Mon monde civique Mon monde Teacher’s Guide civique 1 Mon...Resource Overview 4 Nelson...

9 780176 521349

ISBN-10: 0-17-652134-8ISBN-13: 978-0-17-652134-9

www.nelson.com Teacher’s Guide

Teacher’s Guide

Senior Author and Educational ConsultantNicole Thibault

Series AuthorJohn Erskine

AuthorsSandi Kostur Susan Wright

Contributing AuthorMonika Tusnady

Each of the 15 kits contains two modules to vary the communicative language situations.

Nelson Explor-osité Series OverviewFive Overarching Language Contexts for Levels 1–3

Mon monde personnel

Mon monde informationnel

Mon monde médiatique

Mon monde civique

Mon monde interculturel

Level 1 Kits 978-0-17-652108-0 978-0-17-652116-5 978-0-17-652124-0 978-0-17-652132-5 978-0-17-652140-0

Level 2 Kits 978-0-17-652183-7 978-0-17-652191-2 978-0-17-652199-8 978-0-17-652207-0 978-0-17-652215-5

Level 3 Kits 978-0-17-652258-2 978-0-17-652266-7 978-0-17-652274-2 978-0-17-652282-7 978-0-17-652290-2

Mon monde civique Mon monde civique

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AuthorsSandi KosturSusan Wright


Teacher’s Guide

Mon monde civique

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Copyright © 2013 by Nelson Education Ltd.

ISBN-13: 978-0-17-652134-9 ISBN-10: 0-17-652134-8

Printed and bound in Canada 1 2 3 4 15 14 13 12

For more information contact Nelson Education Ltd., 1120 Birchmount Road, Toronto, Ontario M1K 5G4. Or you can visit our Internet site at www.nelson.com.

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Nelson Explor-osité 1 : Mon monde civique teacher’s guide



AuthorsSandi Kostur Susan Wright


Editorial DirectorLinda Allison

publisher, FSLDiane Masschaele

Managing EditorSusan Ure

product ManagerJessie MacKinnon

program Manager, FSLAdele Reynolds

project ManagerNancy Foran

Developmental EditorsKathleen BushLinda CahillJonathan Furze

Editorial AssistantKate Doyle

Content production EditorKelly Stern

CopyeditorJennifer Ralston

proofreaderLinda Szostak

production CoordinatorHuddy Wang

Design DirectorKen Phipps

interior DesignGreg Devitt

Cover DesignCourtney Hellam

Cover imagesAs-tu besoin d’aide?© Leland Bobbé/Corbis/First Light, iStockphoto/Thinkstock

Comment travailler ensemble?© Dan Lim/Masterfile

CompositorMPS Limited

printerWebcom Ltd.

We wish to thank the members of our National Advisory panel who helped to inform and shape Nelson Explor-osité:Nancy Comeau, NSFrance Dupuis, ON John Erskine, MBLori Gosselin, ONSandi Kostur, BCValerie Leclair, AB Mary Katherine Rose, ON Ronald Sirois, SK Susan Wright, AB

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Table of Contents

Table of ContentsNelson Explor-osité Resource Overview Foundational Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Gradual Release of Responsibility Process . . . . . . . . . . . . . . . . . . . . . . 5

Welcome to Nelson Explor-osité . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Framework: Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Introducing the Modules in Each Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Nelson Explor-osité Special Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Suggested Activities for Oral Language Development . . . . . . . . . . . . . . . . . 14

Module: As-tu besoin d’aide?Lesson Plan Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lessons 1–4: Parlons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lessons 5–8: Explorons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Lessons 9–12: À l’action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lessons 13–15: Célébrons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Module: Comment travailler ensemble?Lesson Plan Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lessons 1–4: Parlons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lessons 5–8: Explorons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Lessons 9–12: À l’action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Lessons 13–15: Célébrons! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Blackline Masters Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

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Resource Overview

4 NELNelson Explor-osité 1 : Mon monde civique Teacher’s Guide

Foundational Principles

Springboard to Discovery Learning allows students to• pique their curiosity through rich

questioning and exploration-based tasks;

• take risks in carefully scaffolded activities featuring modelled, shared, and guided practice;

• participate in structured problem-solving opportunities and learner-centred activities;

• transfer learning and social strategies across a range of communicative activities .

Cultural and Intercultural Explorations allow students to• broaden their dimensions of cultural under-

standing—knowing (savoir), knowing how (savoir-faire), and being (savoir-être)—through citizenship and cultural literacy activities;

• build global citizenship through their understanding of diverse representations of Francophone cultures, their own culture, and other people’s cultures;

• extend learning via home–school communica-tions, links with various Francophone commu-nity partners, and cross-curricular options;

• become part of caring communities of learners through suggestions for real-life actions .

Integrated Assessment for Learning and Goal-Setting allows students to• set goals, monitor progress, and measure

success through the use of Can-do statements;

• contribute to building the criteria for success in student language based on provincial and territorial outcomes;

• successfully demonstrate evidence of learning through frequent student responses, checkpoints, and flexible performance tasks anchored in varied communicative situations .

Purposeful Oral Interactions and Talk allow students to• make real-world connections through communi-

cative situations in functional language contexts;

• engage in authentic oral interaction inspired by their own interests and choices;

• make clear strategy connections between first- language literacy skills and applications in the second language;

• maximize critical literacy and higher-order thinking opportunities;

• participate in personal, media, informational, social/citizenship, and intercultural literacy activities .

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5Nelson Explor-osité Resource OverviewNEL

The Gradual Release of Responsibility ProcessEvery lesson in Nelson Explor-osité links to the Gradual Release of Responsibility process in the following way:

Modelled• Provide a model of the

activity for students . During the modelling, conduct a think-aloud, comment on the process, and use the language structures and vocabulary of the module .

• Lead a discussion or a question-and-answer exchange on how to apply the strategies and how to complete the task or group work . Gradually invite individual students to share their ideas using the language structures and vocabulary of the module .

Shared• After modelling the

process for students, involve them in shared practice .

• While still providing the model, slowly engage students by asking questions . Ensure that all students have the opportunity to use the language structures or vocabulary and to build their confidence .

Guided• After involving

students in shared practice, facilitate guided practice . Place students in pairs or small groups to work on short tasks and activities, which will offer a more intensive learning opportunity .

• Keep these tasks brief initially, and circulate to check that students are on track and to provide additional language support . Students require multiple opportunities to practise necessary skills for successful comprehension and building confidence .

Independent• Have students work

independently on tasks and activities for brief periods of time . It is important to circulate, facilitate discussion by answering questions, and check in to assess progress and to encourage student reflection .

high student independence

low student independence

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6 Nelson Explor-osité 1 : Mon monde civique Teacher’s Guide NEL

Welcome to Nelson Explor-ositéUsing Nelson Explor-osité in Your Classroom Nelson Explor-osité provides you with everything you need to plan, teach, and assess student learning, including authentic language scenarios, embedded culture, and discovery-based learning opportunities with integrated assessment.

Language Context Kit

Mon monde personnel

Curriculum Correlation

National

Instructional Focus

Students use language to explore and discover self by socializing:•greeting others; • introducing friends; • expressing a preference .


Mon mondemédiatique

Curriculum Correlations

BC, ON, SK

Instructional Focus

Students use language to explore and discover messages by interpreting media:• distinguishing fact

from opinion;• critiquing a

promotional poster .


Mon monde civique


AB, BC, MB, NLNS, ON, PEI

Instructional Focus

Students use language to explore and discover how to work with others by interpreting social conventions:• considering

perspectives;• expressing

choices and beliefs .

Start with this kit

Continue with one or both of your curriculum-correlated kits

Conclude with this kit


Mon monde interculturel

Curriculum Correlation

National

Instructional Focus

Students use language to explore and discover intercultural connections by building interculturality:• empathizing;• building interdependencies .


Mon mondeinformationnel


AB, MB, NL, NS, PEI, SK

Instructional Focus

Students use language to explore, discover, and find solutions by using factual information:• asking and

answering questions;

• sequencing;• summarizing;• solving problems .

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Nelson Explor-osité Components

Mon dossier • Available in two formats: - Single-use copies - Modifi able Blackline Masters on CD-ROM• Includes Language Context Game

Student Book 5-Pack

Student Book• 15 copies• Flip book containing 2 modules

Audio CD• 26 audio tracks,

including a song and a poem

Digital Resources DVD-ROM• Student eBook with embedded audio• 6 ePosters (3 with embedded audio)• 26 modifi able student Blackline Masters• 10 modifi able teacher Blackline Masters• Audio and video scripts• 2 videos• Image Bank• 7 Interactive Whiteboard Activities

(SMART and PowerPoint versions)

Pathways: Oral Language Development in FSL with DVD

In addition to this Teacher’s Guide, each language context kit contains:

Also available:

Optional component:

Posters• Language Context • Social Strategy • Learning Strategy• Graphic Organizer• Song• Poem

myNelson FSL Online Teaching Centre• Teacher’s Guide• Digital Resources

materials• Audio tracks• Mon dossier

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8 NELNelson Explor-osité 1 : Mon monde civique Teacher’s Guide

Instructional Framework: Level 1Context Kit Functional Language

Mon monde personnel Use language to understand self

Mon monde informationnel Use language to learn about the world

Mon monde médiatiqueUse language to interpret media messages

Mon monde civique Use language to work with others

Mon monde interculturelUse language to appreciate cultures

National and Provincial Curriculum Correlations

National AB, MB, NL, NS, PEI, SK BC, ON, SK AB, BC, MB, NL, NS, ON, PEI National

Communicative Intent/Purpose

Socialize (face to face): self-identify, greet others,express preferences/interests, introduce self/others

Use factual information: ask questions, locatefacts, sequence events, express main ideas

Interpret various media messages Interpret social conventions Discover interdependencies

Learning Goals

In each of the two modules per kit, students can

• create mental pictures from audio texts;• use illustrations to check for understanding;• listen for key ideas;• ask and answer questions;• speak with expression and adapt to audience;• organize a main idea and details .

• visualize while listening;• sequence main ideas or instructions;• ask questions to clarify meaning;• identify important details;• interpret a diagram, chart, or table .

• listen for key ideas;• check for understanding by asking

questions;• predict an outcome from a text;• use persuasive expressions to

communicate a message;• use strong verbs in a simple text .

• make an inference while listening;• predict the sequence of an event;• check for understanding by reformulating

in own words;• vary sentence beginnings and endings;• identify conventions in a text .

• listen for novel ideas;• communicate two diverse perspectives;• synthesize the main ideas from a text;• justify a choice or a preference;• support own views and findings;• create a short dialogue or presentation .

Module Title Qui suis-je? Learning about self

Qu’est-ce qu’on fait?Comparing interests

Qu’est-ce qu’onmange? Making food choices

Quoi de neuf?Observing anddiscovering

Quel est lemessage? Questioning mediaimages

Quel est l’indice?Examining mediavariety

As-tu besoind’aide? Exploringresponsibilities

Comment travaillerensemble?Sharing andcollaborating

Quelle est tonhistoire?Telling stories

Qu’est-ce qu’on célèbre? Celebrating progress

Assessment, Evidence of Learning

In each of the two modules per kit, students will

• introduce themselves to others;

• describe themselves orally;

• describe people they know;

• ask questions;• understand and

answer questions;• speak with expression

and with the audience in mind .

• describe their personal preferences;

• discuss school activities;

• ask questions;• discuss their

acquaintances’ preferences;

• understand and answer questions;

• speak with expression and with the audience in mind .

• listen to and understand simple audio texts;

• interpret simple charts and discuss patterns;

• retell a simple weather report with expression;

• relate facts and sequence events;

• ask questions and answer questions .

• interpret photos and orally report observations;

• interview, ask questions, and answer questions;

• outline criteria and explain importance;

• summarize the main idea of a text;

• speak with the audience in mind .

• distinguish facts from opinions;

• identify messages in various media;

• ask questions and understand and answer questions;

• view and sort promotional materials;

• identify persuasive language in texts;

• express choices and preferences .


• express choices and preferences;

• discuss different technologies;

• make inferences from clues .

• recount events of a typical school day;

• classify activities;• create a visual

representation of responsibilities at school;

• ask clear questions, understand and answer questions;

• interact with others, describe personal details and events .

• identify and discuss main interests;

• locate, select, and compare photos;

• share ideas about leisure activities of peers;

• speak with expression, adapt according to the audience .

• identify personal and text influences;

• sequence events;• retell a personal

story;• speak with

expression and the audience in mind;

• retell and exchange information;

• express feelings .

• identify and share personal successes;

• justify choices;• thank and

congratulate others;

• ask clear questions, understand and answer questions .

Module mission finale (Performance Task Summary)

Introduce oneself, askand answer personalquestions with a newacquaintance .

Survey classmates andcompare interests .

Demonstrate and explainhow to make a healthy“lunch special .”

Share observed patternsand make predictions ina weather broadcast .

Create a slogan that encourages others to participate in an event .

Create a secret message with question-and-answer clues .

Survey classmates about responsibilities and relate findings .

Create a photo essay depicting people who help others .

Share information about one’s family, including a favourite family activity or meal .

Summarize and express the highlights and/or successes of the school year .

Featured Learning Strategies

Listening ActivelyActivating Prior Knowledge and Making ConnectionsBuilding a Main Idea

VisualizingAsking QuestionsIdentifying Important Details

Listening for Key IdeasDistinguishing Fact from Opinion Summarizing

Making InferencesSharing IdeasChecking for Understanding

Communicating Diverse PerspectivesSynthesizingEvaluating

Organizer Venn diagram Timeline K-W-L chart Fishbone Sequence chain

Texts and Genres SongDialoguesGreeting cardsRiddlesGraphic storyShared readingVideo

PoemSurveyEmailWeb pageGraphic storyReader’s TheatreVideo

Song DiagramsChartsGraphic storyShared readingVideo

PoemInterviewsQuestions and answersGraphic storyReader’s TheatreVideo

SongAdsWebsitesGraphic storyShared readingVideo

PoemQuestion-and-answer cluesBlog entries and commentsGraphic storyReader’s TheatreVideo

SongSchedulesChartsInterviewsThank-you cardsGraphic storyShared readingVideo

PoemWeb reportsProfilesGraphic storyReader’s TheatreVideo

SongPersonal recountGraphic storyShared readingVideo

PoemJournalsCalendarsGraphic storyReader’s TheatreVideo

Culture French in students’ daily lives Forms of address and appropriate body language indifferent social situations

French in students’ daily lives:French songs, jingles, tag lines

School life, sports, and leisure in French-speaking regions

Symbols, customs of French-speakingcultures

Opt

iona

l Li

nks

Media Identifying purpose and audience Interpreting diagrams, charts, tables Distinguishing overt and implied messages Attending to purpose and audience Expressing different perspectives

Technology Working with digital photos Recording a podcast Using comic and animation builder Creating a website page Creating a slideshow

Cross-Curriculum Math/Graphing Health/Mapping The Arts Character Education Social Studies

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Instructional Framework: Level 1Context Kit Functional Language

Mon monde personnel Use language to understand self

Mon monde informationnel Use language to learn about the world

Mon monde médiatiqueUse language to interpret media messages

Mon monde civique Use language to work with others

Mon monde interculturelUse language to appreciate cultures

National and Provincial Curriculum Correlations

National AB, MB, NL, NS, PEI, SK BC, ON, SK AB, BC, MB, NL, NS, ON, PEI National

Communicative Intent/Purpose

Socialize (face to face): self-identify, greet others,express preferences/interests, introduce self/others

Use factual information: ask questions, locatefacts, sequence events, express main ideas

Interpret various media messages Interpret social conventions Discover interdependencies

Learning Goals

In each of the two modules per kit, students can

• create mental pictures from audio texts;• use illustrations to check for understanding;• listen for key ideas;• ask and answer questions;• speak with expression and adapt to audience;• organize a main idea and details .

• visualize while listening;• sequence main ideas or instructions;• ask questions to clarify meaning;• identify important details;• interpret a diagram, chart, or table .

• listen for key ideas;• check for understanding by asking

questions;• predict an outcome from a text;• use persuasive expressions to

communicate a message;• use strong verbs in a simple text .

• make an inference while listening;• predict the sequence of an event;• check for understanding by reformulating

in own words;• vary sentence beginnings and endings;• identify conventions in a text .

• listen for novel ideas;• communicate two diverse perspectives;• synthesize the main ideas from a text;• justify a choice or a preference;• support own views and findings;• create a short dialogue or presentation .

Module Title Qui suis-je? Learning about self

Qu’est-ce qu’on fait?Comparing interests

Qu’est-ce qu’onmange? Making food choices

Quoi de neuf?Observing anddiscovering

Quel est lemessage? Questioning mediaimages

Quel est l’indice?Examining mediavariety

As-tu besoind’aide? Exploringresponsibilities

Comment travaillerensemble?Sharing andcollaborating

Quelle est tonhistoire?Telling stories

Qu’est-ce qu’on célèbre? Celebrating progress

Assessment, Evidence of Learning

In each of the two modules per kit, students will

• introduce themselves to others;

• describe themselves orally;

• describe people they know;

• ask questions;• understand and

answer questions;• speak with expression

and with the audience in mind .

• describe their personal preferences;

• discuss school activities;

• ask questions;• discuss their

acquaintances’ preferences;

• understand and answer questions;

• speak with expression and with the audience in mind .

• listen to and understand simple audio texts;

• interpret simple charts and discuss patterns;

• retell a simple weather report with expression;

• relate facts and sequence events;

• ask questions and answer questions .

• interpret photos and orally report observations;

• interview, ask questions, and answer questions;

• outline criteria and explain importance;

• summarize the main idea of a text;

• speak with the audience in mind .

• distinguish facts from opinions;

• identify messages in various media;


• view and sort promotional materials;

• identify persuasive language in texts;

• express choices and preferences .


• express choices and preferences;

• discuss different technologies;

• make inferences from clues .

• recount events of a typical school day;

• classify activities;• create a visual

representation of responsibilities at school;

• ask clear questions, understand and answer questions;

• interact with others, describe personal details and events .

• identify and discuss main interests;

• locate, select, and compare photos;

• share ideas about leisure activities of peers;

• speak with expression, adapt according to the audience .

• identify personal and text influences;

• sequence events;• retell a personal

story;• speak with

expression and the audience in mind;

• retell and exchange information;

• express feelings .

• identify and share personal successes;

• justify choices;• thank and

congratulate others;

• ask clear questions, understand and answer questions .

Module mission finale (Performance Task Summary)

Introduce oneself, askand answer personalquestions with a newacquaintance .

Survey classmates andcompare interests .

Demonstrate and explainhow to make a healthy“lunch special .”

Share observed patternsand make predictions ina weather broadcast .

Create a slogan that encourages others to participate in an event .

Create a secret message with question-and-answer clues .

Survey classmates about responsibilities and relate findings .

Create a photo essay depicting people who help others .

Share information about one’s family, including a favourite family activity or meal .

Summarize and express the highlights and/or successes of the school year .

Featured Learning Strategies

Listening ActivelyActivating Prior Knowledge and Making ConnectionsBuilding a Main Idea

VisualizingAsking QuestionsIdentifying Important Details

Listening for Key IdeasDistinguishing Fact from Opinion Summarizing

Making InferencesSharing IdeasChecking for Understanding

Communicating Diverse PerspectivesSynthesizingEvaluating

Organizer Venn diagram Timeline K-W-L chart Fishbone Sequence chain

Texts and Genres SongDialoguesGreeting cardsRiddlesGraphic storyShared readingVideo

PoemSurveyEmailWeb pageGraphic storyReader’s TheatreVideo

Song DiagramsChartsGraphic storyShared readingVideo

PoemInterviewsQuestions and answersGraphic storyReader’s TheatreVideo

SongAdsWebsitesGraphic storyShared readingVideo

PoemQuestion-and-answer cluesBlog entries and commentsGraphic storyReader’s TheatreVideo

SongSchedulesChartsInterviewsThank-you cardsGraphic storyShared readingVideo

PoemWeb reportsProfilesGraphic storyReader’s TheatreVideo

SongPersonal recountGraphic storyShared readingVideo

PoemJournalsCalendarsGraphic storyReader’s TheatreVideo

Culture French in students’ daily lives Forms of address and appropriate body language indifferent social situations

French in students’ daily lives:French songs, jingles, tag lines

School life, sports, and leisure in French-speaking regions

Symbols, customs of French-speakingcultures

Opt

iona

l Li

nks

Media Identifying purpose and audience Interpreting diagrams, charts, tables Distinguishing overt and implied messages Attending to purpose and audience Expressing different perspectives

Technology Working with digital photos Recording a podcast Using comic and animation builder Creating a website page Creating a slideshow

Cross-Curriculum Math/Graphing Health/Mapping The Arts Character Education Social Studies

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FEATURE INSTRUCTIONAL PURPOSE EXAMPLES Lesson Sequence

• Focuses attention on the phase in the Gradual Release of Responsibility process

• Identifi es the instructional approaches and strands being used in the lesson

Lesson 1: Modelled Oral Interaction Shared Oral Interaction Guided Listening Linking Instructional Goals to Assessment

Instructional Focus

• Focuses attention on the overall purpose of the lesson: understanding or applying learning strategies or literacy links

Understanding Listening Strategies: Making Inferences While Listening

Criteria forSuccess

• Links assessment and instruction Criteria for Success: Setting SMART Goals

Language Outcomes

• Identifi es the overall language outcomes for the lesson in six areas: L: Listening; S: Speaking; R: Reading; W: Writing; C: Culture; ML: Media Literacy

L Make inferences by making personal connections and by using clues from the speaker and stated or implied ideas in oral texts.

Materials List • Identifi es the kit components required for the lesson• Provides references for text selections and audio

� Language Context Poster� Audio CD Track 1: As-tu besoin d'aide?

LinguisticContent

• Provides an overview of the language being introduced in the lesson

• Presented in the form of questions and answers where possible

Elsie, est-ce que tu peux m’aider? / Oui, Myriam, je peux t’aider.Est-ce que tu t’occupes du recyclage cette semaine? / Oui, je m’occupe du recyclage cette semaine. / Tu es travaillante!

SpecialFeatures Boxes

• Provides suggestions to extend understanding and offer support to students during the lesson (see p. 12)

Strategy Tip: Sharing Can-do StatementsBring students’ attention to the identifi ed Can-do statements for this module (see p. 17, SB p. 14, or Mon dossier p. 9).

Assessment for Learning: Ongoing Observation

• Provides suggestions for ongoing observation, differentiated instruction, and a key assessment question or questions

• Identifi es the evidence of student learning at the end of the lesson

Students who understand will• connect what they hear to what they already

know;• make inferences from the speaker’s body

language and voice.Lesson Steps • Identifi es the phase in the Gradual Release of

Responsibility process through four steps in each lesson

• Provides guidance for the instructional focus and models the French language to be used

Step 2: Shared and Guided Reading Model the strategy as you read to emphasize how it aids comprehension.

Assessment for Learning: Checking Progress

• Identifi es the form of student response or learning tool

• Provides a reference of key assessment questions and suggestions for next steps in student learning

Evidence of LearningCompleted BLM 12: Activité d'écoute : Les responsables de la semaineKey Assessment QuestionEncourage students to refl ect on their ability to use the listening strategy to aid their comprehension.

Découverte Questions (Higher-Order Thinking Skills)

• Provides a springboard for discovery learning that is aligned with higher-order thinking skills: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

• Facilitates student use of oral language to discover ideas linked to the mission fi nale

• Taps into students’ creativity and curiosity

Teacher’s Guide: Lessons 2 and 15 Module VideoMon dossier pp. 4–7, 9 (optional)

Lesson Plan FeaturesAS-TU BESOIN D’AIDE?

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17As-tu besoin d’aide?NEL

*Multigrade ClassroomsPlanning in Multigrade Classrooms should begin with a review of the provincial or territorial curriculum. Identify the similarities at each grade level and the increasing level of achievement in the higher grade. Consider planning tiered activities and setting up learning centres where feasible. Adapt the mission finale and the success criteria to differentiate between the grade levels.

Module SummaryLEVEL 1 CITIZENSHIP LANGUAGE CONTEXT / MON MONDE CIVIQUE

Exploring and Discovering Decisions

Communicative Intent, Functions

• dire ce que l’on fait ou pas, sait ou pas• exprimer des perspectives différentes• poser des questions pour apprendre• féliciter, remercier• expliquer sa contribution, celle des autres

Learning Goals*

Students will

• make an inference while listening• predict and reformulate sequence of an event in own words• vary sentence beginnings and endings• identify conventions in various types of texts

Main Can-do Statements • Je peux demander et offrir de l’aide.• Je peux remercier ou féliciter quelqu’un.• Je peux être responsable comme membre d’un groupe.• Je peux poser des questions.• Je peux parler de mes responsabilités.• Je peux décrire les qualités et les contributions d’une personne responsable.

Mission finale (Performance Task Summary)

Tu choisis un élève ou une élève responsable pour faire une entrevue. Demande : comment il ou elle est responsable; comment il ou elle aide les autres. Félicite ou remercie l’élève.

Communication Type, Thinking Skills

Oral Interaction• Designing• Questioning

Communicative Situations, Scenarios

• À l’école, nous sommes responsables – parler des élèves et des enseignants qui aident les autres

• Comment peux-tu aider? – parler des responsabilités et des tâches des élèves dans la classe

• Les bénévoles de la semaine – célébrer les contributions des autres• Des cartes de remerciements – remercier les autres pour leurs contributions

Lear

ning

Str

ateg

y Oral Making Inferences While Listening and Predicting

Reading Checking for Understanding and Sharing Ideas

Writing Varying Sentence Beginnings and Endings

Graphic Organizer Fishbone – Arêtes de poisson

Social Strategy Being responsible to the group

Cultural Literacy School life, sports, and leisure in Francophone regions

Opt

iona

l Li

nks Media Literacy Link Attending to purpose and audience

Technology Link Creating a web page

Cross-Curriculum Link Character Education

Ongoing Activities Warm-up Activity:• Module song: On est responsable

exp_tg_1_4a_p6.indd 17 12-12-05 5:07 PM

Language Outcomes

L/S/R Use a variety of learning strategies before, during, and after listening and reading to understand audio, visual, and printed texts.

R Identify and use a variety of comprehension strategies to clarify meaning of oral and printed texts.

R Predict the meaning of unfamiliar words using various clues and textual cues.

C Understand people of various cultures by comparing them to oneself and acknowledging diff erent points of view.

ML Identify the purpose and audience of various media texts.

Materials List

Instructional Focus

Understanding Reading Strategies: Checking for Understanding and Sharing Ideas Prepare students by modelling the strategy of checking for under-standing and sharing ideas. Have students ask themselves if what they are reading makes sense. Have them clarify key words and ideas, identify main ideas in sec-tions of text, and stop to think about new concepts while they are reading. Have students share their ideas with a partner when appro-priate in order to check for under-standing and clarify the details of the text.

� Audio CD Track 19: Travaillons ensemble pour le Jour de la Terre� Learning Strategy Poster� SB pp. 6–7� Digital Resources DVD-ROM: BLM 2

Linguistic Content

ASSeSSMeNT FOR LeARNING

Ongoing Observation Differentiated Instruction Assessment

Students who understand will • identify the key words and ideas as

well as familiar words to discover meaning;

• identify main ideas to make sense of what they read;

• stop to think about what they have read;

• share ideas with a partner to check for understanding.

BLM 2: Oral Language Tracking Sheet

To provide additional support,• help students select the most

appropriate strategy;• model the use of each strategy for

added practice;• play Audio CD Track 19 several

times, pausing as necessary;• have students share their thinking

with a partner.

To provide challenge,• have partners create another profi le

of a community helper;• encourage refl ection on how the

strategy helps clarify reading.

Key Assessment Questions• Comment est-ce que les idées de ton

camarade ou ta camarade t’aident à mieux comprendre?

• Trouve une chose en commun entre les activités dans cette communauté et celles dans ta communauté.

evidence of LearningStudents• identify key ideas, purpose, and

audience of a message;• identify familiar words, phrases,

and structures in the text;• compare their own community

with another.

DI


Shared and Guided Oral Interaction Shared and Guided Reading Modelled and Shared Writing Linking Instructional Goals to Assessment

LESSON 6Shared and Guided Oral Interaction Reading Goals to Assessment

EXPLORONS! 2

� Mon dossier p. 5Optional

La communauté organise des activités spéciales au parc. Qui participe? Quelles sont les contributions des participants?

Je m’appelle Annette. J’aime les fl eurs. Je veux être jardinière pour la journée.Bonjour, je m’appelle Callie. J’aime la cuisine. Je vais aider madame Smith.

exp_tg_1_4b_p6.indd 56 12-12-05 5:12 PM

57Comment travailler ensemble?NEL

Step 1: Shared and Guided Oral InteractionPrepare for the text by having stu-dents listen to Audio CD Track 19 to set the context for their reading, make inferences while listening, and predict what they think will happen next. Refer to the Learning Strategy Poster and model the strategy Je fais des inférences. Then invite students to apply it while listening. Set a purpose for listening: learning the names of the characters speaking and what activity is being planned.- Vous allez écouter des gens qui

parlent des activités speciales dans leur communauté. Voici votre intention d’écoute : Comment s’appellent les participants? Quels sont les intérêts, les activités et les emplois des bénévoles?

Step 2: Shared and Guided Reading• HavestudentsturntoMon

dossier p. 5, Travaillons ensemble pour le Jour de la Terre, number 1 to record their reading intentions. Preview the text by modelling the featured reading strategy, “Checking for Understanding and Sharing Ideas.” Using SB pp. 6–7,

Travaillons ensemble pour le Jour de la Terre, bring students’ attention to the Stratégie box. Review the content of the Avant… box.- Qu’est-ce que je fais quand

j’utilise la stratégie « Je vérifie ma compréhension et je partage mes idées »? Oui, j’examine les mots-clés. Ensuite je partage mes idées avec un camarade ou une camarade pour savoir si nous avons compris la même chose.

• Modelthestrategyasyoureadtoemphasize how it aids compre-hension. Ask students questions to check for initial reactions and understanding. Invite students to read more independently, this time with a partner. Encourage students to personalize their responses to the Après... box on SB p. 7.HavestudentscompleteMon dossier p. 5, numbers 2 and 3 to record their reading response. Circulate to offer lan-guage support as needed.

Step 3: Modelled and Shared WritingHavestudentsturntoMon dossier p. 5 to answer the Découverte question (Applying) and extend the

learning. Orally model sentences that demonstrate how the reading strategy aided comprehension of the text. This is a check for understanding with no score or marking.

Step 4: Linking Instructional Goals to AssessmentShared and Guided Practice: Explain how the content of this Explorons! activity links to the mission finale. Give students time to share with a partner, using and reusing language questions related to personal interests and helping others. Circulate, provide language support as required, and record observations on BLM 2.- Dans cette activité Explorons! il

y a des profils des bénévoles qui annoncent leurs contributions. Regardez les détails importants : le nom de la personne, ses intérêts, son emploi pour la journée et sa contribution. Dans votre mission finale, vous allez parler des détails de votre bénévole vedette.

- Maintenant, travaillez avec un camarade ou une camarade. Parlez des détails de votre bénévole vedette.

ASSeSSMeNT FOR LeARNING

Checking Progress Next Steps

evidence of LearningCompleted Mon dossier p. 5.

Key Assessment QuestionEncourage students to reflect on their ability to use the reading strategy.• Comment est-ce que la stratégie de vérifier ta

compréhension et de partager tes idées t’aide à comprendre ce que tu lis?

For students who need extra support with the reading strategy,• have them share their ideas with a partner to help

them make sense of the words in the text and make connections with familiar words;

• ask them what they noticed about their understanding when they verified their understanding and then read the printed text a second time.

For students who understand the reading strategy,• ask them to explain how they have used this strategy in

a specific instance of reading and how it helped their understanding.

exp_tg_1_4b_p6.indd 57 12-12-05 5:12 PM

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