Grade Three / Troisième année Curriculum Outcomes

Transcription

Grade Three / Troisième année
Curriculum Outcomes
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
413
414
Appreciation of the French Language and Cultural Diversity
Appreciation of the French Language and
Cultural Diversity
415
Students will be expected to demonstrate a positive attitude towards the French
language and francophone communities in Canada and in the world.
Outcomes
Suggestions for Teaching and Learning
KSCO : By the end of Grade 3,
students will be expected to use the
French language with pleasure in daily
situations
In Grade Three, stu dents begin a Language A rts program in English. It is
important to establish parameters for the speaking of English in the
classroom within the context of English Language Arts; apart from the
English period, students should still be expected to speak French in the
classroom context. One w ay to signal to students the language in use is to
have a mascot for each language which is visible and present when that
particular language is spoken. Through the presence of a puppet or toy
such as English Bear or of Bonhomme C arnaval, for example, students have a
visual rem inder that it is time to speak French, or English.
SCOs: By the end of Grade
Three, students will be expected
to:
1.1.1 demonstrate a willingness
to listen to and speak
French Note change in
table
1.1.2 participate readily in class
activities
1.1.3 demonstrate a willingness
to improve own language
skills
Throughout the primary grades, students should have developed a
repertoire of vocabulary and structures which reflect their experiences in
their second language. This repertoire will enable them to comm unicate in
French with each other and with their teacher. Expect students to display a
willingness to use their French in the classroom and during other school
activities. Strategies w hich dem onstrate a willingness to commu nicate in
French include circumlocution, or the ability to convey meaning by finding
an alternate way to express oneself if a particular vocabulary word is
unknow n.
Encourage and foster an openness to speak in French with classmates and
with native French speakers. This is an important com ponent of the E arly
French Immersion program, and should be a regular focus in the
classroom . Have students keep a personal word bank or dictionary in
which they add new words /expressions which they have learned. Students
can refer to their word bank in their various activities in the classroom.
Classroom thematic word lists, vocabulary charts and dictionnaires murals are
other tools which can support and assist students in their efforts to
comm unicate in French and to improve their second-language skills.
It is important to maximize opportunities for students to express
themselves and use the target language of French. A variety of teaching
strategies, including cooperative learning techniques and activities which
add ress m ultiple intelligences, are recommended in order to actively
involve all children in the learning situation in the classroom. Cooperative
learning strategies are useful in encouraging active participation. One such
strategy would involve the teacher asking an open-ended question or
posing a problem. Students take turns with a partner responding to the
question orally. This allows for all students to respond, rather than a
limited number in a large-group context, and teachers can circulate and
assess the responses of several students.
Positive reinforcement and feedback for use of French in the classroom
and school setting are necessary if stu dents are to feel that their efforts in
the second language are successful. Teachers may consider pairing Grade 3
students with younger French Imm ersion students to act as moniteurs
linguistiques or even using other types of incentives to motivate students to
speak French. Situations where students correspond with francophone
penpals or cyberpals are also very motivating, as are situations where
authentic opportunities exist for interaction in French.
416
Mots de haute fréquence, Appendix
A
Assessment and/or Instructional Strategies
1.1.1 - 1.1.3 Observation/Checklist Carole, changes to table SVP
Monitor student willingness to speak in French in the classroom. Note
student interaction in the classroom and their willingness to use French
vocabulary learned. Do the students participate willingly in drama, singing,
and other activities in French? Use a checklist such as the following:
Self-Evaluation/Journal
Students can monitor their own use of French on a daily/weekly basis.
Ressources audio et audio-visuelles,
Appendix A
Sites Internet pour chansons,
comptines, poésies et jeux, Appendix
A
La compréhension orale, Appendix B
La production orale, Appendix B
Coopérer pour réussir (Chenelière,
ISBN 2-89461-49 8-5)
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-7651-03658)
Intégrer les intelligences multiples dans
votre école (Chenelière, ISBN
2-89461-714-3)
Guide pédagogique : Techniques de
prévention et de correction des fautes
Teachers can organize the record-keeping for students and allow them time orales dans les classes d'immersion
(ACPI-CAIT, ISBN
at the end of the day to reflect on their efforts in speaking French and on
0-921612-16-8)
any areas needing improvement.
Conference
Ask students to discuss the role of French in the classroom and outside the
classroom in order to determine their attitudes towards the use of French
as a language of communication.
L’immersion en français au Canada :
Guide pratique d’enseignement
(ACPI-CAIT, ISBN 0-92161212-5)
Self-Assessment Questionnaire
Develop a short questionnaire, such as the following, to assess student
attitudes toward the use of French in Grade Three French Immersion. The
questionnaire can be used in a conferencing context or as a written
reflection.
A collection of print, audio and
audio-visual texts including
children’s literature, other types
of books, audio and video
recordings, TV and radio
programs.
Puppets and a puppet theatre
Suggested
Resources
417
Outcomes
KSCO: By the end of Grade 3,
students will be expected to
demonstrates an interest in exploring a
wide range of French texts
In Grade Three, provide students with opportunities to read and view
longer texts, containing a wider range of vocabulary and treating a greater
variety of subjects. A wide range of print and visual texts should be
available and should include fictional, informational and poetic texts, as
well as a wide variety of text forms. See SCO 6.2.1 for further discussion
on genres and forms of texts. Text forms for reading and viewing should
not be limited to books, but should include posters, brochures, magazine
spreads, and web pages, as well as films, videos and TV programs.
to:
1.2.1 demonstrate an interest in
reading and viewing in
French
Instructional strategies for this outcome should foster the enjoyment of
reading and interacting with texts. Encourage students to select reading
material for a variety of purposes and contexts, including research,
personal enjoyment, independent and shared reading. Students will be
motivated to read if they have access to a wide range of reading materials
which reflect their needs as readers in terms of interests and the
accessibility of the text.
Encourage daily home reading and TV viewing in French, regular visits to
the school library to borrow French books, and visits to agencies which
may provide access to French-language books and tapes, such as the local
francophone association. Consider assigning a 30 minute TV program in
French as homework on a weekly basis. Encourage students to discuss
with classmates recommendations of texts read or programs watched and
to keep a running list of reading recommended by their classmates.
Students should be guided to reflect on their own responses to texts, and
whether or not they agree with the recommendations of the other students
after reading recommended titles. As a class, students may develop a "Top
Ten List" or « Palmarès » in which they vote as a class on their favourite
books throughout the school year.
It is important to expose students to francophone authors and illustrators.
In the context of author/illustrator studies, students can become familiar
with the style and topics of a particular individual. Francophone authors
and illustrators such as Dominique Demers, Gilles Tibo, Marie-Louise
Gay, Roch Carrier, Christiane Duchesne, Stéphane Jorisch, Henriette
Major, Marie-Danielle Croteau, and Yayo should be available to students
in classroom or school libraries. It is also important for students to
become aware of the difference between a translation and a book which
was originally written in French. Ask students to note in their reading if a
text is a translation or originally in French, and have them note the
translator so that they become familiar with the work of translators as well
as authors and illustrators.
418
Suggested Resources
Reading Log - Carnet de lecture
Students can register their reading interests in a Carnet de lecture in which they
keep track of the titles which they have read and their opinions of the texts.
Student attitudes towards reading in French will be evident from their
recordings. The following is an example of a carnet de route in which students
can record their readings and also rate their selections out of 10 Æ, an idea
linked to the Coup de coeur, or favourite text which would rate a 10/10.
Ressources et sites Internet pour les
communautés francophones, Appendix A
Titre
Date
Évaluation / 10 Æ
Commentaires
Other types of carnet de lecture are possible and can focus on different aspects
of the reading task. The carnet de route can include elements such as genre/type :
text fictif, texte non fictif, conte, biographie, expérience.
Observation
During French reading/viewing activities, teachers can observe student
engagement in the activities. Are the students attending, and displaying
interest in the reading/viewing activity?
Conference
Discuss with students their attitudes towards reading in French and watching
videos or TV programs in French. Several activities from the Trousse
d’appréciation de rendement en lecture would be useful for conferences, including
fiches 4b et 5.
Appendix A
Trousse d'appréciation de rendement en
lecture : Immersion française Maternelle 3e année. Document d’appui 2002.
Outils 2, 4, 4b, 5, 5a, 6, 7
A selection of children’s video
recordings, including titles available
from La M édiathèque du Conseil
atlantique des ministres de l’éducation et
de formation
(www.gnb.ca/0000/irrp/mediatheq
ues-f.asp).
A selection of children’s literature,
informational texts, reference
resources, magazines, trade books
and booklets, computer software
and websites; the following are
suggested:
• Collection Ardoises, manuels A et B, et
Multitextes, volume 1 (CEC)
• L’oiseau des sables (Dominique et
compagnie, ISBN 2895123 11X)
• L’écharpe rouge (Les 400 coups,
ISBN 2-921620-35-9)
• Contes et légendes du monde entier
(Héritage, ISBN 2-7625 -1378-2)
Les explorateurs, Astrapi, J’aime lire,
Pomme d’Api Québec, Youpi (Bayard
Jeunesse : www.bayardjeunesse.ca)
Coulicou and Hibou
(offerts exclusivement aux
abonnés du magazine Enfants
Québec : www.clubpasseport.com)
Communication Jeunesse : un site web
sur la littérature québécoise et
canadienne française pour la
jeunesse, www.communicationjeunesse.qc.ca/
Outcomes
contribution of francophones in different areas of human activity
students will be expected to identify the
SCOs: By the end of Grade Three, students will be expected to:
419
1.3.1 distinguish between native Suggestions for Teaching and Learning
and non-native French and
English speakers
Where possible, students should have opportunities to interact with
francophones in the classroom or school setting, or outside the classroom
1.3.2 explore special cultural
on field trips. There is a strong francophone presence in many areas of
events of francophone
Newfoundland and Labrador; however, there may be areas where there are
origin
few native French speakers to invite to the French Immersion classroom.
To provide a variety of learning experiences and to expose students to
native speakers, it is important to integrate resources such as French
videos, cassettes, television, radio and Internet websites into learning
activities. It is an important component of the French Immersion program
to foster an understanding of the language and culture as they are lived by
francophones. It is important, therefore, to provide students with the
opportunity to view films and other programs, to listen to French radio
programs or excerpts in French, such as weather reports, etc. Electronic
penpals are also a wonderful way to bring students into contact with
young francophones. Local francophone associations are valuable
resources and offer a range of services.
While its level of language is fairly high, Le Gaboteur is the provincial
francophone newspaper which includes a section for youth, and is a good
source of information on the francophone community. A class/school
subscription would permit sharing with students any articles of interest.
Expose students to information on francophones and their achievements,
in their classroom experiences, and through reading and research. The
following serve as examples: Emile Benoit (conteur et musicien), Rufus
Guinchard (violoniste), Marc Garneau (astronaute), Céline Dion (chanteuse)
Jean Chrétien, Julie Payette (astronaute), David Pelletier (patineur artistique),
Sylvie Fréchette (nageuse de natation synchronisé), Cirque de Soleil, Jacquot
(chanteur), Blou (groupe musicale acadien).
Culture is an integral part of second language instruction. Activities
appropriate to the students' interest and developmental level should be
integrated in the program. This outcome is linked to SCO 2.1.4 and
instruction of both may be planned simultaneously. Introduce students to
francophone culture as the opportunities present themselves daily, as well
as through exposure to traditional songs, dance, rhymes, games, stories,
children’s literature and recipes. The following is a list of suggested
activities for Grade Three:
• Identify francophone regions near Newfoundland and Labrador
(Acadian regions of Atlantic Canada, St. Pierre et Miquelon, Québec).
Introduce the flags of these areas.
• Identify place names of French origin in Newfoundland and Labrador.
• Identify francophone countries on a map of the world.
Continued...
1.3.1/1.3.2 Performance
420
• Ask students to locate a number
of French place names on a map
of Newfoundland and Labrador.
Suggested Resources
• Have students work in pairs or small groups to research and write
about the achievements and contribution of francophone musicians,
writers, illustrators, politicians, scientists, and athletes.
Les drapeaux et les populations
francophones, Appendix A
1.3.1/1.3.2 Paper-pencil
• Have students write in their journal de bord what they have learned about communautés francophones, Appendix
a cultural event such as la Saint-Jean-Baptiste.
A
• Following class discussions and exploration of the topic, invite students Sites Internet pour chansons, comptines,
to write about the contributions made by francophone Canadians such poésies et jeux, Appendix A
as Emile Benoit or Julie Payette.
Fêtes et recettes du Canada français,
1.3.2 Conference
Appendix A
Ask students to identify the Quebec flag and associate it with the
province of Quebec on a map. Do the same with the Acadian flag and
the French flag (St. Pierre et Miquelon).
Appendix A
Performance
Organize presentations for another class, in which pairs of students
prepare a simple presentation on the contributions and achievements of
well-known Canadians of French background.
A selection of children’s literature,
informational texts, reference
resources, magazines, trade books
and booklets, computer software
and websites; the following are
suggested:
Collection Ardoises Manuels A et B et
Multitextes volume1 (CEC)
Collection Biographies canadiennes
(Chenelière)
Collection Il était une fois dans l’est
(Chenelière)
Rigodon series: Rigodon...fêtons ;
Rigodon...chantons ;
Rigodon...voyageons (Le français
fantastique)
www.rigodon.net/index.html
L'Indispensable : annuaire des services
en français à Terre-Neuve et au
Labrador (Fédération des
francophones de Terre-Neuve
et du Labrador)
http://www.fftnl.ca
421
Outcomes
Suggestions for Teaching and Learning (Continued)
• La Saint-Jean-Baptiste (le 24 juin) : Make la poutine au pain ; play games
such as La course à la valise and Le pendu (Hangman).
contribution of francophones in different
areas of human activity
• Le sirop d’érable ou le temps des sucres : Make la tarte au sirop d'érable or la tire
d’érable, read stories about the harvesting of maple syrup such as
L’érablière de mon grand-père (Scholastic) or Allons à la cabane à sucre ! D'où
vient le sirop d'érable ? (Scholastic). Visit websites which show photos of
to:
cabanes à sucre and describe the sugaring off process.
1.3.2 explore special cultural
events of francophone
origin
• Carnaval de Québec : The carnaval takes place over two weeks (end of
January to early February). Make la soupe aux pois, la tourtière and/or la tire.
Sing traditional carnaval songs (see web site listing), learn about the
Québec flag and locate the province on a map. There is a variety of
activities suggested on the web site each year. Talk about Bonhomme
Carnaval, the ceinture fleché which represents les bûcherons, le cor (horn which
is blown throughout carnaval in the streets) and the varied activities like
the canoe races, ice castle and sculptures and snow sculptures, sliding,
skating, and other activities.
• Mardi gras : Make crèpes /pancakes. Discuss the fact that they were
traditionally made in order to use up ingredients and enjoy a sweet
dessert before the beginning of Lent on Ash Wednesday.
In building cultural awareness in French Immersion students, it is certainly
important to highlight many of the formal elements of the francophone
culture. It is equally important, however, to familiarize students with
many of the more mundane or everyday aspects of the culture. As the
opportunity arises, discuss with students other cultural phenomena which
may present themselves throughout the year. Certain student textbooks or
children’s literature may make reference to a number of these cultural
differences.
• Use children’s literature to make students aware that it is quite common
in certain francophone communities for students to call their teachers
by their first names or by their first name combined with Madame
/Mademoiselle /Monsieur.
• Use children’s literature or textbooks to discuss with students the use
of the 24 hour clock in Quebec and in other francophone or
international communities.
• Point out to students other linguistic and cultural differences, such as
the placement of the dollar sign, the use of the comma in decimal
numbers, and the differences in spelling conventions (use of capital
letters in titles, for example) between English and French. Ask students
to find examples of these cultural differences in classroom resources,
textbooks, and children’s literature.
422
Suggested Resources
Paper-pencil
Have students write in their journal de bord what they have learned about a
cultural event such as the Carnaval de Québec or what they have learned
about le temps des sucres or mardi gras.
communautés francophones, Appendix
A
Observation
Observe students as they participate in the Carnaval activities as they are
undertaken in the classroom.
Performance
Organize presentations for another class, in which pairs of students
prepare a simple presentation on a cultural event such as on an aspect of
Carnaval, mardi gras or La Saint-Jean-Baptiste. This can be done through
song, a poster, a drawing, etc. The partners will present to the members
of the other class as they circulate from station to station. Note student
descriptions of the concept chosen. Are they able to explain this aspect
of Carnaval, mardi gras or La Saint-Jean-Baptiste to their audience?
Fêtes et recettes du Canada français,
Appendix A
Appendix A
Jeux drôles, Appendix B
L’érablière de mon grand-père
(Scholastic, ISBN 0-590-16663-8)
L’immersion en français au Canada:
Guide pratique d’enseignement (ACPICAIT, ISBN 0-921612-12-5)
Pistes pédagogiques des fêtes culturelles,
CFORP
Carnaval de Québec (video and
activity package, Tralco - Lingo
Fun) www.tralco.com
Carnaval du Québec official web site
www.carnaval.qc.ca
Debout (A resource on cultural
activities published by the
Canadian Teachers Federation)
www.ctfce/fr/resources/debout.htm
Allons à la cabane à sucre ! D'où vient
le sirop d'érable ? (Scholastic,
ISBN 0-7791-1412-4)
Websites about cabanes à sucre :
http://pierre.alexandre.free.fr/sir
op_erable.html
http://goudrelle.com/indexf.html
http://www.emsb.qc.ca/elizabeth
ballantyne/cabanesucre01.htm#p
hoto-cabane
423
Outcomes
students will be expected to demonstrate
a sense of pride in their uniqueness and
in their accomplishments in French.
Provide students with the opportunity to experience a variety of cultural
activities in the Grade Three year, including le Carnaval de Québec and La
Saint-Jean-Baptiste. Encourage students to explain some of the activities in
which they have engaged, sing the songs, and reflect on these through t
drawings, paintings, journal writing, and dramatizations. Provide
opportunities for students to share their knowledge and experiences with
others, through presentations, displays, class or school newsletters, or
through publication to class website.
to:
1.4.1 share their knowledge of
French language and
culture in various
situations
1.4.2 discuss the advantages of
being able to speak more
than one language
Recite/sing well-known and traditional French rhymes and songs. Teach
students from another class to sing one or more of these songs.
In Grade Two, students were introduced to the concept of addressing
people according to « vous » and « tu ». In Grade Three, continue to model
the correct usage of vous and tu, and encourage students to use these terms
when addressing others. Before going on a field trip or having a guest
speaker in the classroom, conduct a mini-lesson to prepare students to
address the resource person appropriately.
It is important to foster a positive attitude towards the speaking of French
throughout the primary grades. Discuss with students the advantages of
being able to speak French. Have students suggest reasons why speaking
French is important to them and their families. Do they know people who
speak French? Do they know people who work in French or who use
French at work?
A discussion on the presence of French in the community can lead to
students developing a common interview (four or five short questions) in
which they focus on the importance of learning French. Students can then
be paired with other students from a higher grade level (French
Immersion or core French students) to conduct their interviews. The
results can then be collated and communicated, in graph format, for
example.
Arrange to have visitors from the local community who can speak to the
class about the importance of speaking a second language. Try to find out
the different languages which are spoken by residents of the community
and discuss how speaking more than one language can be very beneficial.
Are there jobs in the community which are filled by bilingual employees?
Which services are available in other languages?
424
Suggested Resources
1.4.1 Conference
Ask students to describe a francophone cultural event and explain some of
the activities that take place during the event.
communautés francophones,
Appendix A
Performance
Have students work in pairs or small groups to prepare a presentation for
another French immersion class on some cultural event which they have
learned about. Encourage the inclusion of visuals in the presentation.
Rigodon series :
Rigodon...fêtons ; Rigodon...chantons
; Rigodon...voyageons (Le français
fantastique)
www.rigodon.net/index.html
1.4.2 Observation
• Note student contributions to the discussion regarding the importance of
learning French.
• Note whether students are able to use the tu/vous forms where
appropriate.
Performance
Have students interview someone in the community about their use of
French in their work. Note the level of responsibility that students take for
completing the interview and reporting the results.
Journal de bord
Following the completion of an interview within the community on the
importance of learning French (activity described in column 2), have
students reflect on the importance of learning French and then write their
thoughts in their journals. What have they learned from their interviews?
Pencil/Paper
Have students write a postcard, as if they were visiting la ville de Québec,
Saint-Pierre et Miquelon, or another francophone community. Ask them to
describe what they are doing there, and what they see and hear. How do
they feel?
425
Students will be able to recognize and respect cultural differences.
Outcomes
an interest in knowing and learning
about diverse cultures
In Grade Three, students can use a wide range of French vocabulary to
talk about their own individual differences. Prepare an activity such as
Trouve quelqu'un qui... Following the activity, discuss uniqueness and
emphasize how each individual has different talents and experiences.
SCOs: By the end of Grade Three, Students learn differently and exhibit various learning styles. Perform an
students will be expected to:
activity to determine student learning styles or multiple intelligences, such
as grille 9 from the Trousse d'appréciation de rendement en lecture M-3.
2.1.1 demonstrate an
understanding that each
Have students create a collage which represents themselves. This can
person is unique
include drawings, photographs, or pictures from magazines and
newspapers which illustrate their favourite hobbies and pastimes. Have
2.1.2 demonstrate an ability to
students present their collages to the class.
respect individual
differences
Have students interview a senior citizen such as a neighbour or one of
their grandparents, if possible, to discuss how they celebrated a particular
event when they were young, including traditional food, clothing,
understanding that people
activities. Alternately, invite an older adult to visit the class and speak
celebrate differently
about some aspect of their youth or childhood. Following the interview,
students can complete un diagramme de Venn or un tableau comparaison 2.1.4 demonstrate an awareness
contraste to illustrate how their neighbour’s/ grandparent's celebration of a
of cultural differences
particular event is the same as or different from their own experience of
that event. When the diagrams or charts are completed, arrange for
2.1.5 identify special events
students to share them with other classmates. In small groups, they can
associated with different
share with a partner, present to a small group, or present to the whole
cultural communities
class.
Invite someone from the francophone community to talk to the class
about their cultural traditions. If possible, this could be done during the
celebration of Carnaval in the classroom or during the celebration of
another cultural event and the speaker could also elaborate on that topic.
Invite people of different origins and cultures from the community to
speak to the class about their language, customs and traditions.
Le pain nous réunit : During the month of March (le mois de la nutrition)
explore foods from a variety of cultures. For example, bread is a staple in
many cultures and includes many varieties, including le blé entier, le pain
français, tortillas, pita, nan, pain plat, crêpes, galettes, pancakes, toutons. Conduct a
survey to find out what types of bread are eaten at home. Bring in
samples of bread from home. Visit a bakery where students can see
various types of bread being made.
(Based on an activity from Bien s'entendre pour apprendre, Chenelière).
The exploration of various breads and cultures can lead to a discussion of
le sirop d’érable, le temps des sucres and mardi gras. See SCO 1.3.2 for further
information.
Continued...
426
2.1.1 - 2.1.2 Observation
Observe student participation in the activity Trouve quelqu'un qui. Are students
respectful of the interests and talents of others?
2.1.1 - 2.1.5 Performance
• Are collages representative of student interests and pastimes? Do students
listen to the presentations of others' collages with interest and respect?
• Are students able to use the diagramme de Venn to compare and contrast
their traditions and the traditions of their neighbour/grandparent? Do
students listen attentively while other students are presenting their Venn
diagrams?
• Have students draw a picture which illustrates their understanding of the
presentation of the guest speaker.
Suggested Resources
Fêtes et recettes du Canada français
(Acadie et Québec), Appendix A
Les drapeaux et les populations
francophones, Appendix A
communautés francophones, Appendix
A
Appendix A
Sites Internet pour chansons, comptines,
poésies et jeux, Appendix A
Représentations graphiques, Appendix
B
Bien s'entendre pour apprendre
(Chenelière, ISBN 2-89461-949-9)
Trousse d'appréciation de rendement en
lecture : Immersion française Maternelle
- 3e année. Document d’appui 2002.
(Comparaison - contraste, p.87
and Grille 9)
A selection of children’s literature;
the following titles are suggested:
• Le zlouch (Les 400 coups, ISBN
2-89540-137-3)
• Pezzetino (L’École des loisirs,
ISBN 2-211044-13-1)
• Petit bleu et petit jaune (L’École
des loisirs, ISBN 221 1011713)
• Sept souris dans le noir (Milan,
ISBN 2841130983)
• Quelle belle fête (Scholastic,
ISBN 0-590-12428-5)
• Stella, étoile de la mer (Dominque
et compagnie, ISBN 2-89512074-9)
• Un merveilleux petit rien
(Scholastic, ISBN 0-590-738 02X)
• Une histoire de caméléon (L’École
des loisirs, ISBN 2211035817)
427
Outcomes
Suggestions for Teaching and Learning (Continued)
an interest in knowing and learning
about diverse cultures
In Grade Three, the Social Studies program includes the history and
culture of various communities in Newfoundland and Labrador. SCOs
2.13, 2.1.4 and 2.1.5 can be integrated into the study of these communities,
in terms of their celebrations. Use a Venn diagram to compare aspects of
life in a community in the past with life in the present. Use a map of
Newfoundland and Labrador and highlight the French names of
communities which students find (e.g., Port au Port, Fleur de Lys, Port
aux Basques, Baie Verte). Are there names which are neither English nor
French? What nationality are they?
to:
understanding that each
person is unique
2.1.2 demonstrate an ability to
respect individual
differences
understanding that people
celebrate differently
2.1.4 demonstrate an awareness
of cultural differences
Students can explore special events in different cultural communities. The
following is a list of suggestions: the Chinese New Year celebration,
Diwali, La Chandeleur, the Labrador/Traditional Inuit games, Regattas of
St. John's, Harbour Grace, Placentia and NorthWest River, Shining Seas
Festival, Festival of Flight, Big Land Fair and Une longue veillée. With
guidance, events can be researched and information presented in poster
form by students individually or in small groups. The research can be
conducted as a class activity and the teacher can model how to take jot
notes, how to draft a paragraph and then how to present the findings to
others.
The following can act as a template for research:
Sujet
2.1.5 identify special events
associated with different
cultural communities
Question ou but
Mots clés de la recherche
Sous-sujet
(Chercher, analyser, évaluer. C. Koechlin et S. Zwaan, 2002. Les Éditions de la
Chenelière.)
428
Suggested Resources
2.1.3 - 2.1.5 Performance
• Following an exploration of the topic and research into various cultural
events, invite students to share special events from different cultural
communities. Presentations can be done orally or in writing and may be
done individually or in groups.
communautés francophones,
Appendix A
• Have students illustrate and write about some ways in which the cultural
aspects of life in their community have changed since the childhood
days of their parents and grandparents.
Portfolio
Assess student production in a research project on special events in
different cultural communities. Do they follow the process modelled for
them? Are they able to give a good explanation of the event?
Appendix A
Chercher, analyser, évaluer.
Provincial curriculum for Sciences
humaines
Un voyage à la découverte de TerreNeuve et du Labrador
(Breakwater)
A map of Newfoundland and
Labrador
Tourist brochures and
information on various cultural
events in the province
A selection of children’s
videotapes. The following series,
available from the Médiathèque
de CAMEF, are suggested:
(Contes du monde entier
Bonne appétit, les enfants !
Entrez dans la danse
Jouons
Locomotion
Ma famille adorée
Ma maison
Ma musique !
www.gnb.ca/0000/irrp/mediath
eques-f.asp).
429
Outcomes
students will be expected to identify
different types of stereotyping and
prejudice (ethnic, cultural, religious,
age, physical and mental ability, gender,
socio-economic) and their effect on
children of their own age.
The topic of prejudice and stereotypes is a sensitive one and activities
should be selected judiciously at the teacher's discretion. It is important to
model critical thinking and to encourage it among students. Talk about
roles, assumptions and stereotypes. For example, the teacher may remark,
« Je vois dans ce livre que le pilote est un homme et les agents de bord sont des femmes.
La dernière fois que j’ai voyagé, j’ai vu des hommes et des femmes dans les deux
emplois. » (adapted from First Steps).
to:
The topic of stereotyping and prejudice can be treated in conjunction with
Religious Education outcomes, using the stories of Ruby Bridges and
Martin Luther King Jr. After reading these stories, discuss why is it
important to judge people by whom they are and not by how they look.
Use the word préjugé and explain that the prefix « pré », like in the word
prédire, means to do something before. Préjuger would mean to judge
someone before getting to know who they really are, and basing the
judgement on such things such as skin colour or eye colour, which
contribute to the uniqueness of each person.
2.2.1 identify examples of
prejudice or stereotypes
2.2.2 discuss the effects of
prejudice/stereotypes on
themselves and others
Use the word stéréotype with students. Enable them to understand that a
stereotype is believing something about an individual or group without
understanding or getting to know them. Encourage students to use the
term in their discussions.
The wolf is an animal which is often stereotyped in folktales. Les trois petits
cochons, Le petit chaperon rouge, and others stories characterize the fictitious
wolf character as « le grand méchant loup ». However, research on wolves will
reveal that they are gentle animals which live as a family unit and struggle
to provide for their young. A title which would serve as a good
introduction to the concept of stereotyping, is Grand-mère loup, y es-tu ?
(Gallimard). In the story, the wolf appears threatening, however at the
surprise ending she reads a story to the other characters instead of eating
them. Contemporary versions of the story of Les trois petits cochons are also
useful in exploring this theme. These include La vérité sur l’affaire des trois
petits cochons (Nathan) and Les trois petit loups et le grand méchant cochon
(Bayard). These stories can be compared and contrasted in the Grade
Three class, and it can be determined whether or not they perpetuate or
break the stereotype.
Look for examples of stereotypes or prejudices in a variety of texts such as
newspapers, magazines, fairytales, television programs. Regularly discuss
texts being read in terms of whether stereotypes have been encountered.
Use the strategy of Readers’ Circle or Read and Think (First Steps) to
encourage students to reflect and to think critically while they read.
Television and print commercials can often include stereotypes. Have
students view French television and/or read advertisements from Frenchlanguage magazines and discuss a stereotype which they find in a
commercial or advertisement.
430
Suggested Resources
2.2.1/ 2.2.2 Pencil/paper
After a collective brainstorming session, have children write about the
activity in which they have participated, and to explain their feelings during
the activity. Are they able to give three reasons why they think prejudice is
a bad thing?
Les amis de Dieu (Stories of
Martin Luther King Jr. and
Ruby Bridges; Breakwater,
ISBN 0920911773)
Performance
In students' reading logs, have them keep a page devoted to stereotypes and
to which they can contribute throughout the year. Have students register
stereotypes they have found in stories. For example, there are many stories
where wolves are portrayed as bad. Have students attempt to find a text
which counteracts the stereotype, such as an informational text.
First Steps Reading Developmental
Continuum (Heinemann),
Readers’ Circle, Read and Think
A collection of children’s
literature to address the topic of
stereotypes. The following titles
are suggested:
La vérité sur l’affaire des trois petits
cochons (Nathan, ISBN
2092224083)
Les trois petits loups et le grand
méchant cochon (Bayard, ISBN
2227705590)
Rafi et les cochons volants (Lobster
Press, ISBN 2-92243-502-4)
Le loup est revenu (L’École des
loisirs, ISBN 2-211037-49-6 or
2-877671-21-6)
Le loup sentimental (L’École des
loisirs, ISBN 2211052991)
Je suis revenu (L’École des loisirs,
ISBN 2211065112)
Grand-mère loup, y es-tu ?
(Gallimard, ISBN 2070546101)
Bibliographie « Le loup »
http://www.atoutlire.freesurf.fr
/bibliographies/loup.htm
Outcomes
which contribute to a climate of respect and trust in relationships with others
students will be expected to use
vocabulary and exhibit behaviours
SCOs: By the end of Grade Three, students will be expected to:
2.3.1 be courteous to others
and use respectful language in all
431
situations
In Grade Three, continue to stress the importance of courteous language
and develop its use. Model for students different methods of conflict
resolution and the language which is associated with it. Encourage
students to use terms and expressions such as the following in their daily
interactions in the classroom where necessary: je m'excuse ; je suis désolé ; s'il
vous plaît ; j'aime or j’ai aimé ; à mon avis ; ça c'est une bonne idée, pourtant j'ai une
suggestion ; possiblement, mais je crois que ; je pense que ; à mon avis; mon opinion.
Terms such as partager, prendre un tour, etc. represent important concepts
which students should understand and practise, in building a school
community of acceptance and understanding.
• Students can work together in small groups to write a short skit or
saynète. Give each group an expression such as one of the expressions
used above. Have students plan a short saynète in which children are
having a problem or conflict, and they use the expression to resolve it.
• A list of positive messages which students can use to praise each other’s
contributions or actions can be posted in the class (see Des compliments
pour toi et moi, Appendix B). As well, the list 98 façons de dire très bien is a
useful resource which can expand students’ language and enable them to
address one another in a positive manner. Encourage students to refer
to these lists and to use them.
• As suggested in Kagan cooperative learning strategies (Structures for
Success), have students thank their partners or teammates at the end of
any shared task. Encourage use of good manners at all times and
recognize those children whose efforts are noteworthy.
• One of the roles in cooperative learning teams is that of the flatteur, who
is responsible for encouraging other team members and praising their
contributions (see SCO 2.5.2). Impress upon students the importance of
this role and the fact that everyone’s contribution to the group should
be valued.
SCO 3.2.4 also addresses the issue of being sensitive to others in the use
of language and many activities can address both outcomes
simultaneously.
432
Suggested Resources
Performance
Note student contribution in a role play situation or to group work on a
saynète. Have they used the target expression(s) appropriately? Are they
participating fully in the activity?
Des compliments pour toi et moi,
Appendix B
Observation
Note student interactions in the classroom. Do they use courteous language
in the appropriate contexts?
98 façons de dire très bien,
http://creaction.qc.ca/meli-mel
o/outils/98.htm
ISBN 2-89461- 498-5)
Structures for Success, Laurie and
Spencer Kagan,
www.KaganOnline.com
433
Outcomes
KSCO : By the end of Grade 3,
contribution of people of various
cultures to the different areas of human
activity.
The topic of family origins should be approached with sensitivity. Emphasize
that there are m any different kinds of fam ilies and many different cultures.
• Use children’s literature to initiate a discussion with students of the idea of
family origins and different cultural com mu nities.
• Model a personal family tree and bring in family heirlooms or pictures.
Discuss the origins of the families represented in the class. Are family names
associated with a particular culture? Are there family crests (armoiries
familiales) or tartans (tartans)?
• Using a world map, indicate the countries from which various families of
students originated and keep this on display. What language(s) did/do the
families speak?
• Encourage the students to share something about their ow n fam ily and their
family origins. Give students the choice between sharing their family tree,
family celebrations, traditions or heirlooms.
• If there are students in the class or in the school whose families observe an
event specific to their culture, the opportunity to explore this event should
be consid ered.
to:
2.4.1 discuss family origins
2.4.2 explore the contributions
of people from various
cultures, including those of
authors and illustrators
SCO 6.3.4 highlights the importance of fostering a knowledge of francophone
authors and illustrators. It is likewise important that students become familiar
with authors and illustrators from other cultural backgrounds. The Canadian
author Robert Munsch has been very prolific and has contributed a wide
variety of texts to contemporary children’s literature. Many of the stories and
folktales with which students are familiar did not originate in French or
English but in other languages, and were subsequently translated and spread
around the world. These include such au thors as les frères Grimm (Germany),
Hans Christian Anderson (Denmark) as well as Leo Lionni (Italy), Hans de
Beer (Netherlands) and Astrid Lindgren (Sweden), for example, whose books
are found in many school libraries. The popular Harry Potter series is written
by a B ritish author, J. K. Rowling, with whom students are likely fam iliar. A
collection of high quality children’s literature should represent authors and
illustrators from various cultures, and these should be highlighted for the
students, so that they are aware of the influence of other cultures on their
own, and that they
learn of the cultures of other lands through the author’s or illustrator’s work.
Have students register in their carnet de route authors and illustrators whom they
have studied and their countries of origin.
Other types of contributions made by individuals from various cultural
backgrounds should also be explored. Such individuals might include
Johannes Gutenberg, Johnny Apple Seed (John Chapman), Elzéard Bouffier
(L'homm e qui plantait des arbres), Alexander Graham Bell, Marie Curie, Giovanni
Caboto, Guglielmo Marconi, Marco Polo, Louis Braille, Jacques Cousteau,
Joseph et Jacques M ontgolfier, Louis Pasteur, Wilbur and Orville Wright.
Contributions made by a culture or society, rather than by an individual,
should also be explored. Such contributions might include the following:
kites, paper, silk (China); levers, steam engines, catapults (Greece); bicycles,
blue jeans, motorcycles, telescopes, thermometers, x-rays (Germany).
434
2.4.1 Performance
• Note student preparation and presentation of some aspect of their family
origins or family cultural background or traditions, such as un arbre
généalogique, une armoire familiale or des objects de famille. Have they
demonstrated an effort to complete the project? Do they present their
information in an appropriate manner?
• Observe student contributions to class discussions on family and cultural
origins. Do students listen courteously to others? Do they share
information on their own family traditions?
Pencil/Paper/Art
Have students represent the work of their favourite author or illustrator
through a drawing, painting or collage. Then have them write about why
they enjoy the style of that individual. Have them include biographical
information on their chosen individual. Then, have students present their
work to the class, or exhibit the projects for another class.
2.4.2 Performance
Have students work in pairs or small group to research the contribution of
a particular individual from another culture. Alternately, they could
research the impact another culture has had on our own and some of the
visible signs of that culture in our own (e.g., technology, video games,
animated films, animé and manga from Japan). Have students share their
findings with other groups or with the class.
Suggested Resources
A collection of children's
literature which reflects a variety
of cultures; the following titles
are suggested:
Contes et légendes du monde entier
(Héritage, ISBN 2-7625- 1378-2;
Éditions Usborne, ISBN 0-7460
-4400-3)
L'homme qui plantait des arbres
(Gallimard Jeunesse, ISBN
2-070564-09-6)
Qu'attendez-vous, les animaux ?
(Scholastic, ISBN 0-439-9890
0-0)
Mon bébé du bout du monde (Syros,
ISBN 2841469379)
Le kimono de Suki (Scholastic,
ISBN 0439975077)
Les inventions (Coll. Zap sciences,
ISBN 2-7616-2215-4 )
Mon album des découvertes et
inventions (Québec Amérique,
ISBN 2-7644-0818-8)
435
Outcomes
an understanding of their rights and
responsibilities in class and at school.
A classroom is a community of learners. In order for the members to be
happy, all must contribute to the community. In the primary grades, stress
the importance of students organizing their belongings and the equipment
of the classroom. It is important for students to understand that by
keeping their space tidy and by picking up after their work or play time,
they are making the classroom a better place and contributing to its safety.
By demonstrating responsibility for their actions and belongings, students
will contribute to the well being of others.
to:
2.5.1 accept responsibility for
personal belongings and
actions
2.5.2 accept responsibility for
certain tasks in the school
environment
• Areas of the classroom may be assigned for certain groups to keep tidy.
Define the task of cleaning up in a concrete way, for example,
« Ramassez/ rangez vingt choses dans la classe. » In this way, the students will
have a specific goal in contributing to the collective task.
• Assign various roles to students throughout the school year. They may
be chef or leader for the day, or may be assigned to a particular task, such
as watering plants, feeding fish, distributing/collecting booklets, or
another task which will contribute to the daily routine of the classroom.
It is important for students to accept the responsibility of such roles as
they begin their lifelong learning as a contributing member of society.
• Use cooperative learning strategies which are very effective for
encouraging students to be responsible for their actions. If students are
working collaboratively on a particular project or activity, assign roles to
them within their group. These roles will enable the group to function
more effectively as a unit. The following are examples:
l’animateur/l’animatrice : donne la parole, pose des questions, et s’assure que tout le
monde participe
le lecteur/la lectrice : fait de la lecture à voix haute
le/la secrétaire (le/la script(e)) : prend des notes
le rapporteur/ la rapporteuse : fait le compte-rendu et représente le groupe en tant que
porte-parole
le flatteur/ la flatteuse : encourage les autres
l’accessoiriste (le meneur/la meneuse) : s’occupe du matériel nécessaire et de l’espace
du travail
le gardien/la gardienne du temps (le chronométreur/la chronométreuse) : vérifie le
temps et s'assure que le groupe est conscient du temps qui reste
Further information on the philosophy and strategies of cooperative
learning is available from various sources. These may also include
illustrations for each of the roles, which teachers could laminate and form
into necklaces for the students to wear during the activity.
436
Suggested Resources
2.5.1 & 2.5.2 Observation
Observe student activity in the classroom. Do students accept the roles
which are assigned to them and perform them responsibly? Do they take
responsibility for their actions and their belongings?
2.5.2 Self and Peer Evaluation
• Encourage students to reflect on their own actions and think about if
they have performed their role as was requested of them. Following a
cooperative learning activity, have students consider the following points:
Je participe dans mon équipe.
Je n'interromps pas la personne qui parle.
J'utilise une voix douce quand je parle.
Je donne à chaque personne la chance de s'exprimer.
J'écoute attentivement les autres.
Je ne dénigre pas les autres.
(Bien s'entendre pour apprendre. Lee Canter and Katia Peterson)
• Have students draw a circle/pie and draw pieces of the pie to illustrate
how much they and their group members have contributed to a group
collaborative project.
ISBN 2-89461-498-5)
Cooperative Learning. Dr. Spencer
Kagan, Kagan Publishing.
www.kaganonline.com
Les cercles de lecture : Pour des
échanges littéraires réussis (Harvey
Daniels: Chenelière, ISBN
2-89461-963-4)
Internet Sites:
Trousse pédagogique de l’aprentissage
coopératif
http://www.csdeschenes.qc.ca/
snaps/trousseapp.htm
Apprendre en collaboration avec
d'autres ... Le travail en équipe
http://www.tact.fse.ulaval.ca/fr
/html/coop/6references/theres
e.html
www.literaturecircles.com
www.stemnet.nf.ca/cite/lang_lit
_circles.htm
www.wsd1.org/pc_lms/pf/liter
ature_circles.htm
437
438

Grade Three / Troisième année Curriculum Outcomes

Transcription

Documents pareils

L`auberge espagnole

English PDF

la voir en plein format

86.2 Contents - French Review - American Association of Teachers

Information Francophones

Abortion overview - Classes

Grade One / Première année Curriculum Outcomes

treasure map flyer V12

Grade 7 course descriptions

Adult Language Classes – Spring 2016 Spring 2016 – NEW French

statistiques des ventes dans notre industrie sales statistics in our