

- Oui, je prends un sandwich au shawarma. Ça coûte combien?

(Ça coûte cinq dollars et vingt-cinq cents.)

- Maggie, quel restaurant est-ce que tu choisis?

(GP) Invite two students to role-play the server and the customer as the

class observes.

PD CORNER Role plays provide students an opportunity to use new language spontaneously and creatively in an authentic situation.



MODÈLE

S1: Est-ce que je peux vous aider?

S2: Oui, je prends un sandwich shish taouk, s’il vous plaît. Ça coûte

combien?

S1: Ça coûte cinq dollar et vingt-cinq cents.

(IP) Ask all students to prepare their order.

Fiche d’activité 10, Partie B : J’ai faim! : Answer Key

Answers will vary.

WRAP-UP: Present role plays. Play the role of server for the first student who orders. Invite the student

who orders to become the server for the next order. Display sentence

starters for the role of server and customer for students. Continue role

plays the next day as a warm-up.

- Je suis la serveuse et Michael est le client. Après, Michael est

le serveur et Susanna est la cliente.



Before/

During/

After

Reading

21

Warm-Up: Continue role plays.

Contextualize/Personalize: Visualize a

circus.

Modelled Reading: Read for gist and

enjoyment.



Response to Text: Create a Venn diagram.

Wrap-Up: Compare and discuss diagrams.


Fiches d’activité 10, 11



• Provide information in response to oral cues.


• Read a variety of texts, e.g., an informative text.






text.*

• Je peux réagir à un indice oral.




compréhension.



cultures.



Learning Goal Students learn to read an information text.

Je lis un texte informatif. Je compare.

Lesson 21 Le Canada dans le monde Enrichment Text 2 Student Resource pp. 28−29


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




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?



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.


Documents

Le Canada, c’est multiculturel! - Welcome | EQUELLAcle.pearsoncanada.ca/.../1/canada_TG.pdfContents PART 1: MODULE 5 PLANNER Module 5 Overview: Le Canada, c’est multiculturel!