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Teacher’s Guide Module 3 Suivez-moi! Senior Authors Bev Anderson / Wendy Carr Teacher’s Guide Authors Neal Michael Surrey School District 36 British Columbia Stacey Sveistrup Vancouver School District 39 British Columbia NOTE: Regional versions of this Teacher’s Guide including provincial curriculum expectations will be posted online when they are available.
Transcript

Teacher’s Guide

Module 3

Suivez-moi!

Senior Authors Bev Anderson / Wendy Carr

Teacher’s Guide Authors Neal Michael Surrey School District 36 British Columbia Stacey Sveistrup Vancouver School District 39 British Columbia NOTE: Regional versions of this Teacher’s Guide including provincial curriculum expectations will be posted online when they are available.

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Sticky Note

Suivez-moi! 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. Permission to reprint copyright material is gratefully acknowledged. Every effort was made to trace ownership of copyright material, secure permission, and accurately acknowledge its use. For information regarding permissions, please contact the Permissions Department through www.pearsoncanada.ca. The information and activities presented in this work have been carefully edited and reviewed. However, the publisher shall not be liable for any damages resulting, in whole or in part, from the reader’s use of this material. Brand names and logos that appear in photographs provide students with a sense of real-world application and are in no way intended to endorse specific products. 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

2 3 4 5 WC 17 16 15 14 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: (traffic light) ©Tyler Olson/Shutterstock, (road sign) ©Lightspring/Shutterstock, ©Karpova Alisa/Shutterstock, (mice) Dave Whamond, (labyrinth) ©Morena Valente/Shutterstock, (background, hallway) ©Rob Byron/Shutterstock, (boy) ©SergiyN/Shutterstock Composition: Lapiz Digital Services Audio Production: Hara Productions Vice-President, Publishing: Mark Cobham

ISBN-13 978-0-321-71024-6

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

Cathy Stanley York Region District School Board Ontario

Sylvianne Kohl (retired) Halton Catholic District School Board Ontario

Reviewers Marie-Claude Akeson Catholic District School Board of Eastern Ontario Ontario

Diane Picard Greater Essex County District School Board Ontario

Patrizia DiGiantomasso Waterloo Catholic District School Board Ontario

Deborah Ruebsam (retired) Thames Valley District School Board Ontario

Denise Evans Fournier Peel District School Board Ontario

Lara Schneider Toronto District School Board Ontario

Heather Lagace Simcoe County District School Board Ontario

Tiia Verdoold York Region 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 3 PLANNER

Module 3 Overview: Suivez-moi! 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 3 Strategies 15 Cooperative Learning 15 Intercultural Understanding 16 Module 3 Lessons at a Glance 19

PART 2: TEACHING NOTES

Explorons! 21 Bienvenue à mon école! 32 Integrating Échos mag 1 text Qu’est-ce que tu fais à la

récré? 41 Integrating Échos 1 text Voici mon école 42 Pas dans ma classe! 44 Opération fromage! 51 Des directions amusantes 61 C’est une course! 67 Mon école idéale 77 Mon projet 83 Je peux 92 Des écoles pour Haïti 96 Integrating Échos mag 1 text Une fille ordinaire, un

projet extraordinaire! 101 Le géocaching 102

PART 3: LINE MASTERS

Fiches d’activité FA1–14 Fiches de stratégie FS3, 6, 7 Fiches d’évaluation FE1–9

6 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Module 3 Overview: Suivez-moi! Problem solving: In this module, students learn to name the rooms in their school and give and follow

directions. They create a map of their real or ideal school and give directions to a classmate to have them

discover a “mystery” item hidden somewhere in the school. The module aims to help students problem-

solve by communicating directions to others.

`

Explore texts:

1. Web page: Bienvenue à mon école!

2. Illustration: Pas dans ma classe!

3. Graphic text: Opération fromage!

4. Game board: C’est une course!

5. Audio text: Mon école idéale

Integrate Échos texts:

1. Échos mag 1: Qu’est-ce que tu fais à la récré?

2. Échos 1 text: Voici mon école

3. Échos mag 1: Une fille ordinaire, un projet extraordinaire!

Unit opener: Explorons!

Follow directions to find the way through a maze.

Plan ahead: Zoom sur mon projet

Preview the performance task:

Create a map of either an actual school or an ideal school.

Using the map, students direct a partner to find a mystery object.

Explore further: Enrichment texts

Informative text: Des écoles pour Haïti

Informative text: Le géocaching

Use strategies:

1. J’aide mes amis.

2. Je fais des prédictions.

3. J’utilise des ressources.

4. Je réfléchis.

Performance task: Mon projet

Reflect:

Je peux : Reflect on skills and strategies.

Explore cultures:

Video and informative text: Des directions amusantes!

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Sui

vez-

moi

! 7

Lear

ning

Out

com

es a

nd A

sses

smen

t Pla

n B

egin

mod

ule

plan

ning

by

exam

inin

g th

e le

arni

ng o

utco

mes

bel

ow. A

ligni

ng y

our i

nstru

ctio

n to

out

com

es e

nsur

es e

ffec

tive

and

valid

ass

essm

ent.

Le

arni

ng o

utco

mes

are

exp

ress

ed a

s “ca

n do

” st

atem

ents

for s

tude

nts o

n pa

ge 1

of t

he S

tude

nt R

esou

rce.

The

y ar

e al

so li

sted

as s

ucce

ss c

riter

ia a

t the

beg

inni

ng o

f eve

ry le

sson

and

su

mm

ariz

ed in

the

char

t bel

ow. C

omm

unic

ate

lear

ning

goa

ls to

stud

ents

in si

mpl

e Fr

ench

at t

he b

egin

ning

of e

very

less

on se

quen

ce.

Ref

er to

the

Prog

ram

Ove

rvie

w, p

p. 3

6-41

, for

a d

escr

iptio

n of

Ass

essm

ent F

OR

, OF,

and

AS

Lea

rnin

g in

this

Pro

gram

. Use

Fic

he d

’éva

luat

ion

8 to

refle

ct a

s you

pla

n,

impl

emen

t, an

d de

brie

f you

r exp

erie

nce

with

this

mod

ule.

ASS

ESSM

ENT

PLA

N

Lear

ning

out

com

es a

re a

sses

sed

usin

g th

e fo

llow

ing

met

hods

and

act

ivit

ies:

Su

cces

s Cri

teri

a (in

trodu

ced

in le

sson

s ind

icat

ed

belo

w in

ital

ics)

A

sses

smen

t FO

R

Lea

rnin

g Le

arni

ng C

heck

s

Ass

essm

ent F

OR

L

earn

ing

Sugg

estio

ns fo

r Su

ppor

t/Cha

lleng

e

Ass

essm

ent A

S L

earn

ing

Ass

essm

ent O

F L

earn

ing

Lis

teni

ng to

U

nder

stan

d R

etrie

ve in

form

atio

n fr

om a

n or

al te

xt, e

.g.,

iden

tify

wor

ds. L

esso

ns 1

, 2, 3

, 8, 1

0, 1

3, 1

4, 1

6, 1

7, 1

8, 1

9

Ret

rieve

info

rmat

ion

from

an

oral

text

, e.g

., id

entif

y id

eas.

Less

ons 2

1 R

efle

ct o

n sk

ills a

nd st

rate

gies

. Les

sons

21,

22

Ref

lect

on

inte

rcul

tura

l aw

aren

ess.

Less

on 2

2

Follo

w d

irect

ions

for

Nin

a. L

esso

n 2

List

en a

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ircle

the

dire

ctio

n he

ard.

Le

sson

10

Follo

w a

dan

ce

rout

ine.

Les

son

13

Rea

d a

partn

er’s

di

rect

ions

in o

rder

to

find

a lo

catio

n on

the

gam

e bo

ard.

Le

sson

16

Ref

lect

on

liste

ning

sk

ills a

nd st

rate

gies

af

ter c

ompl

etio

n of

th

e m

odul

e.

Less

ons 2

1, 2

2

List

en a

nd re

cord

in

form

atio

n on

a

fiche

whi

le o

ther

pa

irs g

ive

thei

r di

rect

ions

. Le

sson

21

Lis

teni

ng to

In

tera

ct

Res

pond

to a

n or

al te

xt b

y st

atin

g a

fact

. Le

sson

s 7, 1

7 Le

arni

ng o

utco

mes

are

add

ress

ed in

this

mod

ule,

but

they

are

not

ass

esse

d to

the

poin

t of

AO

L. P

leas

e re

fer t

o ot

her E

chos

Pro

1 m

odul

es fo

r the

full

asse

ssm

ent c

ycle

of

this

lang

uage

com

pete

ncy.

Inte

rcul

tura

l U

nder

stan

ding

(L

iste

ning

)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

13

Li

sten

to a

vid

eo.

Less

on 1

3

Ref

lect

on

cultu

res.

Less

on 2

2

Spea

king

to

Com

mun

icat

e C

onve

y in

form

atio

n or

ally

, e.g

., fa

vour

ite c

olou

r, gi

ve

dire

ctio

ns, t

ell a

stor

y, d

ance

mov

es

Less

ons 1

, 3, 4

, 6, 9

, 10,

11,

13,

21

R

espo

nd o

rally

to a

writ

ten

text

. Le

sson

s 5, 7

, 9, 1

0, 1

2, 2

2, 2

3, 2

4 U

se rh

ythm

to e

xpre

ss a

n id

ea.

Less

ons 1

, 2, 3

, 12,

15,

20,

21,

22

Use

a st

rate

gy to

com

mun

icat

e or

ally

. Les

son

3

Use

lang

uage

pat

tern

s and

gra

phop

honi

cs to

spea

k

Giv

e di

rect

ions

to a

pa

rtner

. Les

son

6 R

etel

l a st

ory

usin

g a

rebu

s act

ivity

. Le

sson

11

Giv

e di

rect

ions

to a

pa

rtner

in o

rder

to

find

an o

bjec

t on

a sc

hool

map

. Le

sson

21

Ref

lect

on

spea

king

sk

ills a

nd st

rate

gies

af

ter c

ompl

etio

n of

th

e m

odul

e.

Less

ons 2

1, 2

2

Giv

e di

rect

ions

to a

pa

rtner

in o

rder

to

find

an o

bjec

t on

a sc

hool

map

. Le

sson

21

8

Éch

os P

ro 1

Tea

cher

’s G

uide

Sui

vez-

moi

! C

opyr

ight

© 2

014

Pear

son

Can

ada

Inc.

fluen

tly.

Less

ons 5

, 10,

23,

24

Rea

d w

ith e

xpre

ssio

n. L

esso

ns 5

, 10,

18,

23

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 2

1, 2

2 R

efle

ct o

n in

terc

ultu

ral a

war

enes

s. Le

sson

22

Spea

king

to

Inte

ract

Pr

ovid

e in

form

atio

n in

resp

onse

to o

ral c

ues.

Le

sson

s 4, 5

, 6, 7

, 8, 1

1, 1

2, 1

4, 1

5, 1

7, 1

9, 2

0, 2

2, 2

3,

24

Use

non

-ver

bal c

ues t

o co

mm

unic

ate.

Les

son

12

Lear

ning

out

com

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

othe

r Ech

os P

ro 1

mod

ules

for t

he fu

ll as

sess

men

t cyc

le

of th

is la

ngua

ge c

ompe

tenc

y.

Inte

rcul

tura

l U

nder

stan

ding

(S

peak

ing)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

14 a

nd É

chos

Tex

t R

ecog

nize

Fre

nch

soci

olin

guis

tic c

onve

ntio

ns. L

esso

n 3

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 22

.

Com

pare

scho

ols i

n va

rious

cou

ntrie

s. Le

sson

14,

Éch

os

Text

Ref

lect

on

cultu

res.

Less

on 2

2

Rea

ding

C

ompr

ehen

sion

R

ecog

nize

cog

nate

s and

fam

iliar

wor

ds. L

esso

n 5

Use

cue

s to

solv

e un

fam

iliar

wor

ds. L

esso

n 23

U

se a

com

preh

ensi

on st

rate

gy.

Less

ons 1

, 4, 7

, 9, 1

2, 1

3, 1

4, 1

7, 2

3, 2

4 R

esta

te a

nd re

tell

info

rmat

ion

from

a w

ritte

n te

xt.

Less

ons 1

1, 1

4, 1

8, 1

9, 2

4 Ex

pres

s per

sona

l tho

ught

s abo

ut a

text

. Les

son

22

Ref

lect

on

skill

s and

stra

tegi

es. L

esso

ns 2

1, 2

2

Dra

w a

map

in

resp

onse

to th

e st

ory.

Le

sson

11

Follo

w w

ritte

n di

rect

ions

in o

rder

to

find

loca

tions

on

the

gam

e bo

ard.

Le

sson

14

Ref

lect

on

read

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 21,

22

Follo

w w

ritte

n di

rect

ions

in o

rder

to

find

loca

tions

on

two

scho

ol m

aps.

Less

on 1

9

Cop

yrig

ht ©

201

4 Pe

arso

n C

anad

a In

c.

Éch

os P

ro 1

Tea

cher

’s G

uide

Sui

vez-

moi

! 9

Rea

ding

: Pu

rpos

e, F

orm

, an

d St

yle

Rea

d/vi

ew/li

sten

to a

var

iety

of t

exts

, e.g

., a

web

pag

e,

imag

e, a

n in

form

ativ

e te

xt, a

vid

eo, a

gam

e bo

ard

and

rule

s, co

nver

satio

n.

Less

ons 4

, 7, 1

2, 1

3, 1

4, 1

5, 1

7, 2

3, 2

4

Le

arni

ng o

utco

mes

are

add

ress

ed in

this

mod

ule,

but

they

are

not

ass

esse

d to

the

poin

t of

AO

L. P

leas

e re

fer t

o ot

her E

chos

Pro

1 m

odul

es fo

r the

full

asse

ssm

ent c

ycle

of

this

lang

uage

com

pete

ncy.

Inte

rcul

tura

l U

nder

stan

ding

(R

eadi

ng)

Com

pare

one

’s c

ultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

23

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 22

Rea

d st

atis

tics o

n th

e nu

mbe

r of

peop

le w

ho sp

eak

Fren

ch. L

esso

n 12

R

efle

ct o

n cu

lture

s. Le

sson

22

Wri

ting:

Pu

rpos

e,

Aud

ienc

e, a

nd

Form

Expl

ore

a to

pic

in w

ritin

g, e

.g.,

clue

s. Le

sson

24

Writ

e us

ing

a va

riety

of f

orm

s, e.

g., l

abel

a m

ap, l

ocat

e an

obj

ect,

dire

ctio

ns.

Less

ons 6

, 8, 1

6, 1

9, 2

0 R

efle

ct o

n sk

ills a

nd st

rate

gies

. Les

sons

21,

22

Dra

w a

nd d

escr

ibe

the

posi

tion

of

obje

cts.

Less

on 8

Writ

e di

rect

ions

for

a lo

catio

n on

the

gam

e bo

ard.

Les

son

16

Ref

lect

on

writ

ing

skill

s and

stra

tegi

es

afte

r com

plet

ion

of

the

mod

ule.

Le

sson

s 21,

22

Prep

are

dire

ctio

ns

to h

elp

a pa

rtner

fin

d an

obj

ect o

n a

scho

ol m

ap.

Less

on 2

0

Inte

rcul

tura

l U

nder

stan

ding

(W

ritin

g)

Com

pare

one

’s o

wn

cultu

ral k

now

ledg

e an

d ex

perie

nces

to

new

lear

ning

. Les

son

14

Ref

lect

on

inte

rcul

tura

l und

erst

andi

ng. L

esso

n 22

Writ

e te

ache

rs’

nam

es. L

esso

n 14

R

efle

ct o

n cu

lture

s. Le

sson

22

10 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

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 Student Resource Module 3.) Refer to the Program Overview, pp. 34-35, for a description of the performance task in this program.

In this module, students learn to give and follow directions for navigating a physical location such as a school. They create a map of a real or an ideal school and draw “mystery objects” in every room to serve as decoys. Then students use the map to direct a partner to find a location and the mystery object found in that location. Partners then reverse roles.

Differentiating the Performance Task Refer to the Program Overview, pp. 42-44, for a description of differentiation in this program. If you choose to modify what students will produce, ensure that you provide the necessary scaffolding.

Handling Sensitive Issues Be sensitive to students… Suggestion

whose cultural or religious background does not permit dancing.

Permit students to focus on the elements of Student Resource Module pp. 16–17 that deal with the featured individuals’ home towns, Francophone population, and directions involved in the activity they enjoy. Students may observe the video of a dance step demonstration without participating.

PERFORMANCE TASK OPTIONS

• Set up the classroom as a maze and have students direct a partner through the maze.

• Obtain permission to have students start at the front doors of the school and direct partners through the school to a mystery object that they have hidden in advance.

• Project students’ real or ideal school maps on a whiteboard and have partners trace a path on the map as they follow directions.

• For students who would benefit from enrichment, consider having them draw a map of a shopping centre or a town.

• Introduce more interactive language to the task. The partners following directions must ask for each direction and get confirmation that each direction has been correctly followed.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 11

Text Exploration Students explore a variety of thematic texts to build their language and strategic competencies. Refer to the Program Overview, pp. 61-68, for a description of exploring text in this program.

Explorons!, photos Student Resource Module pp. 2–3

Teacher’s Guide Lessons 1–3

Bef

ore

Contextualize/Personalize Learn direction lines, e.g., Tourne à gauche. Tourne à droite. Va tout droit. Continue. Arrête.

Shared Listening 1 Confirm a prediction.

Shared Listening 2 Listen for familiar words.

Dur

ing

Shared Listening 3 Listen for direction lines.

Aft

er

Response to Text Give directions to help Nina find the cheese. Participate in an obstacle course.

Bienvenue à mon école!, webpage

Student Resource Module pp. 6–7

Teacher’s Guide Lessons 4–6

Bef

ore

Contextualize/Personalize Identify school rooms, e.g., C’est un bureau.

Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experiences.

Shared Reading 2 Focus on familiar words. Dur

ing

Shared Reading 3 Focus on graphophonics.

Aft

er

Response to Text Label a school map. Give directions to a partner.

Échos mag 1 Text Integration after Lessons 4–6

Qu’est-ce que tu fais à la récré?, audio: rhymes for playing hopscotch or jumping rope

Échos mag 1, pp. 12–13

Échos 1 Teacher’s Guide pp. 178–181

Bef

ore

Contextualize/Personalize Say what you do at recess, e.g., Je joue au soccer.

Shared Listening 1 Identify familiar words.

Shared Listening 2 Chime-in shared reading

Dur

ing

Shared Listening 3 Chime-in shared reading

Aft

er

Response to Text Create a rhythm for one of the rhymes.

12 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Échos 1 Text Integration after Qu’est-ce que tu fais à la récré?

Voici mon école, narrative text Échos 1, pp. 1–23

Échos 1 Teacher’s Guide pp. 77–116

Bef

ore

Contextualize/Personalize Say what you like about school, e.g., J’aime la récré. J’aime les activités. J’aime le français.

Dur

ing

Modelled Reading Read for gist and enjoyment. Chunk the text into three segments. For each segment:

Shared Reading 1 Make meaning and link to personal experiences.

Shared Readng 2 Explore language.

Shared Reading 3 Shared oral reading

Aft

er

Response to Text Survey classmates.

Pas dans ma classe!, illustration Student Resource Module pp. 12–13

Teacher’s Guide Lessons 7–8

Bef

ore

Contextualize/Personalize Talk about the location of objects, e.g., La pomme est sur le pupitre.

Dur

ing Shared Viewing 1 View for gist and enjoyment.

Shared Viewing 2 Make meaning and link to personal experiences.

Aft

er

Response to Text Listen to a conversation. Describe the position of objects.

Opération fromage!, graphic text Student Resource

Module pp. 14–15 Teacher’s Guide Lessons 9–11

Bef

ore

Contextualize/Personalize Make predictions.

Dur

ing

Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experiences.

Shared Reading 2 Explore language.

Shared Reading 3 Read with expression.

Aft

er

Response to Text Listen to directions. Retell the story. Draw a map in response to the story.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 13

Des directions amusantes, informative/procedural text

Student Resource Module pp. 16–17

Teacher’s Guide Lessons 12–13

Bef

ore

Contextualize/Personalize Talk about activities that involve directions.

Dur

ing

Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experiences.

Shared Viewing 1 View for gist and enjoyment.

Shared Viewing 2 Listen for familiar words.

Shared Viewing 3 Follow directions and mime actions.

Aft

er

Response to Text Dance a hip-hop routine.

C’est une course!, board game Student Resource Module pp. 18–19

Teacher’s Guide Lessons 14–16

Bef

ore

Contextualize/Personalize View the game board. Find locations on the game board.

Dur

ing

Shared Reading Read the board game.

Aft

er

Response to Text Play a game. Write directions to a location.

Mon école idéale, conversation

Student Resource Module pp. 20–21

Teacher’s Guide Lessons 17–18

Bef

ore

Contextualize/Personalize Talk about an ideal school.

Dur

ing

Shared Listening 1 Listen for gist and enjoyment.

Shared Listening 2 Identify locations.

Shared Listening 3 Connect locations to subjects.

Aft

er

Response to Text Describe an ideal school.

14 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Un peu plus!: Enrichment Text after Je peux, Lesson 22

Des écoles pour Haïti, informative text

Student Resource Module pp. 26–27

Teacher’s Guide Lesson 23

Bef

ore

Contextualize/Personalize Talk about francophone countries.

Dur

ing Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experiences.

Shared Reading 2 Explore language.

Aft

er

Response to Text Read aloud in pairs.

Échos mag 1 Text Integration after Des écoles pour Haïti, Lesson 23

Des jeunes en action : Une fille ordinaire, un projet extraordinaire!, informative text

Échos mag 1, pp. 10–11

Échos 1 Teacher’s Guide pp. 175–177

Bef

ore

Contextualize/Personalize Talk about fund-raising initiatives at school.

Dur

ing Shared Reading 1 Make meaning and link to personal experiences.

Shared Reading 2 Explore language.

Shared Reading 3 Shared oral reading

Aft

er

Response to Text Describe a fund-raising project.

Un peu plus!: Enrichment Text Échos mag 1 Text Integration

Le géocaching, informative text Student Resource Module pp. 28–29

Teacher’s Guide Lesson 24

Bef

ore

Contextualize/Personalize Participate in a mini treasure hunt.

Dur

ing Modelled Reading Read for gist and enjoyment.

Shared Reading 1 Make meaning and link to personal experiences.

Shared Reading 2 Explore language.

Aft

er

Response to Text Prepare a classroom geocache. Find a cache.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 15

Module 3 Strategies Strategies are explicitly taught in this module while others are spiralled from previous modules. Please see the Program Overview, pp. 57-60, for a description of strategies in this program.

Strategies Explicitly Taught in this Module Strategies Suggestions

J’aide mes amis. (1) Introduce in Lesson 3. Reinforce in Lessons 4. Refer often to the T-chart on p. 9 of the Student Resource Module when students are working collaboratively. Display Fiche de stratégie 3 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 fais des prédictions. Introduce in Lesson 4. Reinforce in Lessons 7, 9, 12, 14, 17, 23, 24 Use Student Resource Module pp. 10–11 to introduce the strategy. Display Fiche de stratégie 8 or make an anchor chart of the fiche for easy reference.

J’utilise des ressources. Introduce in Lesson 8. Use Student Resource Module p. 23 to introduce the strategy. Reinforce in all production activities. Display Fiche de stratégie 11 or make an anchor chart of the fiche for easy reference.

Je réfléchis. Use Fiche d’évaluation 1 to help students reflect on the performance task. Use Fiche d’évaluation 2 to help students reflect on the module. Use Fiche d’évaluation 3 to help students reflect on intercultural understanding. Help students set goals for future learning.

Strategies Spiralled from previous Modules Strategies Suggestions

J’écoute bien. (Fiche de stratégie 1) Je participe activement. (Fiche de stratégie 2)

Lessons 2, 4, 6, 9 Lessons 2, 4, 6, 9

Cooperative Learning Refer to the Program Overview, pp. 53-55, for information on other grouping techniques.

Grouping Techniques Suggestions Think Pair Share Matching Lists Milling to Music

Lesson 9 Lesson 10 Lesson 18

16 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

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, pp. 69-72, 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…

Voici mon école Échos 1 Text

meet several children from French-speaking countries or regions, such as St. Pierre and Miquelon and Switzerland, and learn the cultural specificities of schools in these countries, e.g., There is no school on Wednesdays in St. Pierre and Miquelon; there are four official languages in Switzerland.

Bienvenue à mon école!

Student Resource Module pp. 6–7

become aware that they may encounter both les toilettes and la salle de bain as terms to indicate a washroom.

Opération fromage!

Student Resource Module pp. 14–15

learn the French proverb Quand le chat n’est pas là, les souris dansent (of which similar versions exist in Italian, Spanish, English and Dutch).

Des directions amusantes Student Resource Module pp. 16–17

learn that francophones live across Canada, meet three francophones from British Columbia, Québec, and Nova Scotia, and follow dance instructions from Cyusa, a Francophone living in Montréal.

Mon école idéale Student Resource Module pp. 20–21

learn that cinéma is a French word they may already know and that dépanneur is a Québec regional expression used to describe a corner store.

Des écoles pour Haïti Student Resource Module pp. 26–27

learn about the reconstruction of schools in Haiti, a French speaking country, after the 2010 earthquake which devastated the country.

identify Francophone countries in the world and learn about Haiti’s two official languages: Haitian Creole and French.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 17

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…

Voici mon école Échos 1 Text

talk about the cultural specificities of schools in other countries and compare to their own school, e.g., À St-Pierre et Miquelon, il n’y a pas d’école le mercredi. Dans mon école, il n’y a pas d’école le samedi. (Speaking)

Des directions amusantes Student Resource Module pp. 16–17

read statistics on the number of people who speak French and the percentage of the population that is francophone in three Canadian localities and compare these statistics to their own locality. (Reading)

compare the accents of various speakers in the video to other accents they know. (Listening)

C’est une course! Student Resource Module pp. 18–19

compare the names of teachers in a French school with the names of their own teachers in French, noticing the use of monsieur and madame, and the absence of mademoiselle. (Writing)

compare customs for addressing teachers in different localities. (Speaking)*

Des écoles pour Haïti* Student Resource Module pp. 26–27

identify countries who have French as an official language and compare to other countries who have multiple official languages. (Reading)

*These examples of intercultural understanding do not appear on Fiche d’évaluation 3.

Sociolinguistic Awareness Sociolinguistic conventions, or examples of language used in a variety of social situations, are highlighted in many texts.

Students learn…

Je coopère! Student Resource pp. 8–9

different ways to negotiate and interact with peers using common expressions for offering help, asking for confirmation, and asking how someone is feeling.

Des directions amusantes Student Resource Module pp. 16–17

to distinguish accents as Jayden (an anglophone) and Kyra (a francophone) introduce themselves in the video.

18 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

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 3 : Je réfléchis sur les cultures.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 19

Module 3 Lessons at a Glance LESSONS* STUDENT RESOURCE STUDENTS… FICHES

Dans ce module… p. 1 discover the learning goals associated with each new text.

Lessons 1–3 Explorons! pp. 2–3

Zoom sur mon projet pp. 4–5

Je coopère! pp. 8–9

learn to listen and follow directions to complete a task. learn about the performance task.

learn a cooperative strategy.

Fiche d’activité 1 Fiche de stratégie 3 Fiche d’évaluation 7 (ongoing)

Lessons 4–6 Bienvenue à mon école! pp. 6–7

view a webpage, label a map of their own school, and give directions to rooms in the school.

Fiche d'activité 2 Fiche de stratégie 8

Échos mag 1 Text Integration

(1 lesson)

Échos mag 1 text, pp. 12–13: Qu’est-ce que tu fais à la récré?

listen to rhymes for playing hopscotch or jumping rope.

See Échos 1 Teachers Guide, pp. 178–181.

Échos 1Text Integration

(7 lessons)

Échos 1 text:

Voici mon école

read an expressive/informative text featuring a Canadian student asking children from around the world what they like best about their school.

See Échos 1 Teacher’s Guide pp. 77–116

Lessons 7–8 Pas dans ma classe! pp. 12–13

view an illustration and learn to describe the position of objects.

Fiches d'activité 3, 4 Fiches de stratégie 3, 8

Lessons 9–11 Opération fromage! pp. 14–15

read a graphic text and learn to retell a story.

Fiches d’activité 5, 6 Fiche de stratégie 8

Lessons 12–13 Des directions amusantes pp. 16–17

read an informative text about francophone Canadians who enjoy activities that rely on directions, then view a dance instruction video.

Fiche de stratégie 8 Fiche d'évaluation 3

Lessons 14–16 C’est une course! pp. 18–19

learn to play a board game. Fiches d’activité 7, 8a–b, 9a–d Fiche d'évaluation 4 Fiche de stratégie 8

20 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Lessons 17–18 Mon école idéale pp. 20–21 listen to a conversation and talk about their ideal school.

Fiche de stratégie 8 Fiches d'activité 10, 11

Lessons 19–21 Mon projet pp. 22–23 create a school map and prepare directions to help a partner find a mystery object on the map.

Fiches d'activité 1, 12 Fiches d'évaluation 1, 4, 5a–b, 6, 9

Lesson 22 Je peux pp. 24–25 Parle-moi de… p. 32

reflect on their learning and set learning goals.

Fiche d'activité 13 Fiches d'évaluation 1, 2, 3, 8 [FE 8 on overview page only]

Lesson 23 Un peu plus, Des écoles pour Haïti pp. 26–27

read an informative text about recovery efforts in Haiti after the 2010 earthquake.

Fiche de stratégie 8 Fiche d'évaluation 4

Échos mag 1 Text Integration

(1 lesson)

Échos mag 1 text, pp. 10–11: Des jeunes en action : Une fille ordinaire, un projet extraordinaire!

read a magazine article that describes the fund-raising efforts of one student.

See Échos 1 Teacher’s Guide, pp. 175–177

Lesson 24 Un peu plus, Le géocaching pp. 28–29

read an informative text about geocaching.

Fiche d'activité 14 Fiche de stratégie 8

* 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 1 Teacher’s Guide Suivez-moi! 21

FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Listening/

During Listening

1

Warm-Up: Review colours. Contexualize/Personalize: Learn direction lines. Contextualize/Anticipate: Do a picture walk. Shared Listening 1: Confirm a prediction. Shared Listening 2: Listen for familiar words. Learn about the Performance Task. Wrap-Up: Repeat the chant.

Student Resource Module pp. 2–5 Audio: Suivez-moi! Audio: Explorons! Prop: A handmade flag to indicate directions

During Listening/

After Listening

2

Warm-Up: Act out directions. Shared Listening 3: Listen for direction lines. Response to Text: Give directions to help Nina find the cheese.* Wrap-Up: Repeat the chant.

Student Resource Module pp. 2–3 Fiche d'activité 1 Audio: Explorons!

After Listening

3

Warm-Up: Give directions to help Nina find the baby or the cheese. Contextualize: Help classmates. Response to Text 2: Participate in an obstacle course. Wrap-Up: Learn a chant.

Student Resource Module pp. 2–3, 8–9 Fiche de stratégie 6 Audio: J’aide mes amis!

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Convey information orally, e.g., colours, give directions.

• Use rhythm to express an idea.

• Use a comprehension strategy.

• Restate or retell information from an oral text, e.g., identify words.*

• Use a strategy to communicate orally.

• Recognize French sociolinguistic conventions

• Je parle de ma couleur préférée. Je donne des directions.

• Je communique avec rythme.

• J’utilise une stratégie de compréhension.

• J’identifie des mots dans un texte oral.

• J’utilise une stratégie pour communiquer oralement.

• Je remarque des différences culturelles. *Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Strategy Focus: Students are introduced to the strategy J’aide mes amis. 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 listen and follow directions to complete a task. Je suis des directions. Je donne des directions.

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

22 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

WARM-UP: Review colours. (M) Create an oral language chain in which students share colour preferences, using the language for colours that was introduced in Ma classe et moi. Use clothing or classroom objects to facilitate understanding of colours.

- Regardez mon chandail. C’est bleu. J’aime le bleu.

(SP) (GP) Invite a student to restate your colour preference and add his/her own preference. Invite a few more students in turn to add their preferences to the chain. Continue the chain until it is broken or as time and interest permit.

- Jacob, c’est ton tour. Répète ma couleur et dis ta couleur. (Monsieur / Madame aime le bleu. J’aime l’orange.)

- Maggie, c’est ton tour. (Monsieur / Madame aime le bleu. Jacob aime l’orange. J’aime le jaune.)

BEFORE LISTENING CONTEXTUALIZE/PERSONALIZE: Learn direction lines. (M) Sing the Suivez-moi! song to the tune of the well-known children’s rhyme “London Bridge.” Use a handmade flag to indicate the directions as you demonstrate all or part of the song or chant. Ensure that you are facing in the same direction as students to avoid confusion between left and right. Cup an ear and ask students to echo the last line of each verse.

- Regardez le drapeau. J’indique la direction et je chante / je dis le chant.

Suivez moi!

Suivez-moi deux par deux, Deux par deux, deux par deux Suivez-moi deux par deux Et on tourne à droite. (x2) [Flag to the right]

Suivez-moi deux par deux, Deux par deux, deux par deux Suivez-moi deux par deux Et on tourne à gauche. (x2) [Flag to the left]

Lesson 1 Explorons!Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 2–5 Audio: Suivez-moi! Audio: Explorons! Prop: A handmade flag to indicate directions

DIFFERENTIATION Call on students who have limited oral language or memory skills to participate early in the chain. Stronger students could add further detail about the shade of the colour.

ENGLISH LANGUAGE LEARNERS Support students who may be unfamiliar with singing as a learning technique. Explain the purpose of singing as a support for remembering words and improving pronunciation.

PD CORNER Having students do actions as they sing or chant helps them understand and remember unfamiliar words.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 23

Suivez-moi deux par deux, Deux par deux, deux par deux Suivez-moi deux par deux Et on va tout droit. (x2) [Flag straight ahead horizontally]

Suivez-moi deux par deux, Deux par deux, deux par deux Suivez-moi deux par deux Et on continue. (x2) [Continue straight ahead.]

Suivez-moi deux par deux, Deux par deux, deux par deux Suivez-moi deux par deux Et on arrête. (x2) [Flag raised up vertically.]

(SP) Invite a few students to follow you in a double line as you move through the class a second time, repeating the chant. Invite all students to echo each line of the chant after you.

- Je répète le chant encore. Répétez le chant et suivez-moi!

(SP) Ask the whole class to follow and repeat or sing the chant with you.

CONTEXTUALIZE/ANTICIPATE: Do a picture walk. (M) (SP) Refer to Student Resource Module pp. 2–3. Ask students to use comprehension strategies learned in previous modules to explore the illustration.

- Je pose des questions. Quel est le titre? (C’est « Explorons ».)

- Quelles images est-ce que je vois? (Je vois… une souris, du fromage, une petite souris, un labyrinthe, des drapeaux.

- De quelles couleurs sont les drapeaux? (Les drapeaux sont rouges, bleus, jaunes, etc.)

(SP) Prompt students to predict the mouse’s destination. Use gestures and point to aspects of the image to support understanding. Ask students to raise their hand and respond. Record student predictions.

- Où va la souris? Qui pense que la souris va vers son bébé? Qui pense que la souris va vers le fromage? (La souris va vers…)

DURING LISTENING SHARED LISTENING 1: Confirm a prediction. Listen to the audio selection the first time to confirm students’ prediction. Direct students to listen for the mouse’s name.

- Comment s’appelle la souris? (La souris s’appelle Nina.)

- Où va Nina? Vers le fromage? Vers son bébé? (Nina va vers son bébé.)

DIFFERENTIATION Direct students to listen for the mouse’s name and to use a predetermined gesture to indicate that they have figured it out.

DIFFERENTIATION Some students may need to learn gestures separately from language. Consider miming the chant once through without music or words, so that students can focus on the actions only.

24 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Explorons! Narrator: Nina, Nina. Écoute-moi. Nina: Oui, je t’écoute.

Narrator: Nina, va tout droit. Tourne à droite. Tourne à gauche. Tourne à droite. Tourne à droite. Où es-tu, Nina? Nina: Je suis au drapeau bleu.

Narrator: Excellent, Nina. Maintenant, tourne à gauche. Tourne à gauche. Continue. Nina: Hmmm… d’accord. Je tourne à gauche. Je tourne à gauche. Je continue. Narrator: Où es-tu, Nina? Nina: Je suis au drapeau rouge.

Narrator: Bravo, Nina. Tourne à droite. Tourne à gauche. Continue. Tourne à droite. Va tout droit. Où es-tu, Nina? Nina: Je suis au drapeau orange.

Narrator: Youpi! Nina, tourne à droite. Continue. Tourne à gauche. Continue. Tourne à droite. Nina: Hmm… d’accord. Je tourne à droite, je continue. Je tourne à gauche, je continue. Je tourne à droite. Narrator: Où es-tu, Nina? Nina: Je suis au drapeau noir.

Narrator: Super! Nina, tourne à gauche. Tourne à gauche. Tourne à droite. Continue. Où es-tu, Nina? Nina: Je suis au drapeau violet.

Narrator: Formidable! Nina, tourne à droite. Tourne à droite. Tourne à gauche. Nina: Hmm… d’accord. Je tourne à droite. Je tourne à droite. Je tourne à gauche. Narrator: Où es-tu, Nina? Nina: Je suis au drapeau jaune.

Narrator: Fantastique! Nina, tourne à gauche. Tourne à gauche. Tourne à droite. Continue. Arrête, Nina. Où es-tu, Nina?

Nina: Ah! C’est mon petit bébé. Narrator: Félicitations, Nina!

SHARED LISTENING 2: Listen for familiar words. (M) Do a think-aloud as you play the first segment of the audio selection and listen for familiar words.

- J’écoute. Quels sont les mots familiers? « Bleu » est un mot familier. « Droit » est un mot familier.

DIFFERENTIATION Consider making groups of students responsible for certain words as you listen to the text. One group could listen for drapeau, one could listen for colours, and one could listen for directions.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 25

(SP) Direct students to listen to the remainder of the audio selection and raise their hand when they hear a familiar word.

- J’écoute. Quels sont les mots familiers? (…)

Learn about the performance task. Refer to Student Resource Module pp. 4–5 to introduce the performance task. Show students that they will give directions to a classmate in their actual school or a fantasy school.

- Regardez. Je donne les directions. Je trouve un objet secret.

- Je dessine mon école ou je dessine une école idéale.

WRAP-UP: Repeat the chant. (SP) Repeat the chant learned at the beginning of the lesson.

- Suivez-moi deux par deux. On répète le chant.

26 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

WARM-UP: Act out directions. Direct students to form a circle if there is space. If not, consider modifying the instructions so that students walk in lines between rows of desks, stop, turn, turn again, and walk back between the rows. Guide students through a series of instructions, that allow them to review the directions learned in the previous lesson. Give instructions to individuals in the tu form rather than the vous form to model the language students will use. Model with a few students before inviting everyone to participate.

MODÈLE

- Tourne à droite.

- Va tout droit. Arrête. [Students walk counter clockwise in a circle.]

- Tourne à gauche. [Students turn facing into the circle.]

- Va tout droit. Arrête. [Students walk into the circle and stop just as they crowd in together.]

- Tourne à gauche. Et tourne à gauche encore. [Students are facing out from the centre of the circle.]

- Va tout droit. Arrête. [Students walk out and stop at their original spot in the circle.]

- Tourne à droite. Tourne à droite. [Students are again facing into the circle.]

- Dis « bonjour » à tous les amis. [Students wave and say hello.]

DURING LISTENING (CONTINUED) SHARED LISTENING 3: Listen for direction lines. Refer to Student Resource Module pp. 2–3. Review the context to prepare students for the audio selection.

- Regardez. Comment s’appelle la souris? (Elle s’appelle Nina.)

- Nina va vers son bébé ou vers le fromage? (Elle va vers son bébé.)

Lesson 2 Explorons!Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 2–3 Fiche d'activité 1 : Explorons! Audio: Explorons!

DIFFERENTIATION As you call out the directions, ask students to repeat them as they act out the movements.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 27

(M) Play the first segment of the audio selection and think aloud, saying the direction you hear and tracing Nina’s route using a pointer, your finger, or a coloured marker.

- Écoutez. Quelles sont les directions? J’entends « Va tout droit ».

- Je trace la route de Nina. Où est Nina? Nina est au drapeau bleu.

(SP) (GP) Play subsequent segments of the audio selection, inviting students to say the directions they hear. Ensure that students follow the directions as if they were Nina in the maze and to stop at each intersection without turning whenever they hear the word Continue. As students become more comfortable, ask them to take your place marking Nina’s route in the maze.

- Écoutez. Quelle est la direction? (C’est « tourne à gauche ».)

- Tracez la route de Nina. [Ask a student take your place.]

AFTER LISTENING RESPONSE TO TEXT: Give directions to help Nina find the cheese. (M) (SP) Refer to Student Resource Module pp. 2–3. Direct students to help Nina find the cheese. Ensure that a different student gives each new direction and traces the path for everyone to see using a pointer, a finger, or a coloured marker. Ensure that students follow the directions as if they were Nina in the maze and stop at each intersection without turning when they hear the word Continue.

- On aide Nina à trouver le fromage.

- Une personne trace la route. On donne les directions.

- Va tout droit. Tourne à droite. Tourne à gauche. Tourne à droite. Tourne à droite. Où est Nina? (Nina est au drapeau bleu.)

(GP) Ask two students to take your place picking up from where you left off with the student volunteer.

- Est-ce que je peux avoir deux volontaires? Amrita et Kelly, continuez.

(IP) Refer students to Fiche d'activité 1 : Explorons! In pairs, students take turns giving a direction to their partner until Nina arrives at the cheese. Refer students to the cooperative strategies J'écoute bien and Je participe activement learned in previous modules for expressions that will enable them to work together in French.

PD CORNER Posting or projecting a visual, such as a maze or a map, on which students can follow along as others give directions helps them understand and follow the directions.

DIFFERENTIATION For students who may have challenges with spatial relations, consider providing a copy of the maze with the route already indicated.

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Learning Check (listening to understand): Circulate, monitor, and adjust. As students are working independently, circulate through the room and monitor responses by observing how students are positioning their finger/pointer on the maze. If needed, provide students with additional practice in giving directions by changing partners. Student Resource Module pp. 2–3, Mother mouse (Nina) to cheese: For teacher reference

1. Va tout droit. Tourne à droite. Tourne à gauche. Tourne à droite. Tourne à droite. (Je suis au drapeau bleu.)

2. Tourne à gauche. Tourne à gauche. Continue. (Je suis au drapeau rouge.)

3. Tourne à droite. Tourne à droite. (Je suis au drapeau vert.)

4. Va tout droit. Tourne à droite. Tourne à gauche. Tourne à gauche. Tourne à gauche. Tourne à droite. Tourne à droite. (Je suis au drapeau rose.)

5. Va tout droit. Continue. Tourne à gauche. Tourne à gauche. Tourne à droite. (Je suis au drapeau brun.)

6. Tourne à gauche. Tourne à gauche. Tourne à droite. Tourne à droite. Tourne à droite. Tourne à gauche. (Je suis au fromage.)

WRAP-UP: Repeat the chant. (SP) Repeat the chant learned in the previous lesson.

- Suivez-moi deux par deux. On répète le chant.

Assessment FOR Learning

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WARM-UP: Give directions to help Nina. (M) (SP) Refer to Student Resource Module pp. 2–3. Direct students to help Nina find the baby or the cheese. Ensure that a different student gives each new direction and traces the path for everyone to see using a pointer, a finger, or a coloured marker. Ensure that students follow the directions as if they were Nina in the maze and stop at each intersection without turning when they hear the word Continue.

- On aide Nina à trouver son bébé / le fromage.

- Une personne trace la route. On donne les directions.

- Va tout droit. Tourne à droite. Tourne à gauche. Tourne à droite. Tourne à droite. Où est Nina? (Nina est au drapeau bleu.)

(GP) Ask two students to take your place picking up from where you left off with the student volunteer.

- Est-ce que je peux avoir deux volontaires?

AFTER LISTENING

CONTEXTUALIZE: Help classmates. Introduce the cooperative strategy. Refer to the pictogram of the strategy at the top of Student Resource Module p. 9 or use Fiche de stratégie 6 : J'aide mes amis. (1) Mime the action [of boosting a person up] and ask students to say the strategy aloud.

- Regardez la stratégie. J'aide mes amis. [Mime the action.]

- Mimez et dites avec moi : (J’aide mes amis.)

(M) (SP) Refer to the photos on Student Resource Module p. 8. Model the interaction using different voices to show different roles. Use gestures to reinforce the concept of helping.

- Est-ce qu’il / elle aide ses amis? (Oui, il / elle aide ses amis.)

Lesson 3 Explorons!Student Resource Module pp. 2–3

MATERIALS Student Resource Module pp. 2–3, 8–9 Fiche de stratégie 6 : J’aide mes amis. (1) Audio: J’aide mes amis.

COOPERATIVE LEARNING The T-chart on Student Resource Module p. 9 offers several verbal and non-verbal cues for the cooperative learning strategy J’aide mes amis. Many more cues exist and, depending on your class, you may choose to introduce more cues. Use your professional judgement to decide how much language is appropriate; enough to give students flexibility without overwhelming them. The goal is to provide students with the cooperative language to be successful in class.

INTERACTIVE TECHNOLOGY Consider using Suivez-moi!, Interactive Whiteboard Activity 1: Suivez des directions (online or on DVD) to learn how to follow directions.

30 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

(M) (SP) Refer to the T-chart on Student Resource Module p. 9. Mime the non-verbal cues (left side of T-chart) and model the verbal cues (right side of T-chart).

- J’aide mon ami. Faites comme moi. [Gesture helping a student by pointing to a page in the student resource.]

- J’aide mon groupe. Faites comme moi. [Cup an ear.]

RESPONSE TO TEXT 2: Participate in an obstacle course. In advance, use classroom desks (or pilons in an outside area if possible) to create four distinct short paths that involve two to three turns. The path should be from the back of the class to the front.

(M) (SP) Invite a student to join you in demonstrating the activity. Blindfold the student and direct him/her through the obstacle course, then change roles. If you or your students prefer not to use blindfolds, consider having one partner pretend to be a robot that moves only when precise instructions are given.

- Kamal est ma partenaire. Je couvre les yeux de Kamal. / Kamal est un robot. Je donne des directions.

- Kamal, va tout droit. Arrête. Tourne à gauche. Arrête. Tourne à droite… Bravo, Kamal. Tu es arrivée!

- Maintenant, c’est mon tour. Kamal donne les directions. Je me couvre les yeux. / Je suis un robot. (…)

(GP) Ask two volunteers to take your place. Direct one student to guide the other through the maze blindfolded. If students are ready, encourage them to use a verbal cue from the T-chart, such as C’est bien? Oui, c’est bien when responding to their partner.

- Est-ce que je peux avoir deux volontaires? Ryan et Sarah, continuez.

(GP) Draw two names at a time from an envelope and ask students to take turns giving directions to a blindfolded partner or a “robot” partner while the rest of the class watches the student navigate the obstacle course.

- C’est le tour de Michael et Kevin. Michael donne des directions. Kevin se couvre les yeux. / Kevin est un robot.

DIFFERENTIATION Allow students to choose which role they perform in the activity—guide or walker—to increase their comfort with the activity.

ASSESSMENT TIP Consider using Fiche d’évaluation 7: Strategies Planning Sheet to track and assess students’ progress with cooperative, comprehension, production, and metacognition 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., offering help, asking for confirmation, and asking how someone is feeling.

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WRAP-UP: Learn a chant. (M) (SP) Listen to the audio selection J’aide mes amis sung to the tune of the song Olé, olé and said a second time as a chant. Associate gestures to each line of the song or chant.

- Écoutez le chant.

J’aide mes amis.

Ça va? Ça va? Oui, ça va. Ça va? Ça va? Non, ça ne va pas. Est-ce que je peux t’aider? Oui, s’il te plaît! Est-ce que je peux t’aider? Oui, s’il te plaît!

(SP) Play the audio selection again and ask students to join you, adding gestures to the song or chant found at the bottom of Student Resource Module pp. 8–9 to help students internalize the language.

32 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

FOCUS LESSON LESSON DESCRIPTION MATERIALS/RESOURCES

Before Reading/ During

Reading

4

Warm-Up: Follow directions. Contextualize/Personalize: Identify school rooms. Anticipation: Make predictions. Modelled Reading: Read for gist and enjoyment. Wrap-Up: Play a guessing game.

Student Resource Module pp. 6–7, 10–11 Fiche d'activité 2 Fiche de stratégie 7 Props: Map of students’ own school; objects representing rooms in the school

During Reading/

After Reading

5

Warm-Up: Review rooms in a school. Shared Reading 1: Make meaning and link to personal experiences. Shared Reading 2: Focus on familiar words. Shared Reading 3: Focus on graphophonics. Independent Reading: Read aloud in pairs.* Wrap-Up: Review rooms in a school.

Student Resource Module pp. 6–7 Prop: Slips of paper identifying the rooms in a school

After Reading

6

Warm-Up: Review directions. Response to Text 1: Label a school map. Response to Text 2: Give directions to a partner.* Wrap-Up: Share experiences.

Student Resource Module pp. 6–7, 30–31 Prop: Blank map of students’ own school

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Provide information in response to oral cues. • Use a comprehension strategy. • Read a variety of texts, e.g., a web page. • Respond orally to a written text. • Recognize cognates and familiar words. • Use graphophonics to speak fluently. • Read with expression.* • Write using a variety of forms, e.g., label a

map. • Convey information orally, e.g., give

directions.*

• Je réagis à un indice oral. • J’utilise une stratégie de compréhension. • Je lis une page Web. • Je parle d’un texte. • J’identifie les mots-amis et les mots familiers. • J'identifie des sons. • Je lis avec expression. • Je peux écrire sur une carte.

• Je donne des directions.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) Note: Students are being assessed on their ability to articulate the actions needed to get from one point to another. They are not being assessed on the accuracy or complexity of the routes they plan. Strategy Focus: Students are introduced to the strategy Je fais des prédictions. They have many opportunities to use the strategy before they complete a self-assessment at the end of the module.

Learning Goal Students view a web page, label a map of their own school and give directions to rooms in the school. Je parle de mon école. Je lis une page Web. J’écris des directions. Je donne des directions.

Lessons 4–6 Bienvenue à mon école! Student Resource Module pp. 6–7

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WARM-UP: Follow directions. (M) Give a volunteer directions to arrive at another student’s desk/ location using the direction lines learned in the previous lessons. Once he/she has followed a series of three to five directions in the classroom among the desks, ask the volunteer to stop and identify the student beside whom he/she is standing.

- Je donne des directions à Aisha. Va tout droit. Arrête. Tourne à droite. Arrête. Tourne à gauche. Arrête. Qui est là? (C’est Kieran.)

(SP) Ask students to help you give directions to a second student, calling on the class to help with each direction line.

- Je donne des directions à Kieran. Aidez-moi. (Va tout droit. Arrête. Tourne à gauche. Arrête.)

- Kieran, qui est là? (C’est Mark.)

(GP) Ask a student to take your place giving instructions to a fellow student. Repeat with two or three students as time allows. Congratulate students for helping a classmate, using the cooperative learning strategy J'aide mes amis.

- Mark, donne des directions à Samantha. (Tourne à gauche. Arrête. Va tout droit. Arrête.)

- Pose la question à Samantha: Qui est là? (Samantha, qui est là?)

- Bravo, Mark. Tu aides Samantha. [Point to the cooperative strategy icon.]

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Identify school rooms. (M) Do a virtual tour of the school using a map of the students’ own school. Point out the main rooms and ask students specific questions about that room. Alternatively, take students on a walking tour of the school.

Lesson 4 Bienvenue à mon école! Student Resource Module pp. 6–7

DIFFERENTIATION Consider providing personal copies of the maps to students who may have challenges with spatial relations. They could trace the route as you talk through the virtual tour.

ENGLISH LANGUAGE LEARNERS Invite students who have attended other schools to share their previous schools’ maps or the location of their school within their community.

PD CORNER Using authentic connections to students’ lives—in this case their school—helps personalize the task and makes it more meaningful for them.

MATERIALS Student Resource Module pp. 6–7, 10–11 Fiche d'activité 2 : Où est cet objet? Fiche de stratégie 7 : Je fais des prédictions. Props: Map of students’ own school; objects representing rooms in a school

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- C’est le plan de notre école.

- On est ici. C’est la classe de Madame / Monsieur…. Qui est dans la classe de Madame / Monsieur…? (Josh est dans la classe de Madame / Monsieur…)

- À droite, c’est le bureau. Qui travaille dans le bureau? (Madame / Monsieur travaille dans le bureau.)

(M) (SP) Refer to Fiche d'activité 2 : Où est cet objet? Think aloud as you associate each object with specific rooms in the school. Offer choices when asking students to indicate the room in which each object belongs. Ask volunteers to take your place.

- [Point to the skipping rope.] Où est la corde à sauter? La corde à sauter est dans le bureau ou dans la cour? La corde à sauter est dans la cour.

- [Point to the hairbrush.] Où est la brosse? La brosse est dans les toilettes ou dans la bibliothèque? (La brosse est dans les toilettes.)

- Mina, prends ma place.

Verify comprehension: After several students have asked questions about objects on Fiche d'activité 2, ask others to recap what was just said.

- Où est le ballon? (Le ballon est dans le gymnase…)

(GP) Call two volunteers to model an exchange about rooms in the school as the class observes. Ask them to point to the images and offer their partner a choice.

- Montre une image et pose une question.

MODÈLE

S1: [Points to number 9.]. La flûte est dans le gymnase ou dans la salle de musique? S2: La flûte est dans la salle de musique.

(IP) Ask students to work in pairs taking turns asking questions of their partner. Refer students to the cooperative strategies J'écoute bien and Je participe activement learned in previous modules for expressions that will enable them to work together in French.

Fiche d'activité 2 : For teacher reference 1. Le téléphone est dans le bureau. 2. Le livre est dans la bibliothèque. 3-6. Le livre de maths de / pour la 1ère / 2è / 3è / 4è année est dans la salle de classe de Madame/Monsieur….7. La brosse est dans les toilettes. 8. Le ballon est dans le gymnase. 9. La flûte est dans la salle de musique. 10. La corde à sauter est dans la cour.

ENGLISH LANGUAGE LEARNERS Provide opportunities for multilingual students to identify words that are mots-amis with languages they know.

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ANTICIPATE: Make predictions. Introduce the comprehension strategy. Refer to Student Resource Module pp. 10–11. Read each statement and model the answer illustrated in the text.

- J’identifie le contexte. C’est un livre. Le titre est « Voici mon école ».

- Je regarde les images. Je vois une fille.

- J’identifie les mots familiers. « Salle de classe » est un mot familier.

- J’identifie les mots-amis. « Uniques » est un mot-ami. « Fascinantes » est un mot-ami.

- Je fais une prédiction. C’est l’école partout dans le monde! [Use gestures to make meaning.]

(SP) Refer to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of Fiche de stratégie 7 as you do a picture walk of the text (images only) on Student Resource Module pp. 6–7. Ask students to help you use the strategy.

- J’identifie le contexte. (C’est une page Web. Le titre est « Bienvenue à mon école! » C’est la « visite guidée ».)

- Je regarde les images. (Je vois… le gymnase, la bibliothèque, etc.)

- J’identifie les mots familiers. (« Bienvenue » est un mot familier.)

- J’identifie les mots-amis. (« Activités » est un mot-ami.)

- Je fais une prédiction. Qu’est-ce que le garçon aime dans son école? Il aime le bureau? le gymnase? (…)

Student Resource Module pp. 6–7: For teacher reference Je vois un garçon, un avatar, des endroits (le bureau, la bibliothèque, etc.), des onglets (Accueil, Visite guidée, Activités, Élèves, Parents, Calendrier, Contact).

DURING READING MODELLED READING: Read for gist and enjoyment. (M) Model a read-aloud of the web page (or play the eText audio version). After the reading, ask students to confirm their prediction.

- Comment s’appelle le garçon? Il s’appelle Jacob.

- Je vérifie ma prédiction. Qu’est-ce que Jacob aime? Est-ce qu’il aime le bureau? Le gymnase? (Il aime la cour.)

ENGLISH LANGUAGE LEARNERS Allow students who have attended schools in other countries to identify objects that would be present in their previous schools that have not been mentioned. Provide them with the vocabulary for those objects.

36 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

WRAP-UP: Play a guessing game. (M) (SP) Display objects that students might associate with specific rooms in the school, e.g., an attendance sheet, a soccer ball, a laptop computer, a skipping rope, a library book, a hair brush, a textbook linked to a specific grade level. Offer choice, asking students to indicate the room in which the object belongs. Ask volunteers to take your place.

- [Hold up an attendance sheet.] Où est cet objet? L’objet est dans le bureau ou dans les toilettes? L’objet est dans le bureau.

- [Hold up a Grade Four textbook.] Où est cet objet? L’objet est dans la classe de Madame… ou dans la bibliothèque? (L’objet est dans la classe de Madame…)

- Suresh, prends ma place.

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WARM-UP: Review rooms in a school. (M) (SP) In advance, prepare slips of paper identifying the rooms in Jacob’s school. Ask a student to choose a slip of paper and keep the information to himself/herself. Point to Student Resource Module pp. 6–7 and model for the class how they can ask the student questions to discover his/her location in the school. Play as often as time will permit.

- Martin, tire un papier. Tu es dans l’école de Jacob. Cache le papier. C’est un secret. Chut…

- Pose la question à la classe : Où suis-je? (Où suis-je?)

- Tu es dans la bibliothèque? (Non. Où suis-je?)

- Tu es dans le bureau? (Oui. Je suis dans le bureau.)

- Merci, Martin. C’est le tour de Kiranjit. Tire un papier et pose la question : Où suis-je?

DURING READING (CONTINUED) SHARED READING 1: Make meaning and link to personal experience. (SP) Read the text using an echo reading technique. Check understanding by asking students to clarify where Jacob is in relation to each room. Personalize by asking where similar locations are in your students’ own school.

- Jacob indique le bureau. Où est le bureau? (Le bureau est à gauche.)

- Est-ce le bureau dans notre école est à gauche de notre salle de classe? (Oui, le bureau est à gauche. / Non, le bureau est à droite.)

SHARED READING 2: Focus on familiar words. (M) (SP) Read the text with students using a shadow reading technique. At three points in the reading, instruct students to point in a specific direction when they hear a familiar word (à gauche, à droite, tout droit). Then ask them to name the word.

- Pointez à droite quand vous entendez un mot familier. Quel est le mot? (C’est « le bureau ».)

Lesson 5 Bienvenue à mon école! Student Resource Module pp. 6–7

MATERIALS Student Resource Module pp. 6–7 Prop: Slips of paper identifying the rooms in a school

DIFFERENTIATION Make copies of the school map available for students as reference for vocabulary for rooms in a school.

DIFFERENTIATION As you say the directions, point to the left or the right to reinforce the meaning.

38 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

SHARED READING 3: Focus on graphophonics. (M) Think aloud as you identify words containing the “a” sound in the title. Exaggerate pronunciation to indicate what the mouth will look like when making the sound.

- Je lis le titre : Il y a le son « a » : « Bienvenue à mon école! » (SP) Read the text with students using a chime-in reading technique. Ask students to make a stop gesture when they read a word containing the “a” sound. Point out that arrête also contains an “a” sound.

- Lisez la phrase. Faites un geste (arrête!) quand vous prononcez le son « a ». Il y a le son « a » dans « arrête ».

Student Resource Module pp. 6–7: For teacher reference Le son « a » : accueil, activités, parents, calendrier, contact, appelle, Jacob, à, classe, la, salle, adore, gymnase

AFTER READING INDEPENDENT READING: Read aloud in pairs. Invite pairs of students to read aloud the text to each other. Encourage students to speak with expression. Use random groupings or informal groupings based on reading or language abilities. (Refer to the Program Overview, pp. 53-55, for a description of these grouping techniques.)

Learning Check (Speaking to communicate): Circulate, monitor, and adjust. As students work independently, circulate through the room and monitor student language. Where needed, provide guidance about pronunciation and expression.

WRAP-UP: Review rooms in a school. (SP) Refer to Student Resource Module pp. 6–7, images only. Make a statement about each room and ask students to guess where you are. Use statements learned by students in previous modules or mime to clarify meaning.

- Je suis dans l’école de Jacob. Je joue au basketball. Où suis-je? (Tu es dans le gymnase.)

- Je téléphone à mes parents. Où suis-je? (Tu es dans le bureau.)

- Je lève la main. Où suis-je? (Tu es dans la classe de Monsieur.)

- Je me lave les mains. / Je me brosse les cheveux. [Mime.] Où suis-je? (Tu es dans les toilettes.)

- Je joue de la guitare. Où suis-je? (Tu es dans la salle de musique.)

- Je lis un livre. Où suis-je? (Tu es dans la bibliothèque.)

- C’est la récré. Où suis-je? (Tu es dans la cour.)

CULTURAL AWARENESS Les toilettes is also referred to as la salle de bain. Make students aware of both terms.

Assessment FOR Learning

ENGLISH LANGUAGE LEARNERS Ask multilingual students if they have a corresponding sound in the languages they know. Encouraging language comparisons can enhance metalinguistic awareness.

PD CORNER Provide opportunities for students to develop an understanding of sound-symbol connections for the ([a]) sound. Graphophonics are a key building block in speaking a language and pronouncing words correctly.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 39

WARM-UP: Review directions. (M) (SP) Refer students to Student Resource Module pp. 6–7 (images-only version). Ask students to say where each location is in relation to the first drawing of Jacob.

- Où est le bureau? Est-ce que le bureau est à gauche de Jacob, à droite de Jacob ou tout droit? (Le bureau est à gauche.)

AFTER READING (CONTINUED) RESPONSE TO TEXT 1: Label a school map. (M) (SP) In advance, prepare a blank map of the students’ own school. Label one room in the school. Model how to use Student Resource Module pp. 30–31 (Dictionnaire visuel) to transcribe the name of the room. Ask students to help you label additional rooms.

- Voici un plan de l’école. C’est la bibliothèque. J’écris « la bibliothèque ». Je regarde dans le dictionnaire visuel.

- Amina, nomme un autre endroit dans l’école. (C’est la classe de Madame / Monsieur…)

- Merci. J’écris « la classe de Madame / Monsieur… ». (GP) Ask a student to label a room independently as the class observes.

- Nicolas, viens ici. Identifie un autre endroit. Écris le nom.

(IP) Distribute blank maps of your school and have students label them. Circulate to monitor and prompt as needed to use the visual dictionary.

RESPONSE TO TEXT 2: Give directions to a partner. (M) Refer to a labelled map of the students' school, projected for everyone to see. Draw an X on the map to indicate a starting point. Ask a volunteer to trace the directions that you give to him/her on the map. Once he/she has followed a series of three to five directions, ask the volunteer to identify the room on the map.

- Je donne des directions à Mélanie. Mélanie, commence sur le X.

- Va tout droit. Arrête. Tourne à droite. Arrête. Tourne à droite. Où es-tu? (Je suis dans la bibliothèque.)

(SP) Ask students to help you give directions to a second student. Limit the number of directions to three or four.

Lesson 6 Bienvenue à mon école! Student Resource Module pp. 6–7

MATERIALS Student Resource Module pp. 6–7, 30–31 Blank map of students’ own school

PD CORNER The visual dictionary provides support for students as they engage in written activities during the module as well as when they prepare the performance task.

INTERACTIVE TECHNOLOGY Consider using Suivez-moi!, Interactive Whiteboard Activity 2: Où es-tu? (online or on DVD) to learn how to follow directions within a school.

40 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

- Je donne des directions à Anthony. Aidez-moi. (Va tout droit. Arrête. Tourne à gauche. Arrête.)

- Anthony, où es-tu? (Je suis dans la classe de Monsieur / Madame…)

(GP) Call two volunteers to model an exchange, with partners taking turns directing their partner from the X on the map.

- Donnez des directions à votre partenaire.

MODÈLE

S1: Va tout droit. S2: [Traces the path with a pointer or finger.] S1: Arrête. S2: [Traces the path with a pointer or finger.] S1: Tourne à gauche. S2: [Traces the path with a pointer or finger.] S1: Arrête. S2: [Traces the path with a pointer or finger.] S1: Où es-tu? S2: Je suis dans la classe de Monsieur…

(IP) Ask students to refer to the labelled map of their own school and to add an X to indicate a starting point. Ask them to take turns giving directions to a partner, using three or four directions. Refer students to the cooperative strategies J'écoute bien and Je participe activement learned in previous modules for expressions that will enable them to work together in French.

- Mettez un X sur vos plans d’école.

- Donnez trois ou quatre directions à votre partenaire.

Learning Check (Speaking to communicate): Circulate and monitor. As students are working, determine whether they are using appropriate terms to guide their partner through the map. As needed, refer students to the Student Resource Module for support with term recall.

WRAP-UP: Share experiences. Share aloud: Ask several students to share destinations they gave to their partner in the previous activity.

- Qui est ton / ta partenaire? (C’est Alex.)

- Tu donnes des directions à Alex? Où est Alex? (Il est dans la cour.)

COOPERATIVE LEARNING Model how or when to use a few helping expressions when giving and receiving instructions, e.g., Ça va? Oui, ça va; Non, ça ne va pas; Je continue? C’est bien? Comme ça?

Assessment FOR Learning

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 41

• Refer to Échos 1 Teacher’s Guide pp. 178–181, for a full description of this lesson sequence. (1 lesson)

Note: If you do not have the print version of the Échos 1 series, please login to CLE to access both the readers and the teaching notes.

By choosing to integrate this text, you will give your students the opportunity to:

• Recognize familiar words.

• Learn the names of popular children's games in French.

• Expand cultural awareness by listening to authentic French rhymes for playground games and compare them to smilar rhymes they know in English and other languages.

• Talk about activities they enjoy during recess at their school.

Integrating Échos mag 1 Text:

Qu'est-ce que tu fais à la récré? Échos mag 1 pp. 12 13

This text features images of common schoolyard games and activities, and provides an audio recording of rhymes for playing hopscotch or jumping rope.

42 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

Note: If you do not have the print version of the Échos 1 series, please login to CLE to access both the readers and the teaching notes.

• Refer to Échos 1 Teacher’s Guide pp. 77–116, for a full description of this lesson sequence. (7 lessons)

• See also the sample questions on the following page of this guide for help in differentiating for language ability when working with Voici mon école!

By choosing to integrate this text, you will give your students the opportunity to: • Explore an expressive/informative text. • Reinforce the use of the comprehension strategy Je fais des

prédictions. • Reinforce language used to talk about parts of a school and the

school day, such as une salle de classe, les maths, la récré. • Meet several children from French-speaking countries and learn

about schools in those localities. • Expand intercultural awareness of schools in other regions of

Canada and in other countries, by comparing them to their own experiences.

• Have fun reading about school life for other students their age.

Integrating Échos 1 Text: Voici mon école Échos 1 Series

This expressive/informative text features a Canadian student asking chidren from around the world what they like best about their school.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 43

Differentiate for language ability when reading Voici mon école

Early Production For students who are struggling; one word responses

Speech Emergence (For most students: phrases or short sentences.)

Intermediate Fluency (For former immersion students: longer and more complex sentences.)

Remembering Recalling, finding, recognizing, listing, describing, naming, retrieving

(Point to characters.) Comment s'appelle-t-elle?

Où est-ce que Jaspreet habite?

Qu’est-ce qu’elle mange?

Understanding Explaining ideas or concepts, classifying interpreting, summarizing, paraphrasing

Pensez à un autre mot comme « fascinante ».

Pourquoi est-ce que Kaya adore la récré?

Quels élèves habitent au Canada?

Applying Using information in another familiar situation; implementing, carrying out, using, executing

Quelle description n'est pas dans le texte : pratique? possible? utile?

Moi, j’aime les sciences. Et toi? Est-ce que tu aimes les sciences?

Aux quelles pages est-ce que vous voyez des élèves en uniforme?

Analysing Breaking information into parts to explore understandings and relationships; comparing, organizing, deconstructing, finding, interrogating

Vrai ou faux : Kaya va à l’école en motoneige.

Ovilu aime l’hiver. Tu sais pourquoi?

Choisissez une des écoles dans le texte. Expliquez pourquoi elle est unique.

Evaluating Justifying a decision or course of action; checking, hypothesizing, critiquing, judging, experimenting

Qui habite plus loin de Brianne? Ovilu ou Patrick?

Quelle école est-ce que vous aimez? Justifiez votre réponse.

Quelle école vous intéresse le plus? Pourquoi?

Creating Generating new ideas, products, or ways of viewing things; designing, constructing, planning, producing, inventing

(Point to flag images on p. 21.) C’est quel pays?

Faites une liste des mots descriptifs dans le texte.

Faites deux listes de choses qu’on aime à l’école. Utilisez ces catégories : 1) en classe; 2) hors de classe.

44 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Viewing/ During Viewing

7

Warm-Up: Play a game about school locations. Contextualize/Personalize: Talk about the location of objects. Anticipate: Make predictions. Shared Viewing 1: View for gist and enjoyment. Shared Viewing 2: Make meaning and link to personal experiences. Wrap-Up: Sing a song to remember descriptors for the position of objects.*

Student Resource Module pp. 12–13 Fiche d'activité 3 Fiche de stratégie 7 or an anchor chart of the fiche Audio: Sur, sous, dans Prop: Classroom objects

After Viewing

8

Warm-Up: Locate objects. Response to Text 1: Listen to a conversation. Response to Text 2: Describe the position of objects.* Wrap-Up: Compare images.

Student Resource Module pp. 12–13, 23, 30–31 Fiche d'activité 4 Fiche de stratégie 3 Audio: Pas dans ma classe! Prop: Classroom objects

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Provide information in response to oral cues.

• Use a comprehension strategy.

• View a variety of texts, e.g., an image.

• Respond orally to a written text.

• Respond to an oral text by stating a fact.*

• Restate or retell information from an oral text, e.g., identify words.

• Write using a variety of forms, e.g., locate an object.*

• Je réagis à un indice oral.

• J’utilise une stratégie de compréhension.

• Je regarde une image.

• Je parle d’un texte.

• J’écoute un texte oral et je donne des informations.

• J’identifie des mots dans un texte oral.

• Je peux écrire une description.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

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 view an illustration and learn to describe the position of objects. Je regarde un dessin. Je trouve un objet. Je décris la position d’un objet.

Lessons 7–8 Pas dans ma classe! Student Resource Module pp. 12–13

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 45

WARM-UP: Play a game about school locations. In advance, prepare two sets of image cards of school locations using Fiche d'activité 3 : Des endroits. Distribute one set of cards to eight volunteers, asking them to read the location but keep it secret.

- Huit voluntaires, s’il vous plaît. Un, deux, trois…

- Regardez votre carte. C’est un secret. Chut…

(M) Start the game by randomly choosing an image card from the remaining set and demonstrating how to ask questions to find a match with a location hidden by one of the eight volunteers. Allow two guesses per person.

MODÈLE

S9: [to Student 1]: Jessie, tu es dans la bibliothèque? S1: Non, dommage. S9: [to Student 4]: Mark, tu es dans la bibliothèque? S4: Oui, je suis dans la bibliothèque.

(SP) Students take turns asking the question. The game continues until all volunteers have been asked for a correct match.

BEFORE VIEWING CONTEXTUALIZE/PERSONALIZE: Talk about the location of objects. (M) Use a few classroom objects to demonstrate how to describe their location in relation to another object: sur, sous, dans, devant, derrière. Emphasize the location as you speak and use hand gestures to demonstrate what you are saying.

- Tout le monde, regarde. Voici un crayon. Il y a un crayon dans le sac. [Place the pencil into a bag.]

- Voici une pomme. Il y a une pomme sur la table. [Place the apple on a table.]

- Voici un sac à dos. Il y a un sac à dos devant le pupitre. [Place the knapsack in front of the desk.]

Lesson 7 Pas dans ma classe! Student Resource Module pp. 12–13

MATERIALS Student Resource Module pp. 12–13 Fiche d'activité 3 : Des endroits Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche Audio: Sur, sous, dans Prop: Classroom objects

46 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

(SP) Place an object somewhere in the room and ask students about its location. Model how to answer the question for this first example. Repeat with several other objects and locations, having students follow your model. Encourage students to use the hand gestures to emphasize where each object is in relation to the other.

- Je mets un crayon ici. Est-ce qu’il y a un crayon derrière le sac? (Non, il y a un crayon dans le sac.)

- Est-ce qu’il y a une pomme sur la table? (Oui, il y a une pomme sur la table.)

ANTICIPATE: Make predictions. (SP) Do a think-aloud about the selection Pas dans ma classe! before viewing the text.

- Dans le livre, il y a une image. L’image s’appelle « Pas dans ma classe! ».

- Dans cette image, il y a une pomme. Je fais une prédiction. Est-ce qu’il y a une pomme sur le garçon, sous le garçon, devant le garçon, ou derrière le garçon? (Il y a une pomme…)

(SP) Record students’ prediction and repeat for other objects seen in the selection on Student Resource Module pp. 12–13 (e.g., une plante et le sac à dos; un élève et la chaise; le calendrier et le tableau, une guitare et le pupitre).

DURING VIEWING SHARED VIEWING 1: View for gist and enjoyment. (M) (SP) Use Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche to preview Student Resource Module pp. 12–13, pausing to check predictions. Since the poster features unusually placed objects for humorous effect, it is natural that many of the predictions will be inaccurate.

- J’identifie le titre. (C’est « Pas dans ma classe! ».)

- J’identifie le contexte. (C’est une image.)

- Je regarde les images. (Il y a une pomme sur le garçon.)

- Regardez notre prédiction. Est-ce que notre prédiction est correcte?

SHARED VIEWING 2: Make meaning and link to personal experiences. (M) (SP) Examine the title, Pas dans ma classe!. Read it aloud expressively for students, shaking your head to underline its meaning. Emphasize the idea of differences as you work with students to compare the poster with your own class.

DIFFERENTIATION Consider developing hand gestures to represent each descriptor, and prompt students to use the gesture each time they say the word.

PD CORNER Predicting the content of a text sets students up for success in understanding it. In the process, students are anticipating images and language they may encounter.

PD CORNER Adding extra expression and/or gestures when students say Pas dans ma classe! enhances the expressive element and also triggers a whole body response to the text.

DIFFERENTIATION Continue to have students use numbers 1-31 in Level 1 in a contextualized way by counting objects in this classroom.

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 47

- Regardez le titre : Pas dans ma classe!.

- Dans ma classe, est-ce qu’il y a une plante dans le sac à dos? Non, pas dans ma classe! Qu’est-ce qu’il y a dans le sac à dos? (Il y a un livre dans le sac à dos.)

- Dans ma classe, est-ce qu’il y a une pomme sur la tête d’un élève? Non, pas dans ma classe! Où est la pomme? (Il y a une pomme dans le sac à lunch.)

WRAP-UP: Sing a song to remember descriptors for the position of objects. (M) (SP) Play the audio selection Sur, sous, dans to the tune of B-I-N-G-O that features descriptive words for locations. Repeat with students, singing along and doing the actions. The song includes an extra descriptor à côté de for which students can learn an action without being responsible for using when communicating in this module. To add a fun challenge, try repeating several times, increasing the speed each time.

- Écoutez bien. C’est une chanson. - La chanson s’appelle « Sur, sous, dans ».

- C’est votre tour. On chante ensemble et on fait les gestes.

Sur, sous, dans Sur, sous, dans, devant Sur, sous, dans, derrière Sur, sous, dans, devant Derrière, à côté de

Learning Check (Listening to interact): Monitor and adjust. If gestures have been used in previous activities, look for evidence that students are using the correct gestures when saying each of the terms. If gestures were used for the first time for this activity, scan students’ faces for evidence that they are speaking/singing along clearly.

DIFFERENTIATION Consider creating a collaborative classroom anchor chart illustrating the six descriptors for location. Begin with a basic item in the centre, around which other items can be placed. Use cut-out images of the items from the modelling activity as you describe and affix them around the central item and label them with short sentences. - Qu’est-ce qu’il y a sous le

pupitre? (Il y a une pomme sous le pupitre.)

Assessment FOR Learning

48 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

WARM-UP: Locate objects. (M) (SP) Ask students to help you locate objects in the classroom. Use gestures to indicate locations that students may not know how to say, such as shelves, filing cabinets, windows, and tables.

- Il y a une plante devant la fenêtre. Qu'est-ce qu’il y a sur le classeur? (Il y a une pomme sur le classeur.)

(GP) Invite volunteers to ask the questions. This can be done in chain-like fashion and continued until each student has had a chance to speak. To add variety, have students move the objects around periodically to change the answers.

- Deux volontaires, s’il vous plaît. Merci, Serena et Ryan.

- Serena, pose la question à Ryan : Qu'est-ce qu’il y a sous la table? (Qu'est-ce qu’il y a sous la table, Ryan?)

- Ryan, réponds à la question. (Il y a une banane sous la table.)

- Continuons. Ryan, pose une question à Chan.

AFTER VIEWING RESPONSE TO TEXT 1: Listen to a conversation. (M) (SP) Play the audio selection Pas dans ma classe!. Ask students to identify familiar words they recognize, including the name of the student who is describing his class. Record these on a chart or word wall.

- Quels sont les mots familiers? Écoutez.

- Comment s’appelle l’élève? Écoutez.

Lesson 8Pas dans ma classe! Student Resource Module pp. 12–13

MATERIALS Student Resource Module pp. 12–13, 23, 30–31 Fiche d'activité 4 : Dans ma classe! Fiche de stratégie 3 : Je fais de prédictions. Audio: Pas dans ma classe! Prop: Classroom objects

DIFFERENTIATION Post pictures of “missing” items on the board, so that students have a sense of the items they need to look for.

INTERACTIVE TECHNOLOGY Consider using Suivez-moi!, Interactive Whiteboard Activity 3: Dans la classe, il y a… (online or on DVD) to talk about the location of classroom objects.

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Pas dans ma classe!

Jean-Paul : Ma classe est drôle! Alka : Vraiment, Jean-Paul? Jean-Paul : Oui, Alka! Dans ma classe, il y a une plante dans le sac à dos. Il y a un hamster devant le sac à lunch. Alka : Pas dans ma classe! Jean-Paul : Dans ma classe, il y a un livre sur la tête de l’enseignante. Il y a un élève sous la chaise. Alka : Pas dans ma classe! Jean-Paul : Dans ma classe, il y a une élève derrière la porte. Il y a un calendrier sous le tableau. Alka : Pas dans ma classe! Jean-Paul : Dans ma classe, il y a une pomme sur la tête de l’élève. Il y a un sandwich derrière l’ordinateur. Alka : Pas dans ma classe! Jean-Paul : Dans ma classe, il y a une guitare sous le pupitre. Il y a un ballon de football sur la chaise. Alka : Pas dans ma classe! Jean-Paul : Ma classe est drôle. Alka : Hmm… Je suis d’accord. Ta classe est drôle!

(SP) Listen a second time and have students point to the situations in the poster as they are mentioned. Pause after each one so students can find what they are looking for.

- Regardez les pages 12 et 13 et écoutez la conversation. Montrez-moi les objets que vous entendez.

- [Pause after an object is mentioned] Qu’est-ce qu’il y a dans la classe de Jean-Paul? (Il y a une plante dans le sac à dos.)

RESPONSE TO TEXT 2: Describe the position of objects. Introduce the production strategy. Refer to Student Resource Module p. 23 to introduce the production strategy J’utilise des ressources. Read the statement and ask students to identify the ressources the student in the visual is using.

- Qu’est-ce qu’elle fait? (Elle utilise des ressources.)

- Quelles ressources est-ce qu’elle utilise? (Elle utilise l’ordinateur, le livre, les photos.)

(M) Refer to classroom resources that students may turn to for help in writing sentences about the position of objects. Refer to the Dictionnaire visuel, a word wall, or an anchor chart.

- J’écris des phrases. J’utilise des ressources. J’utilise le dictionnaire visuel, le mur de mots, le tableau de références.

ENGLISH LANGUAGE LEARNERS Encourage multilingual learners to use all their language knowledge as a resource.

DIFFERENTIATION Pause the audio recording and direct students to use hand signals to clarify the meaning of the descriptors for location.

PD CORNER Display an anchor chart of the production strategy (Fiche de stratégie 3) to serve as a reference and a visual reminder for students to use the strategy throughout the module.

50 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

(M) (SP) Refer to Fiche d'activité 4 : Dans ma classe! Model the first example and then invite students to help you complete a second example orally as you sketch the object and complete the caption. Ask students to identify the resource they are using.

- Il y a une souris sur le sac à dos. Je dessine. [Draw a mouse on top of the backpack.]

- Maintenant, je choisis un objet. Hmm… J’imagine… Il y a une plante sous la chaise. Je dessine. [Draw a plant under the chair.] J’écris : Il y a une plante sous la chaise. J’utilise le dictionnaire visuel.

- Neil, lis la deuxième question. Qu’est-ce que tu imagines? (Il y a un pupitre derrière la chaise.)

(GP) Invite a student to take your place to complete a third example as the class observes.

- Adrianna, viens ici. Fais la troisième question.

(IP) Ask students to draw their choice of objects into each frame and write a caption to describe each one. Encourage them to use resources and choose humorous combinations.

Learning Check (Writing: Purpose, Audience, and Form): Collect and monitor. Review students’ labels to the drawings made on Fiche d'activité 4 to describe the position of objects; as needed provide support to students to address clarity of meaning.

WRAP-UP: Compare images (M) (SP) (GP) Direct students to exchange their copy of Fiche d'activité 4 with a partner. Students choose their favourite image and caption from their partner’s page. Model sharing choices aloud and then invite volunteers to read theirs aloud.

- C’est la page de Jill. Ah! J’aime cette image. Il y a une souris derrière l’enseignante!

- Erik, c’est la page de qui? (C’est la page d’Amrit.)

- Quelle image est-ce que tu aimes? (Il y a une chaise devant le tableau.)

PD CORNER Providing opportunities for students to express their choices or opinions allows them to personalize the communication/task.

Assessment FOR Learning

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FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Reading/ During

Reading

9

Warm-Up: Follow directions and locate objects. Contextualize/Anticipate: Make predictions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experiences. Wrap-Up: Play a game.

Student Resource Module pp. 14–15 Fiche de stratégie 7 Prop: Various objects placed on, under, in, in front of, and behind desks

During Reading/

After Reading

10

Warm-Up: Identify the speaker. Shared Reading 2: Explore language. Shared Reading 3: Read with expression. Response to Text 1: Listen to directions.* Wrap-Up: Find a partner.

Student Resource Module pp. 14–15 Fiche d'activité 5

After Reading

11

Warm-Up:. Race to the cheese. Response to Text 2: Retell the story.* Response to Text 3: Draw a map in response to the story.* Wrap-Up: Share results.

Student Resource Module pp. 14–15 Fiches d'activité 5, 6

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Convey information orally, e.g., give directions, tell a story.*

• Use a comprehension strategy. • Read a variety of texts, e.g., a graphic text. • Respond orally to a written text. • Use graphophonics to speak fluently. • Read with expression. • Retrieve information from an oral text, e.g.,

identify words.* • Restate or retell information from a written

text.* • Provide information in response to oral cues.

• Je donne des directions.

• J’utilise une stratégie de compréhension. • Je lis une histoire en images. • Je parle d’un texte. • Je peux identifier des sons. • Je lis avec expression. • J’identifie des mots dans un texte oral.

• J’identifie des idées dans un texte écrit.

• Je réagis à un indice oral.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Learning Goal Students read a graphic text and learn to retell a story. Je lis une histoire en images.

Lessons 9–11 Opération fromage! Student Resource Module pp. 14–15

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WARM-UP: Follow directions and locate objects. With the help of students, place various objects on, under, in, in front of, and behind students’ desks.

- Je place un objet sur, sous, dans, derrière ou devant votre pupitre. Aidez-moi, s’il vous plaît.

(M) (SP) Give directions to a volunteer. At the location where you ask the volunteer to stop, direct him/her to identify the position of an object found in relation to the closest desk. Invite the student sitting at the desk to ask the question, using gestures to assist comprehension.

- Je donne des directions à Akash. Va tout droit. Arrête. Tourne à droite. Arrête. C’est bien!

- C'est le pupitre de Martina. Martina, qu'est-ce qu'il y a sous le pupitre? (Il y a une règle sous le pupitre.)

- Pose la question à Akash : Qu'est-ce qu'il y a sous le pupitre? (Qu'est-ce qu'il y a sous le pupitre?)

- Akash? (Il y a une règle sous le pupitre.)

(SP) (GP) Ask students to help you give directions to other students, calling on the class to help with each direction line. Refer students to the cooperative strategies J'écoute bien and Je participe activement learned in previous modules for expressions that will enable them to communicate in French.

- Je donne des directions à Filippo. Aidez-moi. (Va tout droit. Arrête. Tourne à gauche. Arrête. C’est bien.)

- Celina est là. Celina, pose une question à Filippo. (Filippo, qu'est-ce qu'il y a derrière le pupitre?)

- Filippo? (Il y a un sac à dos derrière le pupitre.)

BEFORE READING CONTEXTUALIZE/ANTICIPATE: Make predictions. (M) (SP) Refer to the title of the text, Opération fromage!, before viewing the text. Draw a piece of cheese and a mouse and point to a midway point between the two to get students to describe potential obstacles that a mouse might face in its quest for cheese. Use gestures or a quick sketch to assist understanding, e.g., ‘between’ / entre and ‘mousetrap’ / souricière.

Lesson 9Opération fromage! Student Resource Module pp. 14–15

MATERIALS Student Resource Module pp. 14–15 Fiche de stratégie 7 : Je fais des prédictions. Prop: Various objects placed on, under, in, in front of, and behind desks

DIFFERENTIATION Encourage students to use previously learned hand signals to indicate both directions and descriptors for locations.

COOPERATIVE LEARNING Consider using a "think pair share" grouping technique. (Refer to the Program Overview, p. 55, for a description of this grouping technique.) Then conduct a whole class sharing. - Pensez! Parlez à un ou une partenaire… Partagez vos idées avec toute la classe.

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- Voici le titre : Opération fromage. Qui aime le fromage? (J’aime le fromage. Les souris aiment le fromage.)

- Je dessine un fromage et une souris. Mais il y a un problème. [Draw a barrier between the mouse and the cheese.]

- Faites une prédiction. Quel problème est-ce qu'il y a entre la souris et le fromage? Est-ce que c’est un chat? Une personne? Une souricière?

DURING READING MODELLED READING: Read for gist and enjoyment. (M) Model a read-aloud of the text (or play the eText audio version) on Student Resource Module pp. 14–15. Refer to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche as you ask questions and confirm predictions.

- J’identifie le contexte. C’est une histoire en images ou une page Web? (C’est une histoire en images.)

- Je regarde les images. (Je vois deux souris, un chat, un chien, un fromage.)

- J’identifie les mots familiers. (« Fromage » est un mot familier.)

- J’identifie les mots-amis. (« Opération » est un mot-ami.)

- Je vérifie notre prédiction. Quel obstacle est entre la souris et le fromage? (C’est un chat.)

SHARED READING 1: Make meaning and link to personal experiences. (M) (SP) Read the text again with students, using an echo reading technique. Stop to ask comprehension questions and to link to students’ personal experiences.

[Frame 1] - Qui donne les directions?

- Quelle direction?

(C’est Malo.)

(Arrête.)

[Frame 2] - Qui donne les directions?

- Quelle direction?

(C’est Malo.)

(Va tout droit.)

[Frame 3] - Qui voit le chat?

- Où est le chat?

(C’est Julo.)

(Le chat est derrière Malo.)

[Frames 4 and 5]

- Qui donne les directions?

- Quelle direction?

(C’est Julo.)

(Va tout droit. / Tourne à droite.)

DIFFERENTIATION Stop after each frame to confirm predictions.

CULTURAL AWARENESS Did you know that the French proverb Quand le chat n’est pas là, les souris dansent exists in Italian, Spanish, English and Dutch folklore? It means that when the boss is away, the workers do as they please.

PD CORNER Adding gestures when using question words such as Qui?, Où? or Quelle direction? (e.g., gestures such as pointing to students and shrugging; searching for something; pointing in various directions and shrugging) helps to clarify what is being asked.

54 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

[Frame 6]

- Qui donne les directions?

- Quelle direction?

- Qu’est-ce que la famille fait?

(C’est Julo.)

(Tourne à gauche.)

(La famille regarde la télé. Elle mange du maïs soufflé.)

[Frame 7] - Qui donne les directions?

- Quelle direction?

(C’est Malo.)

(Arrête.)

[Frame 8]

- Qu’est-ce que Malo aime?

- Qu’est-ce que Julo aime?

- Et toi? Est-ce que tu aimes le fromage? les chats? les chiens? les souris?

(Il aime le fromage.)

(Il aime le fromage et les chiens.)

(…)

WRAP-UP: Play a game.

(M) (SP) In advance, place a reward (a treat or privilege that students recognize) in a specific location in the classroom. Stand at the opposite end of the room from the reward with a volunteer partner. Give directions to your partner and encourage your partner to give you directions treating the classroom as a maze in order to reach the reward.

- Voilà le bonbon (le privilège). Je donne des directions à Rishabh. Rishabh va tout droit. Arrête. C’est ton tour. Donne des directions. (Tourne à gauche.)

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WARM-UP: Identify the speaker. (SP) Refer to Student Resource Module pp. 14–15. Repeat phrases from the text and ask students to look at the text and identify the speaker.

- Qui parle? Miaou! (C’est le chat.)

- Qui parle? Va tout droit! (C’est Julo!)

- Qui parle? Regarde derrière toi! (C’est Julo!)

DURING READING (CONTINUED)

SHARED READING 2: Explore language. (M) (SP) Ask students to help you identify words containing the “a” sound. Exaggerate pronunciation to indicate what the mouth will look like when making the sound.

- Trouvez le son « a ». Par exemple : Opération, fromage. (arrête, a, là-bas, Malo, miam, va, regarde, chat, miaou, ouaf)

(SP) Divide the class into two groups: Malos and Julos. Read the text again with students using an echo reading technique. Enlist all students to make the cat and dog sounds. Stop to check for correct pronunciation of the “a” sound.

SHARED READING 3: Read with expression. (SP) Reread Student Resource Module pp. 14–15 using a choral reading technique. Use intonation and gestures to emphasize the mouse emotions. Encourage students to read with expression.

- Imaginez que vous êtes Malo et Julo. Il y a un chat! Vous avez peur! Lisez avec beaucoup d’expression.

AFTER READING RESPONSE TO TEXT 1: Listen to directions. (M) Refer to Fiche d'activité 5 : J’écoute et je raconte, Partie A. Ensure that student books are closed. Play the audio selection for the graphic text Opération fromage!, pausing after frame 1. (Frame numbers coincide with the direction numbers on Fiche d’activité 5.) Think aloud as you identify the direction you hear and circle a symbol on the fiche.

Lesson 10 Opération fromage! Student Resource Module pp. 14–15

MATERIALS Student Resource Module pp. 14–15 Fiche d'activité 5 : J’écoute et je raconte.

PD CORNER When the focus is on developing listening proficiency, it is important that students are not able to see the written text, which would change the focus to reading rather than listening.

PD CORNER Varying the shared reading technique helps maintain student interest over several readings of the text.

56 Échos Pro 1 Teacher’s Guide Suivez-moi! Copyright © 2014 Pearson Canada Inc.

- J’écoute. J’entends « Arrête ». « Arrête », c’est quel symbole? C’est le symbole « b ». J’encercle « b ».

(SP) Continue playing the audio selection, pausing after frame 2, and asking students to help you choose the direction.

- Qu’est-ce que vous entendez? (J’entends « Va tout droit ».)

- C’est bien. C’est quel symbole ? (C’est « b ».)

(GP) Pause again after frame 3, and ask a student to make a choice as all students observe.

- Meaghan, prends ma place. Qu’est-ce que tu fais? (J’entends « Ah non! ». J'encercle « a ».)

(IP) Play the remainder of the audio selection for the graphic text, pausing after each frame to give students an opportunity to circle the correct language cue.

- C’est votre tour. Écoutez et encerclez.

Learning Check (Listening to understand): Circulate, monitor, and adjust. As students are completing the worksheet, circulate through the room and monitor responses. If needed, play the audio twice, or consider reading the text aloud to provide a slightly slower model.

Fiche d'activité 5 : J’écoute et je raconte, Partie A Answer Key 1b; 2b; 3a; 4b; 5c; 6a; 7b; 8c

WRAP-UP: Find a partner. (M) (SP) Use the “matching lists” technique to have students find a partner with whom they will retell Julio and Malo's story in the following lesson. (Refer to the Program Overview, p. 54, for a description of this grouping technique.) In advance, create an equal number of questions and answers on slips of paper relating to directions, e.g., Où est le crayon? Le crayon est sur le pupitre. Model by circulating in class, asking or responding to questions until you find the question or answer that matches your slip of paper. Ask a student to follow your model with your support.

- Je lis mon papier. Chut! C'est un secret. Je pose ma question. Je trouve la bonne réponse. Cette personne est mon ou ma partenaire.

- Alexis, s'il y a une question sur ton papier, pose la question. La personne qui répond correctement est ton ou ta partenaire! S'il y a une réponse sur ton papier, écoute les questions de tes camarades. Quand c'est correcte, donne la réponse sur ton papier ou dis « Dommage! »

Assessment FOR Learning

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(GP) Ask a student to follow your model independently as the class observes.

- Emma, c'est ton tour. Circule dans la classe.

MODÈLE

S1: Où est le crayon? S2: Dommage! S1: Où est le crayon? S3: Dommage! S1: Où est le crayon? S4: Le crayon est sur le pupitre. Tu es mon partenaire.

(IP) Invite all students to circulate in class and look for the person who holds the question or answer corresponding to their slip of paper.

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WARM-UP: Race to the cheese. (SP) Prior to the class, tape two copies of an image (image of cheese or other object) to the underside of two desks. Form two teams. Each team selects one person to follow directions given by team members in order to find a hidden object.

- Vous êtes Équipe A. Vous êtes Équipe B. Choisissez une personne qui cherche le fromage.

Share the two locations with the teams by having the searchers close their eyes while you write on the board, e.g., Équipe A : Le fromage est sous le pupitre de James. Équipe B : Le fromage est sous le pupitre de Carol.

- Les deux personnes qui cherchent le fromage : fermez les yeux.

Model how each team should direct its ‘searcher’ to find the hidden item. Direct the searchers to stand together in one location. Time each team to see how long it takes them to find their cheese to create a friendly competition. Use caution when introducing a competitive element into activities to ensure that all students feel comfortable. Be sensitive to students who may need more time to respond.

- Donnez des directions à la personne qui cherche le fromage. Par exemple : Va tout droit. Tourne à gauche. Va tout droit.

- C’est votre tour. Équipe A commence. Donnez des directions à Mandy. Allez!

- C’est le tour de l’Équipe B. Donnez des directions à Peter.

AFTER READING (CONTINUED)

RESPONSE TO TEXT 2: Retell the story. (M) (SP) Refer students to Fiche d'activité 5 : J’écoute et je raconte, Partie B. Model reading aloud the first few lines of the story using the symbols on the fiche. Ask students to help you with subsequent lines.

- Je raconte l’histoire. Je lis la première phrase : « Arrête, Julo! Il y a du fromage. »

- Qui peut m’aider avec la deuxième phrase? (« Va tout droit, Julo! Le fromage! »

Lesson 11Opération fromage! Student Resource Module pp. 14–15

MATERIALS Student Resource Module pp. 14–15 Fiche d’activité 5 : J'écoute et je raconte. Fiche d’activité 6 : Où est le fromage?

Alternatively, play an online cat and mouse video game. Suggested search keywords: boomerang tv, games, combat-de-nourriture

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(GP) Invite a pair of students to retell the story as the class observes.

- Est-ce qu’il y a deux volontaires?

MODÈLE

S1: Arrête, Julo! Il y a du fromage! S2: Va tout droit, Julo. Le fromage! S1: Ah non, Malo! Il y a un chat! S2: Va tout droit, Malo! Vite! S1: Tourne à droite, Malo! Vite! Vite! S2: Tourne à gauche, Malo! Vite! Vite! S1: Arrête, Julo! Grr… Ouaf! Ouaf! Miaaooouuu!!! S2: J’aime le fromage Malo et les chiens!

(IP) Direct students to meet with a partner found using the “matching lists” activity from the previous lesson's wrap-up. As a pair, ask them to retell the story.

Assessment FOR Learning (Speaking to communicate): Monitor and assess to determine if students can retell the story, using the rebus text provided on Fiche d'activité 5.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Allow students to do the reading as a choral pair, rather than as a more traditional dialogue.

Cut up Fiche d'activité 5, with each line from the story on its own strip of paper. Direct students to put the story in order before telling it.

RESPONSE TO TEXT 3: Draw a map in response to the story. (M) (SP) Refer to Fiche d’activité 6 : Où est le fromage? Students draw Julo and Malo’s directions as they are given in the graphic text Opération fromage! in Student Resource Module pp. 14-15. Read aloud the first speech bubble and think-aloud as you consider what action to take on the fiche. Invite a student to follow your model.

- Malo dit « Mmm… Arrête, Julo! Il y a du fromage là-bas! » Voici Julo et Malo sur la carte. Est-ce qu’ils avancent? Non! Ils restent sur le X.

- Amina, lis le texte. (« Mmm! Oui Malo, du fromage. Miam, miam !)

- Est-ce que Julo et Malo avancent? (Non.)

(GP) Invite a volunteer to read the third speech bubble and to draw on the map as the class observes.

Assessment FOR Learning

Use Fiche d'activité 4 : 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).

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(IP) Ask all students to draw the path taken by Julo and Malo as they read the graphic text.

Learning Check (Reading comprehension): Monitor and adjust. As students read the text and work on their fiche, monitor their progress. If needed, consider eliminating one of the incorrect answers from each line to help students.

WRAP-UP: Share results. Ask students to read aloud the path they traced to the cheese.

- Quelles sont les directions ? (Va tout droit, etc.)

- Où est le fromage ? (Voici le fromage.)

Fiche d’activité 6 : Où est le fromage? Answer Key

1. Va tout droit. (Straight ahead to first intersection.) 2. Va tout droit. / Continue. (Straight ahead to second intersection.) 3. Tourne à droite. (Turn right to first intersection.) 4. Tourne à gauche. (Turn left to first intersection.) 5. Voici le fromage. (Draw the cheese.)

Assessment FOR Learning

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FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Reading/ During

Reading

Before Viewing

12

Warm-Up: Perform a chant with steps. Contextualize/Personalize: Talk about activities that involve directions. Anticipate: Make predictions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experiences. Anticipate: Prepare to watch the video. Wrap-Up: Recall and mime activities.

Student Resource Module pp. 16–17 Fiche d'évaluation 3 Fiche de stratégie 7 Audio: Suivez-moi! Props: Flag for the Suivez-moi! song; map of Canada (optional)

During Viewing/

After Viewing

13

Warm-Up: Make predictions. Shared Viewing 1: View for gist and enjoyment. Shared Viewing 2: Listen for familiar words. Shared Viewing 3: Follow directions and mime actions. Response to Text: Dance the routine.* Wrap-Up: Describe favourite moves.

Student Resource Module pp. 16–17 Video: À droite et à gauche! Fiche d'évaluation 3

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Use rhythm to express an idea. • Provide information in response to oral cues. • Use a comprehension strategy. • Read/view a variety of texts, e.g., an informative

text, a video. • Respond orally to a written text. • Use non-verbal cues to communicate. • Retrieve information from an oral text, e.g.,

identify words.* • Convey information orally, e.g., dance moves. • Compare one's cultural knowledge and

experiences to new learning. • Recognize French sociolinguistic conventions.

• Je communique avec rythme. • Je réagis à un indice oral. • J’utilise une stratégie de compréhension. • Je lis un texte informatif. Je regarde une vidéo.

• Je parle d’un texte. • J’utilise des gestes pour communiquer. • Je parle de la danse hip-hop.

• J’identifie des mots dans un texte oral. • Je compare ma culture avec d'autres cultures.

• Je remarque des différences culturelles.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Learning Goal Students read an informative text about francophone Canadians who enjoy activities that rely on directions, then view a dance instruction video. Je lis un texte informatif. Je regarde une vidéo. Je découvre des francophones.

Lessons 12–13 Des directions amusantes Student Resource Module pp. 16–17

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WARM-UP: Perform a chant with steps. (M) (SP) Replay the audio selection for Suivez-moi! sung in the first lesson. As before, ensure that you are facing in the same direction as the students to avoid confusion between left and right. Ask the whole class to follow and repeat the chant with you, varying the direction lines.

- Suivez-moi. On répète le chant et on fait des gestes!

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about activities that involve directions. (M) (SP) Ask students to think of other activities in which directions are important. Ensure that the three activities from Student Resource Module pp. 16–17 are included.

- On utilise les directions pour faire des activités. Voici un exemple : Je fais du karaté. Est-ce que les directions sont importantes? (Oui, les directions sont importantes.) [Mime some simple karate-style actions to the right and to the left.]

- Est-ce qu’on utilise les directions pour d’autres activités? (Je joue au soccer. Je fais de la bicyclette. Je fais du ski.)

ANTICIPATE: Make predictions. (SP) Do a think-aloud about the selection Des directions amusantes before viewing the text to predict which activities they might associate with three different locations in Canada. If possible, point to each location on a map. Record students’ responses by drawing lines to connect the locations and activities.

- Voici trois activités : Je fais de la danse hip-hop, je fais de la bicyclette, je fais du ski.

- Dans le texte, il y a trois villes. Quelle est ta prédiction? Quelle activité est-ce qu’on fait à Montréal, au Québec? À Clare, en Nouvelle-Écosse? À Kelowna, en Colombie-Britannique? (…)

Lesson 12Des directions amusantes Student Resource Module pp. 16–17

MATERIALS Student Resource Module pp. 16–17 Fiche d'évaluation 3 : Je réfléchis sur les cultures. Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche Audio: Suivez-moi! Props: Flag for the Suivez-moi! song; map of Canada

DIFFERENTIATION At certain points (and perhaps with warning to students), pause without saying the line or doing the move, and let the students take the lead in the chant and/or the steps.

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DURING READING MODELLED READING: Read for gist and enjoyment. (M) Model a read-aloud of the three sections on Student Resource Module pp. 16–17 or listen to the audio text. Ask questions to confirm students’ predictions about activities in each location.

- Quelle activité est-ce qu’on fait à Montréal? À Kelowna? À Clare?

- Regardez nos prédictions. Est-ce que nos prédictions sont correctes?

SHARED READING 1: Make meaning and link to personal experiences. (M) (SP) Use an echo reading technique to read the text with students. Ask questions about the young people in the article and compare with students’ personal experiences.

- Comment s’appelle la fille / le garçon? (Il / Elle s’appelle…)

- Il / Elle parle anglais? Français? (Il parle français.)

- Et toi? (Je parle…)

- Où est-ce qu’il / elle habite? (Il habite à Kelowna…, etc.)

- Quelle activité est-ce qu’il / elle fait? (Il / Elle fait…).

- Qui fait de la bicyclette, du ski, de la danse ici? (Je fais…)

- Regardez la population francophone de Kelowna (Montréal, Clare). Est-ce que le pourcentage est grand / petit? (Il est grand. Il est petit.)

BEFORE VIEWING ANTICIPATE: Prepare to watch the video. (M) (SP) Ask students to examine the gestures and familiar words in the video stills depicting Cyusa, Jayden, and Kyra.

- Je regarde les images. C’est une vidéo. Cyusa, Kyra, et Jayden habitent à Montréal.

- Je regarde les images. Qui est-ce? (C’est Cyusa, Jayden et Kyra.)

- J’identifie les mots familiers (« Danse, hip hop, à droite » sont des mots familiers.)

ENGLISH LANGUAGE LEARNERS Ask these students if there are any Francophones in the places they have lived.

INTERCULTURAL AWARENESS As students read the statistics, draw their attention to the number of people who speak French and the percentage of the population that is francophone in the three localities. Compare to statistics about their own locality. Use Fiche d’évaluation 3 to have students record the date when this reflection takes place.

DIFFERENTIATION Ensure that students see the large numbers and percentages as you say them. They need not say the numbers themselves.

CULTURAL AWARENESS Students meet francophones from British Columbia, Québec, and Nova Scotia. Remind students that there are Francophone populations in every province.

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(SP) Introduce the directions of forward and backward in the context of following dance instruction.

- Imaginez une leçon de danse. Est-ce qu’on dit « à droite » et « à gauche »? (Oui.) À droite! [Do a step to the right.] À gauche! [Do a step to the left.]

- Aussi, on dit « en avant » [do the step moving forward] et « en arrière » [do the step moving backward].

Direct students to follow a mini-routine involving the four directions as you perform a mix of steps. For clarity, face the same direction as students and turn over your shoulder to speak.

- Levez-vous et suivez-moi! À droite, à gauche, en avant, en arrière! (À droite, à gauche, en avant, en arrière.)

WRAP-UP: Recall and mime activities. Divide the class into two groups. Choose one of the people on Student Resource Module pp. 16–17 and state the person’s name or home city. Group A responds by naming the activity associated with that person and Group B responds by miming the activity. Continue several times, varying the statements, alternating the tasks given to Group A and B, and challenging the groups to respond as quickly as possible.

- Il y a deux groupes: Groupe A et Groupe B.

- Je nomme une personne. Groupe A nomme l’activité et Groupe B mime l’activité.

- Je nomme une ville. Groupe B nomme l’activité et Groupe A mime l’activité.

MODÈLE

Enseignant/e : Je m’appelle Marie-Claude. Groupe A : Je fais de la bicyclette. Groupe B : [Mime bike riding.]

Enseignant/e : J’habite à Kelowna. Groupe B : Je fais du ski. Groupe A : [Mime skiing.]

DIFFERENTIATION Consider showing students the moves using an action figure. Some students might need to separate moving themselves from learning the word to be able to understand the concept.

PD CORNER Provide opportunities for students to use the comprehension strategy Je fais des prédictions with a variety of text types, in this case, a video.

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WARM-UP: Make predictions. (M) (SP) Revisit the images on Student Resource Module pp. 16–17 of Cyusa, Jayden, and Kyra from Montréal, ask questions and make predictions.

- Comment s’appelle ce garçon? (Il s’appelle Jayden.) Comment s’appelle cette fille? (Elle s’appelle Kyra.) Où est-ce qu’elle habite? (Elle habite à Montréal.)

- Voici l’enseignant. Comment s’appelle-t-il? (Il s’appelle Cyusa) Quelle activité est-ce qu’il fait? (Il fait de la danse hip-hop) Qui fait de la danse hip hop ici?

- Nous allons regarder une leçon. Quelle est ta prédiction? Est-ce que les directions sont importantes? (…)

DURING VIEWING SHARED VIEWING 1: View for gist and enjoyment. Remind students that their purpose in this first viewing is for gist and enjoyment of the video and to confirm predictions. Play the video without pausing.

- Regardez la vidéo et vérifiez nos prédictions. Est-ce que les directions sont importantes? (Oui, les directions sont importantes.)

- Oui, c’est une leçon de danse hip hop!

SHARED VIEWING 2: Listen for familiar words. Inform students to listen a second time for familiar words. Play the video, pausing at appropriate intervals to identify words students hear.

- Quels sont les mots familiers? (« Gauche » est un mot familier. « Bonjour » est un mot familier, etc.)

SHARED VIEWING 3: Follow directions and mime actions. (SP) Play the video a third time, up to the end of the dance lesson. During the dance instruction, pause as necessary to allow students to mime each action. Reinforce the direction for the action.

Lesson 13 Des directions amusantes Student Resource Module pp. 16–17

PD CORNER Incorporating movement in activities provides a physical break and encourages additional brain activity which in turn aids in retention of language.

MATERIALS Student Resource Module pp. 16–17 Video: À droite et à gauche! Fiche d'évaluation 3 : Je réfléchis sur les cultures.

INTERCULTURAL AWARENESS Help students compare the speaker's accents to other accents they know. Use Fiche d’évaluation 3 to have students record the date when this reflection takes place.

SOCIOLINGUISTIC AWARENESS As students listen to the video help them distinguish between the various accents with which hey hear French being spoken, e.g., Jayden (an anglophone) and Kyra (a francophone).

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- Regardez la vidéo. On va pratiquer les mouvements de danse. Est-ce que vous êtes prêts?

- D’accord, tout le monde, un pas à droite.

AFTER VIEWING RESPONSE TO TEXT: Dance the routine. (GP) In groups, students practise the dance routine (all or part of it). Allow enough time for them to become comfortable with the sequence of moves and then play the final section of the video and have students dance along with the performers. (Note: If you paused the video at the end of the dance lesson, it is easy to resume with the section La danse hip-hop at this point.)

- Regardez la vidéo. On va danser ensemble.

Learning Check (Listening to understand): Circulate, monitor, and adjust. As students practise the dance moves, circulate through the room and monitor activity, repeating and modelling the dance instructions as needed. Observe for evidence of students' understanding of directional terms and provide reinforcement of key terms as needed.

WRAP-UP: Describe favourite moves. (M) (SP) Ask students to share their favourite move in the routine, saying the instruction and then demonstrating it.

- Moi, j’aime le mouvement « un pas à droite ». Quel est ton mouvement préféré? (J’aime « tournez à droite ».)

DIFFERENTIATION Students could create their own dance routine and perform it for the class. Students who are less comfortable with dance could use an action figure to act out the moves of the routine instead.

ENGLISH LANGUAGE LEARNERS Explain that movement helps the brain retain information, and is thus an effective learning technique. Allow ELLs to share dances other than those mentioned and their accompanying steps.

Assessment FOR Learning

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FOCUS LESSON LESSON DESCRIPTION MATERIALS/RESOURCES

Before Viewing/ During Viewing

14

Warm-Up: Follow steps to a dance routine. Contextualize: Make predictions. Personalize: View the game board. Anticipate: Find locations on the gameboard.* Wrap-Up: Write teachers' names.

Student Resource pp. 18–19 Échos mag 1 pp. 4–5 Fiche d'activité 7 Fiche de stratégie 7 Fiches d'évaluation 3, 4 Video: À droite et à gauche! Props: Board games; dice; game pieces; game cards

During Viewing/

After Viewing

15

Warm-Up: Perform the cooperative chant. Shared Reading: Read the gameboard. Response to Text 1: Play a game. Wrap-Up: Share aloud.

Student Resource Module pp. 8–9, 18–19 Fiches d'activité 8 a-b, 9 a-d Props: Game cards (from Fiches d'activité 8 a-b, 9 a-d); game pieces

After Viewing

16

Warm-Up: Act out directions with variations. Response to Text 2: Write directions to a location.* Wrap-Up: Read a partner’s directions.*

Student Resource Module pp. 8–9, 18–19, 30–31 Fiche d'évaluation 4 Prop: Index cards

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Retrieve information from an oral text, e.g., identify words.*

• Use a comprehension strategy.

• Read/view a variety of texts, e.g., game rules, a gameboard.

• Restate or retell information from a written text.*

• Provide information in response to oral cues.

• Use rhythm to express an idea.

• Write using a variety of forms, e.g., directions.*

Compare one's cultural knowledge and experiences to new learning.

• J’identifie des mots dans un texte oral.

• J’utilise une stratégie de compréhension.

• Je lis les règles d'un jeu. Je regarde un jeu.

• J’identifie des idées dans un texte écrit.

• Je réagis à un indice oral.

• Je communique avec rythme.

• Je peux écrire des directions.

• Je compare ma culture avec d'autres cultures.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) Note: Students are being assessed on their ability to articulate the actions needed to get from one point to another. They are not being assessed on the accuracy or complexity of the routes they plan.

Learning Goal Students learn to play a board game. Je joue à un jeu. Je lis des directions. J’écris des directions.

Lessons 14–16 C’est une course! Student Resource Module pp. 18–19

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WARM-UP: Follow steps to a dance routine. (M) (SP) Replay the dance video from the previous class and invite students to follow the hip-hop dance routine.

- Levez-vous et dansez!

BEFORE VIEWING CONTEXTUALIZE: Make predictions.

(M) (SP) Show students a board game they have already played (the board game in Ça, c'est ma journée!, Échos mag pp. 4–5, for example) or bring in sample board games, dice, and game pieces. List materials found in their favourite games.

- Voici des jeux de société. Moi, j’aime le jeu « Quelle journée! ». Quel jeu de société est-ce que vous aimez? (J’aime…)

- Dans le jeu « Quelle journée! », il y a un plateau de jeu, un dé, des pions. Quel matériel est-ce qu’il y a dans votre jeu de société préféré? Est-ce qu'il y a un plateau de jeu? des cartes? du papier? des crayons? des tuiles? (Il y a…)

(M) (SP) Without opening the Student Resource Module, examine the title of the text selection: C’est une course! Ask students to make a prediction about the materials needed to play this game.

- Regardez le titre : « C’est une course! » Le jeu « Quelle journée » est une course. Nommez des jeux de société qui sont des courses. (…)

- Faites des prédictions. Quel matériel est-ce qu’il y a dans le jeu « C’est une course! »? Est-ce qu’il y a des cartes, un dé, etc.? (Il y a…)

DURING VIEWING PERSONALIZE: View the game board. (SP) Refer to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche as you examine the text on Student Resource Module pp. 18–19. Guide the class in answering the first four questions on the

Lesson 14C’est une course! Student Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 18–19 Échos mag pp. 4–5 Fiche d'activité 7 : Quelle destination? Quel objet? Fiche de stratégie 7 : Je fais des prédictions. Fiche d'évaluation 4 : Assessment FOR Learning Fiche d'évaluation 3 : Je réfléchis sur les cultures. Video: À droite et à gauche! Props: Various board games; dice; game pieces; game cards

PD CORNER Including familiar experiences, such as playing on a game board, helps students make connections to previous experiences and related language.

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anchor chart and then confirm the predictions made earlier about the equipment needed to play the game by reading aloud the materials list and circling items listed earlier by students.

- J’identifie le contexte. (C’est un jeu. Le titre est « C’est une course! ».)

- Je regarde les images. (Je vois … la bibliothèque, le bureau, des corridors, la case « départ ».)

- J’identifie les mots familiers. (« Récré » est un mot familier.)

- J’identifie les mots-amis. (« Destination » est un mot-ami.)

- Je vérifie les prédictions. Quel matériel est-ce qu’il y a? (Il y a un plateau, des pions, des cartes.)

(SP) Ask students to notice the places that are similar to places in their own school and those that are different.

- Voici la salle des arts plastiques. Est-ce que c’est « comme dans mon école » ou « pas comme dans mon école »? (Comme dans mon école.)

- Voici la piscine. (Pas comme dans mon école.)

ANTICIPATE: Find locations on the gameboard.

(M) (SP) Familiarize students with the gameboard in Student Resource Module pp. 18-19 by having them follow directions to specific rooms in the school and name an object in that room. Refer to Fiche d’activité 7 : Quelle destination? Quel objet? and the gameboard. Read aloud number 1 and ask students to help you find the destination and the object.

- Je suis à la case « départ ». Je lis les directions. « Va tout droit. Avance de cinq cases. » D’accord. Nicolas, lis les deux autres directions. (« Tourne à droite. Avance de deux cases. »)

- Je tourne à droite. J’avance de deux cases. Où est-ce que je suis? (Tu es dans la salle de musique!)

- Qu’est-ce qu’il y a dans la salle? (Il y a une guitare!)

Verify comprehension: Ask one or two students to relay how you got to your destination.

- Ian, qu'est-ce que tu fais pour aller à la salle de musique? (Je vais tout droit, j'avance de cinq cases, je tourne à droite. J'avance de deux cases.)

(GP) Ask a volunteer to follow the directions for number 2 as the class observes.

- Lis les directions pour le numéro 2. C’est quelle destination? C’est quel objet?

DIFFERENTIATION Use markers to write on an interactive version of the game board to help clarify instructions for students.

DIFFERENTIATION Consider providing some students with a photocopy of the game board on which routes have already been drawn.

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(IP) Ask students to read the remaining directions independently and find locations and objects on the gameboard.

- Lisez les directions. Trouvez les destinations et les objets.

Assessment FOR Learning (Reading comprehension): Monitor and assess to determine if students can read directions in order to find locations on a map. If necessary, consider the recommendations below.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Model how to do the activity by stating the first direction, then moving the piece, then reading the second direction and moving the piece again, rather than reading all directions at once.

Give students the endpoints and ask them to generate the directions to get to them from the starting point.

After students have had time to work through Fiche d'activité 7, ask them to share aloud the destinations and the objects they discover while reading the fiche.

- Regardez le numéro 3. C'est quelle destination? (C’est….)

- C'est quel objet? (C’est...) Fiche d’activité 7 : Quelle destination? Quel objet? Answer Key 1. a) la salle de musique; b) une guitare; 2. a) la bibliothèque; b) un livre; 3. a) la salle des enseignants; b) un sac à lunch; 4. a) la classe de Mme Gallant; b) une pomme.

WRAP-UP: Write teachers' names. Draw students' attention to the names of teachers in a French school as shown on the gameboard. Have students write these names and then write the names of their own teachers in French, noticing the abbreviated forms of monsieur and madame.

- Regardez les noms des enseignants. Comment est-ce que j'écris Monsieur Lebel? J'écris M, point, L-e-b-e-l. Pour Madame Gallant, j'écris M-m-e, G-a-l-l-a-n-t.

- Écrivons les noms de vos enseignants. Dans la salle de musique, c'est qui? (C’est….)

This list of names can serve as a resource for reading the gameboard accurately as well as for later work on labelling their own school maps in the performance task.

INTERCULTURAL AWARENESS Did you know that customs for addressing teachers vary around the French-speaking world? Here are a few examples: - Female teachers go by madame whether they are married or single. Mademoiselle has fallen out of use for this purpose in French Canada. - In many Québec schools, students call their teacher by his or her first name. - In France, students are expected to stand when answering a question to show respect to the teacher. Have students compare differences and similarities in writing teachers' names in English, French, and any other languages they may know. Use Fiche d’évaluation 3 to have students record the date when this reflection takes place.

Use Fiche d'activité 4 : 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).

Assessment FOR Learning

Assessment AS Learning

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WARM-UP: Perform the cooperative chant. (M) (SP) Model the cooperative learning strategy chant on Student Resource Module pp. 8–9 to review essential language for game play. Form groups and ask students to practise the chant in a soft, whispering voice.

- Je lis le chant.

- Formez des groupes. Lisez le chant. Utilisez une voix douce.

(GP) Ask each group to perform the chant in a whole class setting, one group after the other.

- Présentez le chant pour la classe.

DURING VIEWING (CONTINUED) SHARED READING: Read the gameboard. (M) In advance, prepare two decks of game cards using Fiches d'activité 8 a-b : Cartes « destination » and Fiches d'activité 9 a-d : Cartes « direction ». Use the two decks of cards, shuffled, as you do a modelled reading of the materials list, the game rules and useful expressions at the bottom of Student Resource Module p. 19. Model the Expressions utiles using gestures where possible.

- Voici les expressions utiles. Faites des actions. (SP) Use an echo reading technique and encourage students to mime the gestures.

- Voici le matériel, les règles du jeu et les expressions utiles. Faites des actions comme moi.

AFTER VIEWING RESPONSE TO TEXT 1: Play a game.

(M) (SP) Refer to Student Resource Module pp. 18–19 (eText version). Ask student volunteers to join you in playing a first round. Read aloud the rules of the game as you model the game. Ensure that students understand the concept of sharing one destination card and racing to get to the destination by choosing direction cards and moving ahead one square

Lesson 15 C’est une course! Student Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 8–9, 18–19 Fiches d'activité 8a-b : Cartes « destination » Fiches d'activité 9a-d : Cartes « direction » Props: Game cards (from Fiches d'activité 8 a-b and Fiches d'activité 9 a-d); game pieces

PD CORNER Introduce new language in context. This increases the potential for students to learn, remember, and transfer the language as they begin to use it independently.

COOPERATIVE LEARNING Encourage students to interact using helping language learned on Student Resource Module pp. 8–9. If students are ready, direct them to say C’est bien?; Oui, c’est bien; Non, regarde ici when playing the game as well as the expressions utiles on the game board.

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only on each turn. Call on students in the class to help you play when it is your turn.

- Andrew, Taylor et moi, on joue au jeu « C’est une course! ». On met nos pions sur la case « départ ». Je lis les règles. Je lis le numéro un. Je tire une carte « destination ». C’est la salle de musique. Andrew et moi, on va à la salle de musique. Je lis le numéro deux et le numéro trois. Andrew, c’est ton tour. Tire une carte « direction ». (Va tout droit.)

- C’est la bonne direction, Andrew. Avance d’une case et dis ta direction. (Je vais tout droit.) [Andrew advances one square.]

- C’est ton tour, Taylor. Tire une carte « direction ». (Tourne à gauche.)

- « Tourne à gauche. » C’est bien? Non! Alors Taylor, tu dis « Non, merci! Je saute mon tour. » (…)

(GP) Ask three or four students to play a third round. Support students and assist if necessary.

- Trois personnes jouent au jeu. On observe.

MODÈLE

S1 (Sonia): C’est mon tour. Je tire une carte « destination ». C’est la piscine. S2 (Mina): Kyle, c’est ton tour. Tire une carte « direction ». S3 (Kyle): « Va tout droit. » Formidable. Je vais tout droit. S1 (Sonia): C’est mon tour. « Tourne à gauche. » Non, merci. Je saute mon tour. S2 (Mina): C’est mon tour. « Boni. Choisis ta direction.» Formidable! Je vais tout droit. [Continue play until one student reaches the destination.] S3 (Kyle): « Va tout droit. » Formidable. J'arrive à la destination. Je suis dans la piscine!

(IP) Create groups of three or four students for game play. Consider groupings that ensure balanced linguistic and cooperative skills.

- Vous êtes un groupe. Vous jouez ensemble.

WRAP-UP: Share aloud. (SP) Survey the class to see which groups have finished a round and which destinations were reached.

- Kiara, qui est-ce qu'il y a dans ton groupe? (Il y a Marc, Kamil, Daniel et moi.)

- Qui arrive à la destination en premier? (Daniel arrive en premier.)

- Quelle est la destination? (La salle des enseignants est la destination.)

RULES OF THE GAME: • To start, a destination card

is drawn (e.g., Le gymnase). All players will now "race" from the Départ to that location.

• On each player's turn, he/she draws a direction card (e.g., Tourne à droite.). If the move leads correctly toward the destination, the player moves one square in that direction. If not, the player skips that turn.

• The game continues with players drawing direction cards, moving ahead one square each time they draw a direction card that takes them on the correct path. Note that players may land on a square with special instructions (e.g., Avance de deux cases).

• The round is won by the first player to reach the destination. At this point, a new round can begin with the drawing of a new destination card.

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WARM-UP: Act out directions with variations. 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. Guide students through a series of directions, as they did previously in Lesson 3, but add variations using new directions learned in Lessons 12-13 (the dance routine) and in this lesson with the game. Give instructions in the singular tu form rather than the vous form to model the language that students will use.

- Forme un cercle.

MODÈLE

- Tourne à gauche. Tourne à gauche. Avance trois pas. Arrête. [Students are facing out from the centre of the circle.]

- Tourne à droite. Va tout droit. Arrête. [Students walk clockwise in a circle.]

- Tourne à droite. Un pas en arrière. Un pas en avant [Students are facing into the circle.]

- Va tout droit. Continue. Arrête. [Students walk into the circle and stop just as they crowd in together.]

- Un pas en arrière.

- Dis « bonjour » à tous les amis. [Students wave and say hello.]

AFTER VIEWING (CONTINUED) RESPONSE TO TEXT 2: Write directions to a location. (M) Write directions to a mystery location on the game board using a new location as a starting point. Use the visual dictionary, a word wall, or other resources to model the production strategy for students.

- J’écris une série de directions pour une destination mystère. J’utilise des ressources.

Lesson 16 C’est une course!

Student Resource Module pp. 18–19

MATERIALS Student Resource Module pp. 8–9, 18–19, 30–31 Fiche d'évaluation 4 : Assessment FOR Learning Index cards

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MODÈLE

- Tu es dans la salle de musique. - Va tout droit deux cases. - Tourne à droite. Arrête. - Où es-tu?

(SP) Refer to Student Resource Module pp. 18–19 (eText version). Ask a volunteer to trace the directions as you read them aloud. Confirm or correct all moves made by the student.

- Un volontaire, s’il vous plaît. Sylvia, trace la route sur le plan de l’école.

- Tu es dans la salle de musique. [Student demonstrates.] C’est bien.

- Va tout droit deux cases. [Student demonstrates.] Non, c’est deux cases. Un, deux. [Student demonstrates.] C’est bien.

- Tourne à droite. Arrête. [Student demonstrates.] C’est bien.

- Où es-tu? (Je suis dans la classe de Madame Gallant.)

(SP) Send a student volunteer out into the hall and ask the class to help you write a second set of instructions. Call the volunteer back into class and ask a student to read the directions aloud to the volunteer as he/she traces the route.

- Un volontaire, s’il vous plaît.

- Merci, Alyssa. Va dans le corridor. On écrit des directions pour toi.

- Aidez-moi. Tu es… (Tu es dans le gymnase. Va tout droit deux cases. Tourne à gauche. Va tout droit deux cases. Où es-tu?)

- Alyssa, entre! Écoute les directions et trouve la destination mystère.

(GP) Ask two student volunteers to demonstrate the activity in a whole class setting.

- Deux volontaires, s’il vous plaît : un volontaire écrit les directions et un volontaire suit les directions sur le plan.

(IP) Offer students three ways to complete the writing task based on their comfort level with planning routes.

PD CORNER Having students trace the directions provides an opportunity to verify comprehension as well as give a visual support for other students.

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Group 1: Students with limited comfort planning a route

Group 2: Students comfortable with planning direct routes

Group 3: Students comfortable with planning complex routes

Present students with two routes to a designated room on the game board. One route is accurate, one is not. Students determine which route is accurate and transcribe the directions for the route on an index card. If needed, create several pairs of directions to different locations.

- Lisez les directions A et les directions B.

- Quelles directions sont justes? Écrivez les bonnes directions sur la carte indexe.

- Écrivez le nom de la destination au verso.

Ask students to write a set of directions on an index card and write the mystery destination on the back of the card. Encourage students to use resources (pp. 18–19 and pp. 30–31) to write their text.

- Écrivez des directions sur la carte indexe.

- Écrivez le nom de la destination au verso.

- Utilisez des ressources.

Direct students to produce two sets of directions for a target destination on the game board. Ask that one set of directions comprise four steps while the other set comprise seven steps. The routes should be noticeably different, but also written on the same index card.

- Écrivez deux séries de directions.

- La série A a quatre directions et la série B a sept directions.

- Les routes sont très différentes.

- Écrivez le nom de la destination au verso.

Assessment FOR Learning (Writing: Purpose, audience, and form): Monitor and assess to determine if students can write accurate directions to a mystery destination. If you are not using alternative differentiated groupings, consider the recommendations below.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Write the shell of the directions on the index card, so that students need only fill in the blanks with the key terms. e.g., Tu es dans ______. Tourne _____________.

Encouage students to take more complex routes to destinations, thereby adding more steps to the description.

ALTERNATIVE DIFFERENTIATED ACTIVITY To differentiate this writing activity by process, use intentional groupings or ask students to choose the task that they think best aligns with their comfort level in planning routes.

Use Fiche d'activité 4 : 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).

Assessment FOR Learning

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WRAP-UP: Read a partner’s directions. (IP) In pairs, ask students to read aloud the directions they prepared in the previous step, one direction at a time, ensuring that their partner understands and is on the right path before proceeding and finally guessing the location.

- Lisez vos directions à votre partenaire. Changez de rôles.

Assessment FOR Learning (Listening to understand): Monitor and assess to determine if students can interpret oral language to locate a mystery destination. If needed, consider the recommendations below.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Have students act out the directions as they are given, so they can start to rely on more concrete clues to help with the discovery. Directions can be repeated.

After partners locate the destination, they repeat the steps back to the presenters.

Use Fiche d'évaluation 4 : 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).

Assessment FOR Learning

COOPERATIVE LEARNING Encourage students to interact using helping language learned on Student Resource Module pp. 8-9. If students are ready, direct them to say C’est bien?; Oui, c’est bien; Ça va?; Oui, ça va ; Non, ça ne va pas; D’accord when giving directions.

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FOCUS LESSON LESSON DESCRIPTION MATERIALS/RESOURCES

Before Listening/

During Listening

17

Warm-Up: Relate school rooms to subjects Contextualize/Personalize: Introduce an ideal school. Anticipation: Make predictions. Shared Listening 1: Listen for gist and enjoyment. Shared Listening 2: Identify locations. Shared Listening 3: Connect locations to subjects. Wrap-Up: Choose ideal locations.

Student Resource Module pp. 20–21 Fiche d'activité 10 Fiche de stratégie 7 Audio: Mon école idéale

After Listening

18

Warm-Up: Share ideal location choices Response to Text: Describe an ideal school. Wrap-Up: Present or record a conversation.

Fiches d'activité 10, 11

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Respond to an oral text by stating a fact.

• Provide information in response to oral cues.

• Use a comprehension strategy.

• Listen to a variety of texts, e.g., a conversation.

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

• Restate or retell information from a written text.

• Read with expression.

• J’écoute un texte oral et je donne des informations.

• Je réagis à un indice oral.

• J’utilise une stratégie de compréhension.

• J'écoute une conversation.

• J’identifie des mots dans un texte oral.

• J’identifie des idées dans un texte écrit.

• Je lis avec expression.

Learning Goal Students listen to a conversation and talk about their ideal school. J’écoute une conversation. Je parle de mon école.

Lessons 17–18 Mon école idéale Student Resource Module pp. 20–21

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WARM-UP: Relate school rooms to subjects. (SP) Refer to students’ timetable posted in the classroom. For each subject (e.g., les mathématiques, les sciences, l’éducation physique, le diner, le français, etc.) in the schedule, ask students where you should go.

- C’est l’éducation physique à 10h15. Où est-ce que je vais? Est-ce que je vais au bureau? (Non, va au gymnase!)

- C’est les sciences à 13h. Où est-ce que je vais? (Va à la classe de Mme Ross.)

BEFORE LISTENING CONTEXTUALIZE/PERSONALIZE: Introduce an ideal school. (M) (SP) Refer to Student Resource Module pp. 20–21 (images-only version). Refer also to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche as you ask questions. Ask students whether they would want the feature at school.

- Quel est le titre? (« Mon école idéale ».)

- J’identifie le contexte. Est-ce que c’est une conversation ou une vidéo? (C’est une conversation.)

- Je regarde les images. Je vois… (Je vois une piscine. Je vois une pizzeria.)

- Dans ton école idéale, est-ce qu’il y a une piscine? Une pizzeria? (Oui, dans mon école idéale, il y a une piscine.)

Student Resource Module pp. 20–21: For teacher reference 1. un cinéma; 2. un dépanneur; 3. un parc de planche à roulettes; 4. une pizzeria; 5. une piscine

ANTICIPATE: Make predictions. (M) (SP) Ask students to use the images to predict the subjects that will be linked to each of the dream locations. Record students’ predictions about the classes for each of the five locations shown.

- Je fais une prédiction. Le cinéma: c’est la classe de français ou la classe des arts langagiers? (…)

Lesson 17Mon école idéale Student Resource Module pp. 20–21

MATERIALS Student Resource Module pp. 20-21 Fiche d'activité 10 : Mon école idéale Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche Audio: Mon école idéale

Copyright © 2014 Pearson Canada Inc. Échos Pro 1 Teacher’s Guide Suivez-moi! 79

Des choix possibles Ma prédiction Le cinéma C’est la classe de français ou

des arts langagiers?

Le dépanneur C’est la classe des mathématiques ou des sciences?

Le parc de planche à roulettes

C’est la classe des sciences ou c’est la récréation?

Le restaurant C’est la récréation ou le dîner?

La piscine C’est l’éducation physique ou la récréation?

DURING LISTENING SHARED LISTENING 1: Listen for gist and enjoyment. (SP) Play the audio selection or use the eText with the built-in audio component. Listen to the entire text once and ask students to identify the familiar words they hear.

- Écoutez bien. Marc décrit une école idéale à son ami Daniel. Levez la main droite quand vous entendez un mot familier.

- Quels sont les mots familiers? (« École » est un mot familier. « Français » est un mot familier. Etc.)

Mon école idéale

Daniel : Marc, imagine une école idéale. Marc : D’accord, Daniel. Ah, oui, je suis dans l’école de mes rêves. Daniel : Bon, alors c’est la classe de français. Où es-tu? Marc : Je suis dans un cinéma français, bien sûr! Daniel : Fantastique, et c’est l’éducation physique. Où es-tu? Marc : Je suis dans une aréna….non, non, je suis dans une piscine…oui, oui c’est ça, dans une piscine. Daniel : Fantastique Marc! C’est le dîner. Où es-tu? Marc : Je suis dans un restaurant. Miam miam! J’adore la pizza. Daniel : C’est les mathématiques. Où es-tu? Marc : Pas de problème. Je suis dans un dépanneur. Je calcule les prix. Daniel : Et finalement, c’est la récréation. Où es-tu? Marc : À la récréation, je suis dans un parc de planche à roulettes. Youpi! Daniel : Eh bien, merci Marc! Ton imagination est fantastique!

PD CORNER Giving students time to think by pausing the audio selection at strategic points helps increase the potential for student success.

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SHARED LISTENING 2: Identify locations. (SP) Listen to the entire text a second time to identify the locations. Pause the recording after each description to allow students to react. Ask them to point out the photo on Student Resource Module pp. 20–21 that corresponds to each part of the conversation.

- [pause recording] Où est Marc? (Marc est dans un cinéma.)

- Oui, c’est ça. Montrez-moi un cinéma. C’est quel numéro? (C’est le numéro 1.)

SHARED LISTENING 3: Connect locations to subjects. (SP) Listen to the entire text a third time. Direct students to listen for Marc’s ideal locations and what class is held there. Revisit the earlier list of predictions and record or confirm information from the audio text. Pause the recording as necessary to discuss information with students.

- Où est Marc? (Marc est dans la piscine.)

- C’est quelle classe? (C’est la classe d’éducation physique.)

- Regardez notre prédiction. Est-ce que c'est correcte?

WRAP-UP: Choose ideal locations. (M) Refer to Fiche d'activité 10 : Mon école idéale. Think aloud to model how you complete the first subject area with your choice of location.

- Regardez. C’est la classe de français. Hmm… Dans mon école idéale, est-ce que je suis dans un café ou dans un cinéma? J’encercle l’image du cinéma.

(SP) (GP) Ask a student to identify his/her preferred location. Ask other students if they share the preference, then ask all students who share the preference to repeat the phrase.

- Ronny, c’est la classe de français. Où es-tu? Dans un café ou dans un cinéma? (Je suis dans un café.) Qui est dans un café aussi? (Je suis dans un café.).

- C’est quelle classe? (C’est les mathématiques.) Où es-tu? Dans un dépanneur ou dans une banque? (Je suis dans une banque.) Qui est dans une banque aussi? (Je suis dans une banque.)

(IP) Distribute Fiche d'activité 10. Ask all students to circle their preferences independently.

Fiche d'activité 10 : Mon école idéale For teacher reference 1. Le français : un café, un cinéma; 2. Les mathématiques : un dépanneur, une banque; 3. L’éducation physique : une station de ski, une piscine; 4. Le dîner : une pizzeria, un parc; 5. La récréation : une galérie de jeux, un parc de planche à roulettes

DIFFERENTIATION Create a four-column chart for tracking the ideas at each stage of the listening activity: One column for ideal locations featured in the SRM; one for predictions of subjects associated with each location; one for les mots familiers heard in the conversation; and one for the subjects identified in the conversation.

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WARM-UP: Share ideal location choices. (M) (SP) Describe a subject and identify an ideal location. Call on students to share the ideal locations they chose in the previous lesson. Students may refer to their copies of Fiche d'activité 10 : Mon école idéale as necessary.

- C’est l'éducation physique. Je suis à la station de ski. Où es-tu? (Je suis…)

(GP) Ask a pair of students to exchange as the classe observes.

- C’est le dîner. Où es-tu? (Je suis dans un restaurant.)

(IP) Direct students to ask and answer the question with several classmates using the “milling to music” technique. (Refer to the Program Overview, p. 55, for a description of this grouping technique.) Use gestures to cue students as you play the hiphop music from the previous lessons or French music of your choice.

- Levez-vous. Marchez. Écoutez la musique. Quand la musique arrête, arrêtez! Parlez à la personne près de vous.

AFTER LISTENING RESPONSE TO TEXT: Describe an ideal school. (M) Refer to Fiche d'activité 11 : Notre école idéale. Call on a student volunteer to be your partner as you read aloud, and complete the blanks in the conversation using the word bank on the fiche.

- Jason est mon partenaire. Je lis le texte et Jason lit le texte. Nous écrivons les mots qui manquent.

(SP) Read the text again, using a chime-in reading technique. Encourage students to listen for words that have the “a” sound (e.g., imagine, idéale, ah, alors, la classe, fantastique, éducation, aréna, ça, adore, pizza, etc.…)

- Écoutez bien. Est-ce que vous entendez un mot qui a le son “a”? C’est quel mot? (C’est le mot « imagine. »)

(GP) Read the text again using a shadow reading technique. Divide the class into two groups and assign each group one of the two roles in the text. Encourage students to read with expression.

- Écoutez bien. Groupe A, vous êtes Jason et Groupe B, vous êtes Madame / Monsieur. Lisez avec expression.

Lesson 18

Mon école idéale Student Resource Module pp. 20–21

MATERIALS Student Resource Module pp. 20–21 Fiche d'activité 10 : Mon école idéale Fiche d'activité 11 : Notre école idéale

DIFFERENTIATION Encourage students to make their arrête gesture each time they hear the sound.

PD CORNER To facilitate authentic communication, provide numerous opportunities for students to express personal preferences and ideas.

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WRAP-UP: Present or record a conversation.

(IP) Direct students to work in pairs to complete the missing words in the script. Conversations can be presented in front of classmates or recorded using basic recording software. Encourage students to add gestures and vocal expression to convey the text’s meaning if they are presenting.

DIFFERENTIATION Permit students access to PVC pipe phones to practise speaking without distracting others.

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FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Oral

Interaction 19

Warm-Up: Review directions. Choose a performance task format.Read directions for two school maps.*** Prepare a visual text. Wrap-Up: Prepare an exit card.

Student Resource Module pp. 2–5, 22–23 Fiche d'activité 1 Fiches d'évaluation 5a-b, 6, 9 Props: Personal sample of a school map or samples from previous years; art materials for visual text

Before Oral

Interaction 20

Warm-Up: Describe the position of a mystery object. Prepare a written text.*** Wrap-Up: Sing a familiar song with a variation.

Student Resource Module pp. 22–23, 30–31 Fiches d'évaluation 5a-b, 6 Audio: Sur, sous, dans Props: Known objects; sample of a school map

During/ After Oral Interaction

21

Warm-Up: Perform the cooperative chant. Practise giving directions. Prepare an active listening activity.*** Performance Task: Give directions to a partner.*/*** Wrap-Up: Self-assess.**

Student Resource Module pp. 8–9, 22–23 Fiche d'activité 12 Fiches d'évaluation 1, 4, 5a-b, 6

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Retrieve information from an oral text, e.g., identify words and ideas.***

• Restate or retell information from a written text.***

• Write using a variety of forms, e.g., a map, directions.***

• Provide information in response to oral cues. • Use rhythm to express an idea. • Convey information orally, e.g., directions.*** • Reflect on skills and strategies.**

• J’identifie des mots et des idées dans un texte oral.

• J’identifie des idées dans un texte écrit.

• Je prépare une carte. J'écris des directions.

• Je réagis à un indice oral. • Je communique avec rythme. • Je donne des directions. • Je réfléchis.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge) ** Assessment AS Learning opportunity *** Assessment OF Learning opportunity

Lessons 19–21 Mon projet Student Resource Module pp. 22–23

Learning Goal Students create a school map and prepare directions to help a partner find a mystery object on the map. J’écris des directions. Je donne des directions. Je suis des directions.

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WARM-UP: Review directions.

(M) (SP) Refer to Student Resource Module pp. 2–3. Invite a student to join you in directing Nina and her baby toward the cheese. Model a few directions and ask a partner to trace the route using a pointer, a finger, or a coloured marker. Ensure that students follow the directions as if they were Nina in the maze and to stop at each intersection without turning whenever they hear Continue.

- Sumeet est mon partenaire. Sumeet et moi, on aide Nina et son bébé à trouver le fromage.

- Je commence. Va tout droit. Continue. Tourne à gauche. Tourne à droite. Arrête au drapeau. Où est Nina, Sumeet? (Nina est au drapeau jaune.)

- C’est ton tour, Sumeet. Donne des directions. (Tourne à droite. Tourne à droite. Tourne à gauche. Arrête au drapeau. Où est Nina?)

- Nina est au drapeau violet.

(GP) Ask two students to take your place picking up from where you left off with the student volunteer.

- Est-ce que je peux avoir deux volontaires? Amrita et Kelly, continuez

(IP) Refer students to Fiche d'activité 1. In pairs, students take turns giving a direction to their partner until Nina and her baby arrive at the cheese.

Student Resource Module pp. 2–3/ Fiche d'activité 1, Baby mouse to cheese: For teacher reference

1. Va tout droit. Continue. Tourne à gauche. Tourne à droite. (Je suis au drapeau jaune.)

2. Tourne à droite. Tourne à droite. Tourne à gauche. (Je suis au drapeau violet.)

3. Tourne à gauche. Continue. Tourne à gauche. Tourne à droite. (Je suis au drapeau noir.)

4. Tourne à droite. Tourne à gauche. Continue. Tourne à droite. Continue. (Je suis au drapeau orange.)

5. Tourne à gauche. Continue. Tourne à gauche. Continue. Continue. (Je suis au drapeau vert.)

Lesson 19Mon projet Student Resource Module pp. 22–23

MATERIALS Student Resource Module pp. 2–3, 4–5, 22–23 Fiche d'activité 1 : Explorons! Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Props: Personal sample of a school map or samples from previous years; art materials for visual text

DIFFERENTIATION To challenge some students, consider asking them to work backwards from the cheese to Nina and her baby.

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6. Va tout droit. Tourne à droite. Tourne à gauche. Tourne à gauche. Tourne à gauche. Tourne à droite. Tourne à droite. (Je suis au drapeau rose.)

7. Va tout droit. Continue. Tourne à gauche. Tourne à gauche. Tourne à droite. (Je suis au drapeau brun.)

8. Tourne à gauche. Tourne à gauche. Tourne à droite. Tourne à droite. Tourne à droite. Tourne à gauche. (Je suis au fromage!)

BEFORE ORAL INTERACTION Choose a performance task format.

Refer to Student Resource Module pp. 4–5 to examine the two options for the performance task. Students may draw or use a map of their own school or draw a map of an ideal school. If possible, show an example of each created by students from previous years. Bring to students’ attention the objects in each of the rooms. Read aloud the performance task.

- Dessinez un plan de votre école ou d’une école idéale.

- Regardez les plans. Il y a des objets dans les classes.

- Je donne des directions. Je trouve un objet secret.

Read directions for two school maps. (IP) Distribute Fiche d’évaluation 9 : Je trouve un objet. Have students work independently to read the directions to find the correct room and an object in the room.

Fiche d’évaluation 9 Answer Key 1. a) la salle de sciences; b) un sac à lunch; 2. a) la salle des arts plastiques; b) une règle; 3. a) la classe de M. Nadeau; b) une plante; 4. a) la pizzeria; b) une pomme.

Assessment OF Learning (Reading comprehension): Assess and evaluate the extent to which students can read directions to find locations and objects. Use Fiche d’évaluation 5a : Assessment OF Learning and Fiche d’évaluation 5b : Performance Descriptors, or Fiche d’évaluation 6 : Mon projet to evaluate. Circulate through the room to observe and evaluate.

Prepare a visual text. Refer to Student Resource Module pp. 22–23. Read aloud step one of the performance task. Encourage students to draw objects on, under, in, in front of, or behind another object in different locations on a ready-made map of their school or on a map they draw themselves. You may limit the number of objects students draw on their map to five.

- Regardez le numéro 1 : Je dessine un plan d’école.

DIFFERENTIATION Because students can choose to use an existing map or create their own, this activity is differentiated by content. Consider allowing a third option where students use interlocking small blocks to create a 3-D model of the ideal school or their own school.

PD CORNER Showing student-produced performance task samples from previous years helps clarify the task and provides inspiration for students in the preparation phase. It is important that students understand that the intention is not to replicate the samples but, rather, to inject their own ideas.

Assessment OF Learning

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- Je dessine des objets dans les salles de classe. Les objets sont sur, sous, dans, devant et derrière d’autres objets.

Refer students to the production strategy on Student Resource Module p. 23, J’utilise des ressources. List resources on an anchor chart that students can use to draw, label, and place objects on a map.

- J’utilise des ressources. Quelles ressources? (le livre pp. 4–5, 6–7, 18–19, 20–21, le dictionnaire visuel)

(M) (SP) Identify success criteria with students by displaying a personal sample of a school map or student samples from previous years. Point out features of the model(s) and ask for student input.

- Regardez ce texte visuel. Qu’est-ce que je fais?

SUCCESS CRITERIA

Je prépare un plan d’école :

• Je dessine mon école ou une école idéale.

• J’écris le nom des classes.

• Je dessine des objets sur, sous, dans, devant et derrière un autre objet dans les salles de classe.

(IP) Allow sufficient time for students to create their school plan. To speed this step in the process, consider providing students with a prepared school plan on which they need only add objects, or ask students to prepare their visual text at home.

- Préparez votre texte visuel. Utilisez les ressources.

WRAP-UP: Prepare an exit card. Ask students to prepare an exit card on which they have transcribed one detail about their visual text. The exit card might be a piece of construction paper in the shape of a speech bubble with the student’s name and a sentence starter. Ask students to share the sentence orally.

- Nommez un détail dans votre texte visuel. Par exemple, dans mon école, il y a un bureau.

PD CORNER Co-constructing success criteria with students makes them aware of expectations. Place the criteria on an anchor chart or on a page in students’ notebooks for student reference.

DIFFERENTIATION Consider showing an incomplete project and asking students to identify the missing elements, so that they are clear about the expectations.

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WARM-UP: Describe the position of a mystery object. (M) (SP) In advance, ensure that a few objects are strategically placed in the classroom in plain view. Ask students to identify a mystery object that you have in mind. To identify it, they must describe its position. Ask a student to take your place and continue as time and interest permit.

- Dans la classe, il y a un objet mystère.

- L’objet est sur, sous, dans, devant ou derrière un autre objet.

- C’est quel objet? Posez des questions.

MODÈLE

Teacher: Je pense à un objet mystère. S1: Est-ce que c’est le livre sur la chaise? Teacher: Non! Dommage! S2: Est-ce que c’est le sac à dos sous la fenêtre? Teacher: Non! Dommage! S3: Est-ce que c’est le crayon devant le tableau? Teacher: Non! Dommage! S4: Est-ce que c’est la règle derrière la poubelle? Teacher: Oui! Fantastique.

BEFORE ORAL INTERACTION (CONTINUED) Prepare a written text. Refer to Student Resource Module pp. 22–23. Read aloud steps two and three of the performance task. List ressources that students can use to write their directions on an anchor chart. Make students aware of the various resources they can refer to, including the production strategy’s anchor chart and key pages in the student resource module.

- J’utilise des ressources. Quelles ressources? (le livre, le tableau de références pour la position des objets, Fiche d'activité 6, ma carte indexe, le dictionnaire visuel)

(M) Display a personal sample of a school map or student samples from previous years. Do a think-aloud as you write directions for a location on the map. Model the use of resources.

- J’écris des directions pour cette école. J’utilise des ressources.

Lesson 20 Mon projet Student Resource Module pp. 22–23

MATERIALS Student Resource Module pp. 22–23, 30–31 Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet Audio: Sur, sous, dans Props: Known objects placed in strategic places in the classroom; personal sample of a school map or samples from previous years

PD CORNER Having students refer to a variety of resources, including the production strategy’s anchor chart and key pages in the student resource module help them produce the performance task.

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(M) (SP) Identify success criteria with students. Point out the features of the model(s) and ask for student input.

- Regardez ces directions. Qu’est-ce que je fais?

SUCCESS CRITERIA

J’écris des directions :

• J’indique le point de départ. (Tu es…)

• J’écris des directions. (Va tout droit.)

• Je pose la question : Où es-tu?

• Je pose la question : Qu’est-ce qu’il y a…

(M) (SP) Ask students to help you write a second model. Invite students to peer-edit the text to check for the four success criteria. Refer to resources.

- Aidez-moi. J’écris des directions. Lisez mon texte et donnez des suggestions.

(GP) Ask a student to write directions for his/her visual text in a large group setting and ask for volunteers to peer-edit the text, following your model.

- Hans, viens ici et écris ton texte. Amina, vérifie le texte. Utilise le dictionnaire visuel.

(IP) Direct students to write their directions. When they are finished, ask them to edit a partner's directions for evidence of the four success criteria.

- À votre tour! Écrivez votre texte. Après, vérifiez le texte d’un ou d’une partenaire.

Assessment OF Learning (Writing: Purpose, audience, and form). Assess and evaluate the extent to which students can use specific terms to convey directions in writing using Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6 : Mon projet to evaluate. For students who chose or were directed to complete the enriched option in Lesson 16, you may wish to also evaluate their route-planning skills using blank Fiches d'évaluation 5a/b forms to record your observations.

WRAP-UP: Sing a familiar song with a variation. (SP) Sing the song Sur, sous, dans learned in Lesson 7 to describe the position of objects. Repeat with students, singing along and doing the actions. To add a fun challenge, ask students to try to position an eraser in relation to a book while singing.

- Nous allons chanter la chanson « Sur, sous, dans ».

- Mettez une gomme sur, sous, dans, devant, derrière et à côté de votre livre ET nous allons chanter en même temps.

Assessment OF Learning

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WARM-UP: Perform the cooperative chant. (SP) Perform the cooperative strategy chant from Lesson 3 to review essential language for pair exchanges. Sing the chant with students.

- Dites le chant avec moi.

Practise giving directions.

(M) (SP) Refer to Student Resource Module pp. 22–23. Read aloud steps four and five of the performance task. Model giving directions three times to a student volunteer. Focus each time on one of the elements of good interaction: e.g., pronunciation, volume, feedback to the partner.

- Écoutez mes directions.

- Est-ce que je prononce bien? Est-ce que je parle assez fort? Est-ce que j’aide mon ami ou mon amie?

SUCCESS CRITERIA

Je donne des directions à un ami ou une amie :

• Je prononce bien.

• Je parle assez fort.

• J’aide mon ami ou mon amie.

(GP) Ask students to practise in pairs.

Prepare an active listening activity. Refer to Fiche d'activité 12 : J’écoute. Ask students to complete the fiche for one student in each pair as students exchange directions in a large group setting.

- Écoutez les directions de Brianne.

- Où est Brianne? (Elle est dans la classe de Madame Dubé.)

- Où est l’objet secret? (Il y a une pomme sur le bureau.)

Lesson 21 Mon projet Student Resource Module pp. 22–23

MATERIALS Student Resource Module pp. 8–9, 22–23 Fiche d'activité 12 : J’écoute. Fiche d'évaluation 1 : Je réfléchis sur le projet. Fiche d'évaluation 5a : Assessment OF Learning Fiche d'évaluation 5b : Performance Descriptors Fiche d'évaluation 6 : Mon projet

PD CORNER Having students practise their presentation with peers in advance builds confidence and provides an opportunity to obtain feedback in order to improve their performance.

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DURING ORAL INTERACTION

PERFORMANCE TASK: Give directions to a partner. (IP) Invite pairs of students to give each other directions while classmates complete Fiche d'activité 12. If possible, project student maps for all to see during the presentations. Presentations may take place over several class periods. To vary whole class presentations, consider having students present to a small group or have them videotaped by a class aide.

Assessment OF Learning (Speaking to communicate). Assess and evaluate the extent to which students can speak to present directions for a specific route using Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6: Mon projet.

Assessment FOR Learning (Speaking to communicate): Though this is a formal assessment moment, students may need additional support or challenge to succeed in giving their presentations.

HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Allow students to record their presentation to show in class, rather than present in real-time.

Consider asking students to pretend that they are visitors’ guides, so that their presentation has a different style.

Assessment OF Learning (Listening to understand). Assess and evaluate the extent to which students can listen and record information on Fiche d'activité 12 : J’ecoute, using Fiche d'évaluation 5a : Assessment OF Learning and Fiche d'évaluation 5b : Performance Descriptors or Fiche d'évaluation 6 : Mon projet to evaluate.

AFTER ORAL INTERACTION

WRAP-UP: Self-assess. (M) Refer to Fiche d'évaluation 1 : Je réfléchis sur le projet. Model a self-assessment and ask students to reflect by following your model.

- Je prépare un plan d’école. Est-ce que je dessine mon école? Oui. J’encercle le symbole. [Circle the happy face]. Est-que vous dessinez votre école? (…)

- Je prépare un plan d’école. Est-ce que j’écris le nom des classes? Non. J’encercle le symbole. [Circle the sad face.] Est-que vous écrivez le nom des classes? (…)

COOPERATIVE LEARNING Encourage students to interact using helping language learned on Student Resource Module pp. 8–9. If students are ready, direct them to say C’est bien?; Oui, c’est bien ; Ça va?; Oui, ça va Non, ça ne va pas; D’accord when giving directions.

Assessment OF Learning

Assessment OF Learning

Use Fiche d'évaluation 4 : 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).

Assessment FOR Learning

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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.] « J’écris le nom des classes »., c’est mon objectif.

- Quel est ton objectif, Janelle? (…)

(GP) Ask a volunteer to complete several steps of the self-assessment as the class observes.

(IP) Ask all students to complete their self-assessments. You may wish to use this information to conference with students.

Assessment AS Learning. Assess and evaluate the extent to which students can reflect on skills and strategies using Fiche d'évaluation 1 : Je réfléchis sur le projet.

Assessment AS Learning

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SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Use rhythm to express an idea.

• Respond orally to a written text.

• Express personal thoughts about a text.

• Reflect on skills and strategies.**

• Reflect on intercultural understanding.

• Provide information in response to oral cues.

• Je communique avec rythme.

• Je parle d’un texte.

• Je donne mon opinion sur un texte.

• Je réfléchis.

• Je réfléchis sur les cultures.

• Je réagis à un indice oral. ** Assessment AS Learning opportunity

FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Reading/ During

Reading/ After

Reading

22

Warm-Up: Say a chant. Summarize learning. Modelled Reading: Confirm list. Shared Reading: Link to personal experiences. Reflect on the module.** Reflect on intercultural understanding. Wrap-Up: Describe an image.

Student Resource Module pp. 2–3, 24–25, 32 Fiche d'activité 13 Fiches d'évaluation 1, 2, 3

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

Professional Development: Please refer to Fiche d'évaluation 8: Teacher Planning and Reflection to reflect and support future planning of learning experiences in subsequent modules.

Lesson 22 Je peuxStudent Resource Module pp. 24–25

Learning Goal Students reflect on their learning and set learning goals. Je réfléchis.

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WARM-UP: Say a chant. (M) (SP) Model a chant/rap with a student volunteer while acting out the directions. Direct students to stand facing a partner and say the chant.

- Levez-vous. Mettez-vous devant un partenaire. Dites le chant.

MODÈLE

- Tourne à droite. Tape des mains! [Clap on each word « tape des mains ».]

- Tourne à gauche. Tape des mains! - En avant! En arrière! - Tourne dans un cercle.

BEFORE READING Summarize learning. (SP) Direct students to leaf through the Student Resource Module and identify activities linked to each page. As students do so, have them use Fiche d'activité 13 : Dans ce module… to visually represent their accomplishments in this module.

- Regardez les pages 2 et 3. Qu’est-ce que tu fais? (J’écoute des directions.)

DURING READING MODELLED READING: Confirm list. Read aloud Student Resource Module pp. 24–25. As you read, ask students to confirm answers on Fiche d'activité 13 by placing a checkmark beside the items mentioned.

- « Je donne des directions ». C'est vrai? (Oui, c'est vrai.)

SHARED READING: Link to personal experiences. (SP) Use an echo reading technique. Pause after each statement and ask students to hold up the page where they used each skill. Ask students to identify favourite texts.

Lesson 22 Je peux Student Resource Module pp. 24–25

PD CORNER Revisiting the various texts in the module reminds students of the language and the competencies that they have developed. This prepares them to do a self-assessment (with teacher guidance) of their competencies.

DIFFERENTIATION Suggest that students create a routine with directions. Offer them the option of using an action figure to act out the routine.

MATERIALS Student Resource Module pp. 2–3, 24–25, 32 Fiche d'activité 13 : Dans ce module… Fiche d'évaluation 1 : Je réfléchis sur le projet. Fiche d'évaluation 2 : Je réfléchis sur le module. Fiche d'évaluation 3 : Je réfléchis sur les cultures.

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- « J’écoute une conversation ».

- Montrez la page où on écoute une conversation.

- Nommez votre texte préféré.

AFTER READING REFLECT ON THE MODULE. (M) (SP) Refer to Fiche d'évaluation 2 : Je réfléchis sur le module. Model how students may reflect on their learning by circling a happy/neutral/sad face. Invite a student to share his/her reflection.

- Je donne des directions : Oui, je peux. Oui, un peu. Non, c'est difficile. J’encercle un symbole.

- Breanne, quelle est ta réponse? (Oui, un peu.)

- Alors, tu encercles un symbole. [Circle the neutral face.]

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 donne des directions », c’est mon objectif.

- Quel est ton objectif, Toby?(…)

(GP) Invite all students to complete the fiche independently. Circulate to provide help and guidance.

- C’est votre tour. Complétez la fiche.

Assessment AS Learning. Assess and evaluate the extent to which students can reflect on skills and strategies using Fiche d'évaluation 2 : Je réfléchis sur le module.

REFLECT ON INTERCULTURAL UNDERSTANDING. (M) (SP) Refer to Fiche d’évaluation 3 : 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.

- Samson, quelles réflexions sont importantes pour toi? (Les réflexions numéro 1 et 4 sont importantes pour moi.)

- Colorie / Encercle ces réflexions.

Assessment AS Learning

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

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(GP) Finally, ask one or two students to complete the activity on their own while the class observes.

- Yoshiko, indique réflexions qui sont importantes pour toi.

Assessment AS Learning. Provide self-assessment opportunities that allow students to reflect on their intercultural understanding using Fiche d'évaluation 3 : Je réfléchis sur les cultures.

WRAP-UP: Describe an image. (M) (SP) Refer students to Student Resource Module p. 32. Ask a question about the position of objects on the page. Invite the volunteer to respond by pointing and giving an answer.

- Qu'est-ce qu'il y a derrière le hamster? (Il y a un sac à lunch derrière le hamster.)

(GP) Ask a pair of students to model the exchange with a different example in a large group setting.

MODÈLE

S1: Qu’est-ce qu’il y a sous le pupitre? S2: Il y a un sac à lunch sous le pupitre. [Point to the image.] S1: C’est bien! S2: Qu’est-ce qu’il y a devant le sac à lunch? S1: Il y a une banane devant le sac à lunch. [Point to the image.] S2: C’est bien!

(IP) In pairs, direct students to ask and answer questions about the image.

- Posez des questions et répondez à des questions au sujet des images sur cette page.

Assessment AS Learning

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FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Reading/ During Reading/ After Reading

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Warm-Up: Talk about francophone cities in Canada. Contextualize/Personalize: Talk about francophone countries. Anticipate: Make predictions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experiences. Shared Reading 2: Explore language. Response to Text: Read aloud in pairs.* Wrap-up: Share new words.

Student Resource Module pp. 16–17, 26–27 Fiche de stratégie 7 Fiche d’évaluation 4 Props: Map of Canada; map of the world

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Respond orally to a written text.

• Provide information in response to oral cues.

• Use a comprehension strategy.

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

• Use graphophonics to speak fluently.

• Read with expression.*

• Use cues to solve unfamiliar words.

• Compare one's cultural knowledge and experiences to new learning.

• Je parle d’un texte.

• Je réagis à un indice oral.

• J’utilise une stratégie de compréhension.

• Je lis un texte informatif.

• J’identifie des sons.

• Je lis avec expression.

• J’utilise des stratégies pour comprendre les mots non familiers.

• Je compare ma culture avec d'autres cultures.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Lesson 23Des écoles pour Haïti Enrichment Text 1 Student Resource Module pp. 26 27

Learning Goal Students learn to read an informative text about recovery efforts in Haiti after the 2010 earthquake. Je lis un texte informatif.

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WARM-UP: Talk about francophone cities in Canada. (M) (SP) Point to a map of Canada and ask students to name cities in Canada where Francophones live. Refer students to Student Resource Module pp. 16–17 Des directions amusantes as a reminder. Help students locate these cities on the map.

- Où est-ce qu’il y a des francophones au Canada? (Il y a des francophones à Kelowna, à Clare, à Montréal.)

- Où est-ce qu’il y a beaucoup de francophones? (Il y a beaucoup de francophones à Montreal.)

- Trouvez votre ville sur la carte du Canada. Trouvez les villes de Kelowna, de Clare et de Montréal sur la carte du Canada.

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Talk about francophone countries. (SP) Point to a map of the world and ask students to name countries where Francophones live. Help students locate these countries on the map.

- Où est-ce qu’il y a des francophones dans le monde? Nommez des pays où le français est une langue officielle. Nommez des pays francophones. (Le Canada est un pays francophone. L’Haïti est un pays francophone.)

- Trouvez le Canada et l’Haïti sur la carte du monde.

Countries where French is an official language: For teacher reference Feminine countries: La France, la Belgique, la Suisse, l’Haïti, la République démocratique du Congo, la Côte d’Ivoire, la Guinée, la République centrafricaine, la Guinée équatoriale, les Seychelles, Monaco Masculine countries: Le Canada, le Sénégal, le Madagascar, le Cameroun, le Burkina Faso, le Niger, le Mali, le Rwanda, le Chad, le Burundi, le Bénin, le Togo, le Gabon, le Comoros, le Djibouti, le Luxembourg, le Vanuatu (Océanie)

Lesson 23 Des écoles pour Haïti Enrichment Text 1 Student Resource Module pp. 26 27

MATERIALS Student Resource Module pp. 16–17, 26–27 Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche Fiche d’évaluation 4 : Assessment FOR Learning Props: Map of Canada; map of the world

PD CORNER Making connections to prior knowledge about the topic as well as familiar language enhances students’ ability to comprehend the text.

INTERCULTURAL AWARENESS Students learn that there are a number of countries besides Canada where French is an official language. Have them make comparisons to other countries with and without multiple official langauges.

Assessment AS Learning

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ANTICIPATE: Make predictions. (M) (SP) Examine the title of the text selection before viewing the text. Ask students to make a prediction about the schools needed in Haiti.

- Regardez le titre : « Des écoles pour Haïti ».

- Pourquoi est-ce que les écoles sont nécessaires en Haïti? Est-ce qu’il y a un désastre naturel? Est-ce qu’il y a un désastre humain? (…)

DURING READING MODELLED READING: Read for gist and enjoyment. (SP) Refer to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche as you examine the text on Student Resource Module pp. 26–27. Guide the class in answering the first four cues on the anchor chart. Read aloud the text for students and stop to confirm the prediction made earlier about why schools are needed in Haiti.

- J’identifie le contexte. Est-ce que « Des écoles pour Haïti » est un texte informatif ou un texte imaginaire? (C’est un texte informatif.)

- Je regarde les images. (Je vois une fille, une école, Unicef, des élèves, une carte, une cérémonie.)

- J’identifie les mots familiers. (« École » est un mot familier.)

- J’identifie les mots-amis. (« Tente » est un mot-ami.)

- Je vérifie les prédictions. Est-ce qu’il y a un désastre naturel? Est-ce qu’il y a un désastre humain? (Il y a un désastre naturel et un désastre humain.)

Student Resource Module pp. 26–27: For teacher reference Des mots familiers : école, il y a, élèves, sous, je parle français, bonjour Des mots-amis : tremblement, ruine, tente, temporaire, construit, contents

SHARED READING 1: Make meaning and link to personal experiences. (M) (SP) Read aloud Student Resource Module pp. 26–27 using an echo reading technique. Pause to ask comprehension questions and to link to students' personal experiences.

ENGLISH LANGUAGE LEARNERS Encourage students to share how they say hello in languages that they speak. - Qu’est-ce que tu dis?

LANGUAGE FOCUS There is no rule to the gender of countries in French. Generally, those ending with the letter e are feminine and it is best to learn the article with the name of the country.

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Haitian girl with speech bubbles

- Quelles langues est-ce qu’on parle en Haïti?

- Quelles sont les langues officielles au Canada?

- Qu’est-ce qu’on dit en Haïti et qu’est-ce qu’on dit au Canada?

(On parle français et créole.) (On parle français et anglais.)

(On dit bonjour et bonjou en Haïti. On dit bonjour et hello au Canada.)

Photo 1 - Quel est le désastre naturel en Haïti?

- Il y a des tremblements de terre au Canada. Est-ce que les tremblements de terre au Canada sont majeurs ou mineurs?

(C’est un tremblement de terre.)

(Les tremblements de terre au Canada sont mineurs.)

Photo 2 - Qui aide l’Haïti à préparer les écoles temporaires?

- Qu’est-ce que l’Unicef fait au Canada : Des écoles ou des collectes d’argent?

(L’Unicef aide l’Haïti.) (Au Canada, l’Unicef fait des collectes d’argent.)

Photo 3 - Où sont les écoles temporaires?

- Est-ce que notre école est temporaire?

(Les écoles temporaires sont sous la tente.)

Photo 4 - Combien d’écoles est-ce qu’on construit?

- Combien d’écoles est-ce qu’il y a au Canada? Devinez. Est-ce qu’il y a deux cents écoles?

(On construit 200 écoles.)

(Il y a plus de 10 mille écoles.)

Photo 5 - Pourquoi est-ce que les enfants sont contents?

- Est-ce qu’ils aiment l’école?

- Est-ce que tu aimes l’école?

(Il y a des écoles.)

SHARED READING 2: Explore language. Graphophonics: Read the text again, using a choral reading technique. Direct students to touch their jaw to indicate when they are making the “a” sound. Model the first time so that students get the idea.

- Quand vous entendez le son « a », faites comme moi.

CULTURAL AWARENESS Did you know that Haiti has two official languages: Haitian Creole and French? Creole is a language mix of French and African languages, as well as other influences.

PD CORNER Cueing students to answer questions about a text involves embedding the answer in the question, e.g., by giving two or three choices and/or starting off the answer and having students finish, e.g., Est-ce qu’on parle français et anglais ou français et créole? or On parle français et…?

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Student Resource Module pp. 26–27: For teacher reference Le son « a » : Haïti, il y a, la, parle.

AFTER READING RESPONSE TO TEXT: Read aloud in pairs. Have students read the captions aloud to a partner. Use random grouping or informal grouping based on reading or language abilities. (Refer to the Program Overview, pp. 53-55, for a description of these grouping techniques.)

- Lisez votre texte à un ou une partenaire.

Assessment FOR Learning (Speaking to communicate): Monitor and assess to determine if students can read with expression. If students need extra support or challenge for the activity, consider the recommendations below. HOW TO SUPPORT STUDENTS HOW TO CHALLENGE STUDENTS

Read aloud one sentence with the desired expression and ask students to repeat. If possible, provide students with PVC phones to practise or continue to do choral repetition for each sentence.

Allow students to do the reading in a small group, in a “popcorn” fashion. One reader randomly calls on another group member to take over the reading duties at various intervals in the text.

WRAP-UP: Share new words. (M) (SP) Ask students to point to a new word in the text and to read the sentence in which it is found. Chart how often the same word is heard.

- Montrez un nouveau mot. Lisez la phrase.

- Mon nouveau mot est « ruine ». Ma phrase est « Les écoles sont en ruine ».

DIFFERENTIATION If possible, locate maps of schools in Haiti. Ask students to compare and contrast the rooms found in schools in Canada and Haiti.

Use Fiche d'évaluation 4 : 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).

Assessment FOR Learning

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• Refer to Échos 1 Teacher’s Guide pp. 175–177, for a full description of this lesson sequence. (1 lesson)

Note: If you do not have the print version of the Échos 1 series, please login to CLE to access both the readers and the teaching notes.

Integrating Échos mag 1 Text:Une fille ordinaire, un projet extraordinaire! Échos mag 1 pp. 10 11

This magazine article describes the fund-raising efforts of one student.

By choosing to integrate this text, you will give your students the opportunity to:

• Read a magazine article (informative text).

• Recognize familiar words.

• Use a map to locate a country.

• Talk about fund-raising projects in their school or in their personal experience.

• Enjoy reading about the achievement of a student their age in fund-raising to help others.

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FOCUS LESSON LESSON DESCRIPTION MATERIALS

Before Reading/ During Reading/ After Reading

24

Warm-Up: Guess an object. Contextualize/Personalize: Participate in a mini treasure hunt. Anticipate: Make predictions. Modelled Reading: Read for gist and enjoyment. Shared Reading 1: Make meaning and link to personal experiences. Shared Reading 2: Explore langugage. Response to Text: Prepare a classroom geocache.* Wrap-Up: Find a cache.

Student Resource Module pp. 28–29 Fiche d'activité 14 Fiche de stratégie 7 Props: Classroom objects; a treasure, such as gold foil-wrapped chocolate coins or a trinket

SUCCESS CRITERIA: MONITOR AND/OR ASSESS TO DETERMINE IF STUDENTS CAN…

• Provide information in response to oral cues.

• Explore a topic in writing, e.g., clues.*

• Use a comprehension strategy.

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

• Respond orally to a written text.

• Use graphophonics to speak fluently.

• Restate or retell information from a written text.

• Je réagis à un indice oral.

• J’écris des indices.

• J’utilise une stratégie de compréhension.

• Je lis un texte informatif.

• Je parle d’un texte.

• J’identifie des sons.

• J’identifie des idées dans un texte écrit.

*Assessment FOR Learning (Learning Checks and Suggestions for Support/Challenge)

Lesson 24Le géocaching Enrichment Text 2 Student Resource Module pp. 28 29

Learning Goal Students learn to read an informative text about geocaching. Je lis un texte informatif.

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WARM-UP: Guess an object. In advance, assemble a number of classroom objects and keep them out of view. Place one object at a time in a boîte mystère, a decorated shoe box, without students seeing.

- Qu’est-ce qu’il y a dans la « boîte mystère »? C’est un objet de la salle de classe.

(M) (SP) Model the game by inviting students to guess what is hidden in the box. Once students have guessed, replace it with a different object, keeping it out of view of the class, and ask another student to take the lead.

MODÈLE

T: Qu’est-ce qu’il y a dans la boîte? S1: Est-ce qu’il y a une règle? T: Non, dommage. S2: Est-ce qu’il y a un crayon? T: Non, dommage. S3: Est-ce qu’il y a un livre? T: Oui, c’est bien!

BEFORE READING CONTEXTUALIZE/PERSONALIZE: Participate in a mini treasure hunt. Show students a ‘treasure’ such as chocolate coins wrapped in gold foil or a trinket. Send a student volunteer out into the hall, hide the treasure, and ask the class to help you create three clues that will lead the volunteer to the location of the treasure. Call the volunteer back into class and ask students to read the three clues aloud to the volunteer as he/she looks for the treasure. Use expression and gestures to clarify the meaning of new words: un trésor, cacher, trouver, indices. Repeat the treasure hunt if necessary to ensure students understand the new words.

- Voici un trésor! On va cacher le trésor dans la salle de classe.

- Un volontaire, s’il vous plaît. Merci, Mélissa. Va dans le corridor.

Lesson 24 Le géocaching Enrichment Text 2 Student Resource Module pp. 28 29

MATERIALS Student Resource Module pp. 28–29 Fiche d'activité 14 : Le géocaching en salle de classe! Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche Props: Classroom objects; a treasure, such as gold foil-wrapped chocolate coins or a trinket

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- Aidez-moi. On cache le trésor. On écrit des indices pour Mélissa…

- Mélissa, entre! Écoute les indices et trouve le trésor!

MODÈLE

1. Regarde derrière les pupitres. 2. Trouve un sac à lunch. Le trésor est à gauche. 3. Le trésor est derrière un objet.

ANTICIPATE: Make predictions. (M) (SP) Examine the title of the text selection before viewing the text. Ask students to make a prediction about whether geocaching might be an indoor or outdoor activity.

- Regardez le titre : « Le géocaching ».

- Qu’est-ce que c’est, le géocaching? Est-ce que c’est une activité à l’intérieur ou à l’extérieur?

DURING READING MODELLED READING: Read for gist and enjoyment. (SP) Refer to Fiche de stratégie 7 : Je fais des prédictions or an anchor chart of the fiche as you examine the text on Student Resource Module pp. 28–29. Guide the class in answering the first four cues on the anchor chart. Read aloud the text for students and stop to confirm the prediction made earlier about the type of activity they were expecting.

- J’identifie le contexte. Est-ce que « Le géocaching » est un texte informatif ou un texte imaginaire? (C’est un texte informatif.)

- Je regarde les images. (Je vois un ordinateur, un GPS, un garçon et une fille, un sentier dans la nature, un trésor.)

- J’identifie les mots familiers. (« Aimes » est un mot familier.)

- J’identifie les mots-amis. (« Trésor » est un mot-ami.)

- Je vérifie les prédictions. Est-ce que le géocaching est une activité à l’extérieur ou à l’intérieur? (C’est une activité à l’extérieur.)

Student Resource Module pp. 28–29: For teacher reference Des mots familiers: aimes, oui, la famille, choisis, regarde, gauche, droite, un sac à lunch Des mots-amis: trésor, la chasse, la nature, aide, un GPS, le site Web, adresse, code postal, région, description, difficultés, date, commentaires, coordonnées, directions.

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SHARED READING 1: Make meaning and link to personal experiences. (M) (SP) Read aloud Student Resource Module pp. 26–27 using an echo reading technique. Pause to ask comprehension questions and to link to students' personal experience.

- Qu’est-ce que c’est le géocaching? (C’est une chasse au trésor à l’aide d'un GPS.)

- Où est-ce qu’on fait le géocaching? (On fait le géocaching dans la nature.) Est-ce que vous faites le géocaching?

- Qui aime la nature? (J’aime la nature.) Qu’est-ce que vous faites dans la nature? (Je fais du ski. Je fais de la bicyclette, etc.)

- Quelle est l’étape numéro un? (Visite le site Web de géocaching.) Quelle est l’étape 2? L’étape 3? etc. (…)

SHARED READING 2: Explore language. Graphophonics: Read the text again, using a choral reading technique. Direct students to touch their jaw to indicate when they are making the “a” sound. Model the first time so that students get the idea.

- Quand vous entendez le son « a », faites comme moi.

Student Resource Module pp. 26–27: For teacher reference Le son « a » : le géocaching, la chasse, la nature, alors, à, activité, la famille, cacher, une cache, ta, code postal, facile, date, lac, un sac à lunch, regarde, arbre, le sapin, amusant, messages, voilà

AFTER READING

RESPONSE TO TEXT: Prepare a classroom geocache. (M) (SP) In advance, hide a small object in the classroom. Refer to Fiche d'activité 14 : Le géocaching en salle de classe! Do a think-aloud as you complete the first three columns: Describe the hidden object, give a clue to finding the object, and describe the difficulty of finding the location. Invite students to find the treasure, then ask the student who finds it to complete the last two columns.

- Je fais du géocaching en salle de classe! J’écris la description. « C’est un taille-crayon violet. » J’écris un indice. « Regarde à gauche. C’est devant les fenêtres. » Je choisis un numéro pour la difficulté. C’est un « trois ». Bon. Cherchez la cache!

- Trevor a trouvé la cache. Trevor, viens ici et complète les colonnes quatre et cinq.

DIFFERENTIATION If possible, consider having students hide objects in different parts of the school, to allow them additional practice with giving directions and room names.

You may wish to consult online resources using the keyword geocache for more information to share with students about geocaching.

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(GP) Form groups of three. Direct each group to locate a classroom object that they will use as their cache. Ask them to write a description and clue to help locate the object. As groups complete the task, ask them to record their information on Fiche d'activité 14.

- Formez des groupes de trois. Dans votre groupe, choisissez un objet et pensez : Où est-ce qu’on cache l’objet?

- Écrivez une description de la cache et un indice pour trouver la cache.

Learning Check (Writing: Purpose, audience, and form): Circulate, monitor, and adjust. As students work in groups, circulate through the room and monitor responses. If needed, refer students to specific resources.

WRAP-UP: Find a cache. (GP) Refer to the completed version of Fiche d'activité 14. Ask groups in turn to choose a numbered cache, read aloud the description and the clue, and get up from their desks to look for the cache while the rest of the class watches. Ensure each student reads aloud one part of the description. When the object is found, ask groups to complete the last two columns of Fiche d'activité 14.

- Groupe numéro 1, choisissez une cache. Lisez la description. Levez-vous et trouvez la cache!

PD CORNER Building a class geocache adds an authentic element to the lesson and reinforces the fact that we use French to perform real tasks in our real lives.

COOPERATIVE LEARNING Form informal groups of three based on proximity, always keeping in mind the language ablility of the group.

Assessment FOR Learning


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