CASE 1: Le cas de Détective X Lesson # Case # Unit 1 Overview

CASE 1: Le cas de Détective X
Lesson
Unit 1# Overview
Case #
Case 1 Overview
At a Glance
Discovering the Mystery
LESSON
1
Modelled Oral Usage
Interaction
Reflection
• view the introduction to the mystery (animated clip)
• view an additional animated clip
• exchange greetings and names
Working on the Case…
My Language Portfolio
LESSON
LESSON
LESSON
LESSON
LESSON
2
3
4
5
6
Modelled Oral Re-usage
Modelled Oral Usage
Interaction
• discover and use listening strategies that assist in
comprehending an animated clip
• discover and perform actions
Modelled Oral Re-usage
Modelled Oral Usage
Interaction
• sing an alphabet chant
• sing an alphabet song with francophone names
• participate in an alphabet game
Modelled Oral Re-usage
Modelled Oral Usage
Interaction
Reflection
• discover French-speaking communities across Canada
Modelled Oral Re-usage
Pre-reading
Reading
Post-reading
• discover and use reading strategies and intellectual tools
Modelled Oral Re-usage
Reading
Collaborative Oral Reading
Post-reading
Solving the mystery!
LESSON
©2013 RK Publishing
7
• use communication strategies and critical thinking tools
to solve the mystery
Modelled Oral Re-usage
Reflection
Club mystère
1 1 Unit
Club mystère
Case1 1 Case
Lesson 11
1
CASE 1: Le cas de Détective X
Zoom In
Welcome to Case 1 — Le cas de Détective X — the first
mystery case in Unit 1.
As with all subsequent cases in this series, the primary goal
is to promote authentic and meaningful communication,
while encouraging the development of quality thinking
in the classroom.
The secondary goal of this case is to introduce both
teachers and students to the structure of
Club mystère 1. For example, students will learn that each
case opens with an animated clip that introduces them
to their final task, or mystery, to be solved by the end of
the case. From there, students discover the numerous
opportunities to speak French in the classroom, as a result
of the explicit emphasis on oral development in this series.
They discover the structure and pattern of oral activities,
and thus gain confidence through the many opportunities
to hear models, to use repetition, and to practise their new
language with peers.
Early in this first case, students are introduced to the series
mascot, an active and intelligent dog named Hugo.
Discovering the Mystery
After viewing Animated Clip 1a in Lesson 1, students discover
that the mystery, or final task, for this first case is to identify
the name of the detective featured in the animated clip.
This detective, whose name they discover by the end of
the case (Luc Têtu), is the first of five main characters in the
3-level series. By the end of Club mystère 1, students will
have encountered all five of these detectives.
Working on the Case and Solving
the Mystery
Throughout Lessons Two to Six, students have the
opportunity to learn more about the students in the
detective school, while focusing on one class in
particular – the class of madame Bellehumeur, in which
Luc Têtu is a student.
Students discover the names of the young detectives
in madame Bellehumeur’s class, and they learn about
francophone communities across Canada from which each
student originates. As the detectives in the class get to
know one another, your students will follow with similar
activities that focus on getting to know their classmates.
Along the way, students have the opportunity to play games,
to sing an alphabet chant and song, and to participate
in cooperative learning activities such as Inside-Outside
Circle and Simultaneous Numbered Heads. These activities
are designed to support the meaningful and authentic
communicative situations associated with a basic greeting.
2
Club mystère 1 Unit 1 Case 1
In the end, after categorizing male and female names and
exploring sounds, students solve the mystery through the
process of elimination based on gender. Through rhyme,
they complete a missing piece in the alphabet song, using
the student detective’s name.
DVD (Animated Clips)
Case 1: Le cas de Détective X
Animated Clip 1a: Le cas de Détective X – Introduction
Animated Clip 1b: Je m’appelle…
Clip 1a
During this first animated clip, students observe our key
detective and his unsuccessful attempts to enter the
detective school on the first day of class. They watch how
each attempt to enter the school is thwarted by the barking
of a dog in the background. At the end of the first animated
clip, students view the half-torn student ID card of the
detective floating in the air, with only the first letter of his
first and last name visible. This mystery regarding his name
provides the focus for the final task and sets the stage for
subsequent activities on names, greetings, and the alphabet.
Clip 1b
In Animated Clip 1b, students are introduced to the other
young detectives in Luc’s class. They are also introduced to
his teacher, madame Bellehumeur, and Hugo, the mascot.
They see that three detectives are absent from
madame Bellehumeur’s class – one of them being Luc.
These three absent students set the stage for the eventual
solution to the mystery.
The animated clips are provided on the DVD located in
this binder.
Anthology
Core Reading:
La classe de madame Bellehumeur : Jour 1
The core reading for this first case, presented in Lesson Five,
provides, in written form, the material that students have
explored up to this point in the case. Students also read
about the young detectives’ community of origin, all of
which represent francophone communities across Canada.
©2013 RK Publishing
CASE 1: Le cas de Détective X
Supplementary Reading:
Le cas de Détective X - Introduction
and Je m’appelle…
Additional readings are provided on pages 4-7 of the
Anthology. Again, these readings present language that the
students have used orally up to this point. These readings
represent the print version of Animated Clips 1a and 1b.
Lesson # Case #
VISUAL CARDS
Visual Cards are also provided in reproducible format in the
Student’s Resource.
VC 1: un(e) détective
VC 2: un mystère
VC 3: stratégie d’apprentissage coopératif : les cercles qui
tournent en sens inverse
VC 4: un autobus
Audio CD
Please refer to the Audio CD provided in this binder.
Case 1: Le cas de Détective X
VCs 5–17: l’alphabet français
VC 18: un garçon
VC 19: une fille
SENTENCE CARDS
Audio Track 1: L’alphabet français
Audio Track 2: Les lettres de l’alphabet
Sentence Card 1: Qui est-ce ? C’est un(e) détective.
Audio Track 3: Détective X (chanson)
Sentence Card 2: Qu’est-ce que c’est ? C’est
un mystère.
Audio Track 4: Détective X (version instrumentale)
Audio Track 5: La carte du Canada
Audio Track 6: La classe de madame Bellehumeur : Jour 1
Audio Track 7: Détective X (chanson avec la solution)
Sentence Card 3: Qu’est-ce que c’est ? C’est
un autobus.
Sentence Card 4: Voici l’alphabet français.
Sentence Card 5: C’est un garçon. Comment s’appelle
le garçon ?
Sentence Card 6: C’est une fille. Comment s’appelle
la fille ?
Student CD-ROM
Please refer to the Student CD-ROM provided in this binder.
STRATEGY CARDS
Strategy Cards are also provided in reproducible format in
the Student’s Resource.
Teacher CD-ROM
Please refer to the Teacher CD-ROM provided in this binder.
Teacher Observation Sheets
Teacher Observation Sheet, Case 1
SC 3: Écoutez attentivement !
SC 4: Regardez les gestes !
SC 5: Regardez les images !
Student Detective Sheets
Please refer to the Student Detective Sheets provided in the
Student’s Resource.
©2013 RK Publishing
Club mystère 1 Unit 1 Case 1
3
Case 1 # Lesson
Lesson1#
Lesson 1
Case 1: Le cas de Détective X
Discovering the Mystery
Introduction
1. Begin by circulating around the classroom and
greeting individual students with a simple
Bonjour ! Invite students to participate in this brief
personal exchange by responding to your greeting
with Bonjour ! You may wish to use gestures to assist in
comprehension and to encourage a response.
model conversation
(Use gestures such as smiling, waving, and
shaking hands.)
T: Bonjour !
S1: Bonjour !
T: Bonjour !
S2: Bonjour !
2. After you have greeted several students, continue
the exchange by stating your name. Then, introduce
Hugo, the program mascot, by displaying him and
asking him for his name. Continue by asking a few
individual students for their names. Encourage
students to respond using a complete sentence.
model conversation
(Point to yourself when saying your name; then
point to the mascot when you ask his name.)
T: Je m’appelle monsieur Brown. Et toi, comment
t’appelles-tu ?
M: Je m’appelle Hugo !
T: Ah ! bonjour, Hugo !
(Point to yourself when saying your name; then
point to the student to encourage a response.)
T: Je m’appelle monsieur Brown. Et toi, comment
t’appelles-tu ?
S1: Je m’appelle Suzanne.
T: Ah ! bonjour, Suzanne !
4
Club mystère 1 Case 1 Lesson 1
Materials
Notes
•Animated
mascot Clips: The animated
• SC
clips,
1 (Écoutez
locatedbien
on the
!)
DVD,
are
designed
primarily
to
model
language
for
• Animated Clip 1
• SC 2 (Regardez les the
student. Additionally, they provide
the (optional)
teacher and the
•students
7 chairswith another “French gestes !)
voice” in the classroom.
• RM
6
• VCunique
This
3 (un autobus)
component allows
students
to be exposed
to not only the language model
• My
their
Language
teacherPortfolio
provides,
but also a language model from another source
that is both motivating and interesting. As such, this
component has been crafted with extra care to deliver
animated visual support for all new language, using
a script designed to be simple yet entertaining. As a
lesson-starter and a model for new language, and to
avoid “over-preparing” for this introduction activity, the
pre-viewing stage for all animated clips is limited in
Level 1.
Assessment: You may wish to use TR page xi (Teacher
Observation Sheet for this case) to assess students on
the Communication Goals, and the more specific “I can”
statements, for this mystery case. Critical opportunities
for teacher observation occur during the Interaction
phase of Lessons 1–4 and in the Collaborative Oral
Reading and Post-Reading Phases of Lessons 6–7.
Materials
• TR p. xi
• mascot
• Animated Clip 1a
• VC 1 (un(e) détective)
• VC 2 (un mystère)
• Animated Clip 1b
• VC 3 (les cercles qui
tournent en sens inverse)
• SC 3 (Écoutez
attentivement !)
• SC 4 (Regardez les
gestes !)
• My Language Portfolio
If students are experiencing difficulty, restate the
model, and ask the question again. Repeat several
times if required, and try to avoid giving students
the answer.
3. Play Animated Clip 1a, which presents the first
mystery to be solved in the program as well as a
model for new language. To introduce this activity,
display VC 1 (un(e) détective) and VC 2 (un mystrère).
Invite students to watch the short introductory
sequence and to follow along. Use gestures to assist
students in comprehending the verbs regardez
and écoutez.
T: Regardez ! C’est un(e) détective.
(Point to your eyes and display VC 1.)
- Regardez ! C’est un mystère.
(Point to your eyes and display VC 2.)
- Maintenant, regardez le clip animé. Écoutez
attentivement ! (Point to your eyes and then ears.)
©2013 RK Publishing
Lesson
Lesson# 1 Case
Case#1
Replay Animated Clip 1a, and pause the clip at the end
where the title of the mystery (Le cas de Détective X)
appears on the screen. Inform students that this is the
title of the mystery and remind them that they will be
solving a mystery in their French class. Use gestures to
assist students with comprehension.
T: Maintenant, regardez le clip animé une deuxième
fois. (Point to your eyes and hold up two fingers.)
T: Écoutez attentivement ! (Point to your ears.)
T: Ah ! regardez… c’est un titre ! Le cas de Détective X !
C’est un mystère. (Display VC 1 and VC 2.)
Animated Clip 1b
SCRIPT
Je m’appelle…
Julie: Bonjour ! Je m’appelle Julie Fortin. Comment
t’appelles-tu ?
Mamadou: Bonjour ! Je m’appelle Mamadou Diouf.
Amina: Bonjour ! Je m’appelle Amina Alami.
Comment t’appelles-tu ?
Lucien: Bonjour ! Je m’appelle Lucien Fournier.
Nicole: Bonjour ! Je m’appelle Nicole Leduc.
Comment t’appelles-tu ?
Animated Clip 1a
Célina: Bonjour ! Je m’appelle Célina Dorival.
SCRIPT
Sophie: Bonjour ! Je m’appelle Sophie Cardinal.
Le cas de Détective X : Introduction
Madame Bellehumeur: Bonjour ! Je m’appelle
madame Bellehumeur. Et voici Hugo.
Other student detectives: Bonjour ! Bonjour !
Bonjour !
Luc: Bonjour !
Door: Comment t’appelles-tu ?
Luc: Je m’appelle L... T... !
Dog: Wouf ! Wouf !
Door: Comment t’appelles-tu ?
Luc: Je m’appelle L... T... !
Dog: Wouf ! Wouf ! Wouf !
Luc: Au revoir !
4. Continue by playing Animated Clip 1b several times.
Have students watch and listen to the scenario, which
serves as a model for new language. Continue to use a
few selected gestures to facilitate comprehension.
T: Regardez le clip animé. (Point to your eyes.)
T: Écoutez attentivement ! (Point to your ears.)
5. Replay Animated Clip 1b, and pause before each
student in the clip provides his or her name. Provide
the name for a few of the students in the clip; then ask
a few volunteers to provide any names that they
can recall.
T: Je m’appelle… (Pause clip.) Julie !
- Je m’appelle… (Pause clip.) Mamadou !
- Je m’appelle… (Pause clip.)
S1: Nicole.
MODELLED ORAL USAGE
6. Model a greeting similar to what was featured on the
animated clip. You may wish to lead the modelling
yourself, or use the program mascot. Display the
program mascot if you have chosen to do so, and
model a conversation that includes greeting the
mascot and asking for its name. Then, have the mascot
lead similar conversations with students in the class.
To facilitate comprehension of je and tu, point to
yourself and then to the mascot when modelling the
conversation. Have the mascot point to a student when
he asks his or her name.
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 1
5
Case 1 # Lesson
Lesson1#
model conversation
T: Bonjour ! (Display mascot.)
M: Bonjour !
T: Je m’appelle monsieur Brown. Comment
t’appelles-tu ?
M: Je m’appelle Hugo.
M: Bonjour ! (Mascot approaches a student.)
S1: Bonjour !
M: Je m’appelle Hugo. Comment t’appelles-tu ?
S1: Je m’appelle Sean.
M: Bonjour, Sean ! Je m’appelle Hugo.
Comment t’appelles-tu ? (Mascot approaches a
second student.)
S2: Bonjour, Hugo ! Je m’appelle Judith.
At the end of the conversation, wave and say Au revoir !,
or have the mascot say, Au revoir !
7. Using gestures, invite a student volunteer to come
to the front of the class. Model the conversation again
with the mascot. Then, invite the student volunteer to
take your place by modelling the conversation for the
class, using the mascot. At the end of the conversation,
have the mascot say Au revoir ! and wave to the student.
Repeat the procedure with a few other volunteers.
INTERACTION
9. Invite the class to play Inside-Outside Circle. Divide
the class into two groups. Invite the first group to
form a small “inside” circle and face outward; invite
the second group to form the “outside” circle and face
inward so that each student is facing another student.
Invite students to have a conversation with the person
they are facing. Once one exchange has taken place,
have the inside or the outside circle rotate to the right
or the left so that students are facing a new classmate.
Follow the same procedure until the circle exchange
is complete.
Before playing the game, model the conversation with
a few volunteers. To assist you in describing the activity
to the class, use VC 3.
T: Écoutez attentivement ! Regardez les gestes ! (Use
gestures such as pointing to your ears and holding
up hands. You may wish to use SC 3 and SC 4.)
T: Formez deux cercles. (Use gestures such as
drawing a circle in the air and holding up
two fingers.)
model conversation
S1: Bonjour !
S2: Bonjour !
T: Sam, viens ici, s’il te plaît. (Use hand gestures to
invite volunteer to come to front.)
S1: Je m’appelle Peter. Comment t’appelles-tu ?
T: Écoutez attentivement ! (Point to your ears, and
then model the conversation for Sam and the class.)
S1: Au revoir, Brad !
8. Invite students to work with a partner to practise
the conversation.
model conversation
S1: Bonjour !
S2: Bonjour !
S1: Je m’appelle Paula. Comment t’appelles-tu ?
S2: Je m’appelle Ben.
S1: Au revoir, Ben !
S2: Au revoir, Paula !
S2: Je m’appelle Brad.
S2: Au revoir, Peter !
REFLECTION
10. Return the My Language Portfolio to the students.
Allow the class time to read the “I can” statements in the
My Biography section for this case. Invite students to
check off the ones that they can already do,
if applicable.
T: Regardez les pages 6 à 9. Examinez les phrases qui
commencent par “I can.” Cochez les bonnes phrases.
At the end of this activity, collect each student’s
My Language Portfolio for use in Lesson 4.
6
Club mystère 1 Case 1 Lesson 1
©2013 RK Publishing
Lesson
Lesson# 2 Case
Case#1
Lesson 2
Materials
• mascot
• Animated Clip 1a
Working on the Case
MODELLED ORAL re-USAGE
1. Start the class by greeting the mascot. Then
encourage each student to greet the mascot. Next,
have a student take your place by using the mascot.
Time will not allow for the whole class to participate in
this activity, but it should provide an opportunity for a
number of students to get involved in the conversation.
model conversation
M: Bonjour !
T: Bonjour !
M: Je m’appelle Hugo. Comment t’appelles-tu ?
T: Je m’appelle monsieur Brown !
M: Au revoir, monsieur Brown !
T: Au revoir, Hugo !
Alternatively, you may wish to have the mascot greet
students by trying to remember their names, making
mistakes for some of them, and greeting others
correctly. Have the mascot cough or sneeze when a
student repeats a name, mirroring Animated Clip 1a,
where the barking dog interferes when the detective
says his name.
2. Replay Animated Clip 1a. Replay the first half of the
clip several times without sound. Pause the clip at the
first instance where a student detective is greeting
another. Remind students what the detectives are
saying by providing the greeting. Continue the clip, and
pause again at a detective. Using gestures, encourage
individual students to provide the greeting.
T: Écoutez attentivement ! (Point to your ears.)
T: Bonjour ! (Point to the detective’s mouth on the
screen. Then, point to another detective’s mouth
and look to the class for what the detective is
saying.)
• 7 chairs
• VC 4 (un autobus)
• SC 3
(Écoutez attentivement !)
• SC 4
(Regardez les gestes !)
MODELLED ORAL USAGE
3. Replay the beginning of Animated Clip 1a, and take
a brief moment to point out some common schoolrelated objects shown in the clip, such as the school
bus, which is featured in the activity below. Provide
the new word for students; then ask selected students
to recall the word, using a complete sentence.
T: Regardez bien ! Qu’est-ce que c’est ? C’est un
autobus. (Point to your eyes; then point to the
school bus on screen.)
T: Qu’est-ce que c’est ?
S1: C’est un autobus.
4. Continue the animated clip. Pause where the door is
asking for the detective’s name. Using gestures, invite
students to identify what the door is asking. When a
student responds with the correct answer, have the
mascot approach the student and ask for his or
her name.
T: Regardez bien ! Comment…? (Point to your eyes
and then to the door on the screen.)
S1: Comment t’appelles-tu ?
T: Oui, c’est exact !
M: Je m’appelle Hugo. Comment t’appelles-tu ?
S1: Je m’appelle Sam.
5. Take a few moments to circulate around the
classroom with the mascot to greet any remaining
students you did not approach in step 1. Then, using
gestures, invite student volunteers to greet other
students, using the mascot.
S1: Bonjour !
T: Regardez les gestes ! (Point to the detective on the
screen when he waves good-bye.)
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 2
7
Case 1 # Lesson
Lesson2#
T: Sandra, lève-toi, s’il te plaît. Viens ici ! (Give student
the mascot.)
T: Qu’est-ce que c’est ? (Point to VC 4.)
S1: C’est un autobus.
T: Ici, c’est un autobus. (Point to chair arrangement.)
model conversation
M/S1: Je m’appelle Hugo. Comment t’appelles-tu ?
S2: Je m’appelle Dylan.
T: Merci, Sandra, assieds-toi.
INTERACTION
6. In preparation for the school bus activity below,
called L’autobus, arrange a chair at the side of the
class to represent the bus driver’s seat, with six chairs
behind it, organized in pairs. As you display VC 4 (un
autobus), inform students that this arrangement of
chairs represents a school bus.
Throughout the activity, remind individual students
of two key listening strategies by repeating them at
appropriate intervals: Regardez les gestes ! and Écoutez
attentivement ! Use gestures to assist in comprehension
and display the strategy cards provided (SC 3 and SC 4).
7. Invite six students to line up behind the front chair. Take this opportunity to introduce three key actions for
classroom activities: Viens ici ! ; Assieds-toi ! and Lèvetoi ! Sit in the front chair, and remind students again
that it is a school bus. Mime actions for driving, with
sound effects, and then come to a halt. Greet each
student, and motion for each of them to take a seat.
Once all six are sitting down, mime driving the bus
and then stopping to indicate that they have arrived
at the destination. Motion for students to get up and
leave, and then say goodbye. Repeat the procedure
with another group of six until all students have
participated.
8
Club mystère 1 Case 1 Lesson 2
T: Suzanne, lève-toi, s’il te plaît. Viens ici ! (Motion to
each student to get up and come towards you.)
T: Écoutez attentivement ! (to whole class) Bonjour !
Comment t’appelles-tu ? (to one student)
S1: Bonjour ! Je m’appelle Suzanne.
(Greet each student, and gesture to him or her to
take a seat.)
T: Bonjour, Suzanne ! Assieds-toi, s’il te plaît, Suzanne.
(Repeat with the five remaining students.)
T: Regardez les gestes ! (Mime driving and stopping
the school bus.)
(Motion to each student to stand and leave.)
T: Suzanne, lève-toi, s’il te plaît. Au revoir, Suzanne !
(Repeat with the five remaining students.)
8. After a few groups have participated, invite student
volunteers to play the role of the school bus driver
and use gestures to communicate. You may also
invite the students to participate in L’autobus activity
in pairs.
As an alternate activity, you may wish to model the
following: hold out one hand flat, palm facing up.
With the other hand, make a “little person,” by using
fingers for legs. Then have the mascot call out an
action, like Viens ici !, and have the little person walk
across the palm of your hand towards you. Have the
mascot say, Assieds-toi !, and make the little person sit
down on the palm of your hand. Have the mascot say,
Lève-toi !, and make the little person get up. Once
the three actions have been modelled several times,
organize the students into pairs, and have one student
call out the actions for his or her partner.
©2013 RK Publishing
Lesson
Lesson# 3 Case
Case#1
Lesson 3
MODELLED ORAL re-USAGE
1. Have students form two groups to review the
material from previous lessons. Invite groups to
form two lines, similar to what one sees at the end of a
baseball game. Invite students in one line to greet each
student in the other line, one by one. Stand at the front
of one line and model the greeting. Remind students
to watch for gestures as you “high five” the student
volunteer. Model (or use the mascot to model) the
conversation first for the class after inviting the student
volunteer to stand up and come over to you.
T: Regardez les gestes ! Écoutez attentivement !
(Point to your eyes and then your ears. You may
wish to use SC 3 and SC 4.)
T: Paige, lève-toi, s’il te plaît. Viens ici ! (Point to
student volunteer and motion for him or her
to approach you.)
model conversation
T: Bonjour, je m’appelle monsieur Brown. Comment
t’appelles-tu ? (Shake the hand of the student
volunteer.)
S1: Bonjour, monsieur Brown. Je m’appelle Paige.
(Once the model conversation is complete, invite
the student to sit down.)
T: Merci, Paige. Assieds-toi, s’il te plaît.
(Motion student to sit down.)
T: Au revoir, Paige ! (Wave good-bye.)
S1: Au revoir, monsieur Brown !
MODELLED ORAL USAGE
2. Replay the end of Animated Clip 1a, and pause the
clip when the student ID card is shown. Remind
students that they have a mystery to solve as you point
to the mysterious name on the student ID card.
T: Regardez bien ! Voici des lettres. Et ici, il n’y a pas de
lettres. Comment s’appelle le détective ? Quel est son
nom ? C’est un mystère !
(Point to the student ID card on the screen.)
Materials
• SC 3 (Écoutez
attentivement !)
and SC 4 (Regardez
les gestes !)
• Animated Clip 1a
• Audio Track 1
• mascot
• Audio Track 2
• VCs 5-17 (the alphabet)
3. Invite students to repeat the complete alphabet in
French. Play Audio Track 1, in which the complete
alphabet is provided. Invite students to follow along as
they repeat the alphabet in French several times.
You may wish to display VCs 5-17 (the alphabet) if some
of your students are experiencing difficulties. Leave the
cards displayed for student reference.
4. Invite the class to guess whose name you are spelling
in French. Start by writing your name on the board,
and then spell it out loud for the class. Then, select
some student names and spell these names out loud,
or have the mascot spell the names.
T: Je m’appelle Bill. Voici mon nom. J’épelle mon nom :
B-I-L-L. (Write your name on the board.)
T: S-U-Z-A-N-N-E. Qui est-ce ? (Spell a student’s
name out loud. Ask another student to identify it.)
S1: C’est Suzanne !
Since the « u » sound will be a focus of this case, you
may wish to select students who have this sound in
their name. Invite a few volunteers to try spelling their
name aloud for the class. Select students with simple
names from a “sound” point of view.
INTERACTION
5. Display the mascot, and model the conversation
below. Invite the mascot to write the letters of his
name on the board as he spells his name aloud. Note
that « u » is the sound focus for this case.
model conversation
M: Bonjour !
T: Bonjour ! Comment t’appelles-tu ?
M: Je m’appelle Hugo.
T: Pardon ? (Place hand at your ear.)
M: Je m’appelle Hugo ! H-U-G-O ! HUUUGO !
(Write his name on the board.)
T: Ah ! H-U-U-U-G-O ! Merci, Hugo. Au revoir !
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 3
9
Case 1 # Lesson
Lesson3#
To provide further practice for the « u » sound, you may
wish to repeat examples of words that students know.
For example, Lucien, Julie, madame Bellehumeur. Invite
student volunteers to come to the front of the class
and conduct a similar conversation with the program
mascot, playing the teacher’s role in the conversation.
R (R)
S (S)
T (T)
U (U)
V (V)
ORAL PRODUCTION
W (W)
6. Inform students that they will be listening to an
alphabet chant. Play the chant on Audio Track 2 several
times; then invite students to sing along. You may wish
to display VCs 5-17 (the alphabet), and point to each
letter as it is mentioned in the chant.
Y (Y)
X (X)
Z (Z)
T: Écoutez attentivement !
- Chantez l’alphabet, tout le monde !
Audio Track 2
Les lettres de l’alphabet
Voici l’alphabet français :
A (A)
B (B)
C (C)
D (D)
E (E)
F (F)
G (G)
H (H)
I (I)
J (J)
K (K)
L (L)
M (M)
N (N)
O (O)
P (P)
Q (Q)
10
Club mystère 1 Case 1 Lesson 3
©2013 RK Publishing
Lesson
Lesson# 4 Case
Case#1
Lesson 4
Materials
• Audio Tracks 2-4
• VCs 5-17 (l’alphabet)
• Animated Clip 1a
• My Language Portfolio
MODELLED ORAL re-USAGE
1. Replay Audio Track 2, and have students sing
along. You may wish to encourage students to create
their own actions to accompany the chant.
T: Chantez Les lettres de l’alphabet !
- Pensez à des gestes pour chaque lettre.
2. Replay the end of Animated Clip 1a. As you point
to the missing letters on the student ID card, remind
students that they are also detectives and that they
have a mystery to solve.
T: Toi, tu es détective aussi et toi aussi.
(Point to individuals in the classroom.)
Audio track 3
Détective X (chanson)
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V,
W, X, Y, Z !
Détective X
Groupe : Où est A ? (bis)
Amina : Voici A. Je m’appelle Amina. (bis)
Groupe : Où est C ? (bis)
Célina : Voici C. Je m’appelle Célina. (bis)
Groupe : Où est J ? (bis)
Julie : Voici J. Je m’appelle Julie. (bis)
T: Regardez bien ! Voici des lettres. Et ici, il n’y a pas
de lettres.
Groupe : Où est L ? (bis)
(Point to the student ID card on the animated clip.)
Groupe : Où est M ? (bis)
T: Comment s’appelle le détective ? C’est un mystère !
Mamadou : Voici M. Je m’appelle Mamadou. (bis)
Lucien : Voici L. Je m’appelle Lucien. (bis)
Groupe : Où est N ? (bis)
MODELLED ORAL USAGE
3. Play Audio Track 3. Play the song several times, and
invite students to sing along.
Divide the class into two groups, and have one group
ask the questions while the other group provides the
answers.
T: Écoutez attentivement et chantez la chanson !
Nicole : Voici N. Je m’appelle Nicole. (bis)
Groupe : Où est S ? (bis)
Sophie : Voici S. Je m’appelle Sophie. (bis)
Groupe : Détective X, comment t’appelles-tu ? (bis)
Détective X : Je m’appelle…(Luc Têtu).
An instrumental version of this song is provided on
Audio Track 4.
INTERACTION
4. Have students play the Loop Game using VCs
5-17, the visual cards of the alphabet. Distribute an
alphabet card to each student. Depending on the
number of students in your class, you may wish to give
some students two alphabet cards. Start the game by
displaying the letter A and naming it. Then, ask for the
letter B. Invite the student with that letter to come to
the front of the class to continue the alphabet line.
Invite the student with the letter B to ask for the letter C
and so on, until a complete alphabet line is formed.
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 4
11
Lesson 4 Case 1
T: Voici la lettre A. Où est la lettre B ?
S1: Voici la lettre B. Où est la lettre C ?
S2: Voici la lettre C. Où est la lettre D ?
5. Once the alphabet is complete, replay Audio Track 2.
Invite the class to sing the alphabet. You may also wish
to ask individual volunteers to say or sing the alphabet.
If the volunteer has difficulty, have the student
standing next to him or her provide assistance.
T: Chantez l’alphabet français.
REFLECTION
6. Return the My Language Portfolio to the students.
Have students turn to pages 6-7 and check off the
statements that they can do at this stage in the case.
They may not be able to check off all of the statements
on these pages at this point in time and should be
given the opportunity to return to them at the end of
the case. Collect each student’s My Language Portfolio,
and store it for use at the end of the case.
T: Cochez les bonnes phrases.
If students experience difficulty with the alphabet,
write the next letter of the alphabet on the corner of
each card, e.g., on alphabet card A, write B on the lower
corner to serve as a cue for the student when saying,
Où est la lettre _ ?
12
Club mystère 1 Case 1 Lesson 4
©2013 RK Publishing
Lesson
Lesson# 5 Case
Case#1
Lesson 5
MODELLED ORAL Re-USAGE
1. Have students form a circle to play Turn Toss. You
may wish to roll up a piece of paper into a ball, or use a
bean bag or the program mascot. Play music, e.g., the
Détective X song, in the background as you play the
game. Start the game by reviewing greetings. Catch
the eye of a student and toss out the paper ball, bean
bag, or mascot to the student. Ask for his or her name;
then invite the student to answer. Invite this student to
toss the object to another student and ask for his or her
name, and so on. When you stop the music, the student
holding the object has to try to spell out his or her
name. Model the game with a small group of students
before playing it with the class.
Materials
Notes
•Students
mascot may encounter some
• SC
difficulty
1 (Écoutez
spelling
bien !)
their
names,
so
you
may
wish
to
stop
the
music
• Animated Clip 1
• SC 2 (Regardez lesat a
student whose name is easy togestes !)
spell in (optional)
French. To assist
•students,
7 chairs you may wish to display VCs 5-17
and prompt
• RMletter
6 as they spell
• VC 3 (unbyautobus)
students
pointing to the next
their names.
• My Language Portfolio
Materials
• paper ball, bean bag,
or mascot
• Audio Track 3
• VCs 5-17
• Animated Clip 1b
(optional)
• Student Detective
Sheet (SDS) 1
• Audio Track 5
• Audio Track 6
• VC 18 (un garçon)
• VC 19 (une fille)
• Anthology pp. 2-3
T: Comment t’appelles-tu ?
(Throw the object to a student.)
T: Voici un livre. (Point to the book.)
S1: Je m’appelle Alicia.
T: Voici des textes. (Flip through the book.)
S1: Comment t’appelles-tu ?
(Throws the object to another student.)
T: On va lire le livre. (Mime reading the book.)
S2: Je m’appelle Tom.
S2: T-O-M.
As an alternative, call out a name, and have the student
holding the object toss it to that student.
T: Où est Paul ?
S1: Voici Paul. (Throws the object to Paul.)
Pre-Reading
2. Before opening the Anthology, inform students that
they will learn more about the people featured in
the Détective X song. Remind students of the class of
madame Bellehumeur, shown in Animated Clip 1b.
T: La classe de madame Bellehumeur : Jour 1, c’est
un titre. (Point to that title in the book.)
T: Ici, c’est la classe de monsieur Brown. (Point to you
and your class.) Elle s’appelle madame Bellehumeur.
- Voici un garçon ! (Point to a boy in the text.)
T: Voici une fille ! (Point to a girl in the text.)
4. Point out the Canadian communities featured on
pages 2-3 of the Anthology. Begin by identifying
your community and then have Hugo identify his
community. Point to each of the communities on
the map. Then, explain to the class that the students
in madame Bellehumeur’s class come from Frenchspeaking communities across Canada.
T: Maintenant, pensez aux élèves de la classe
de madame Bellehumeur.
3. Display pages 2-3 in the Anthology. Introduce the
Anthology as a reading component, and ask questions
about the title of the reading. Point to your class, and
then point to the French class on the Anthology pages.
Say your name, and then say the name of the teacher in
the Anthology. Point out the boys and girls on
the spread.
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 5
13
Case 1 Lesson 5
T: Toronto est ma communauté. (Point to yourself.)
Hugo: Ma communauté est Toronto aussi !
T: Ma communauté est Toronto et sa communauté
est Toronto aussi !
(Point to self, then to Hugo.)
T: Voici d’autres communautés. (Point to map.)
T: Voici Montréal. Voici Shédiac. Et voici Chéticamp.
- Voici les communautés d’origine des élèves de la
classe de madame Bellehumeur.
(Point to communities on map.)
T: Ce sont des communautés au Canada.
- Ce sont des communautés où on parle français.
Reading
5. To provide further context for the reading on pages
2-3 of the Anthology, you may wish to distribute
Student Detective Sheet (SDS) 1 to each student and
read aloud the province and territory names. Invite
students to colour the map, using a different colour for
each province and territory. Alternatively, you may wish
to play Audio Track 5.
T: Regardez la carte du Canada. Regardez les noms
des provinces et les noms des territoires.
6. Provide a model by reading aloud, without
interruption, the information, (student names and
communities) featured in the class list on pages 2-3
of the Anthology. Encourage students to follow along
carefully in their books, pointing to each French word
with their finger or pencil.
Post-Reading
8. Have students identify orally the names of the
students in the reading as belonging to a boy or girl. Begin by providing an example from the reading of a
boy and a girl. Display VC 18 (un garçon). Have students
provide examples of male names from the reading.
Then repeat the procedure with VC 19 (une fille). As you
say un garçon and une fille, emphasize the difference in
pronunciation between un and une.
T: Mamadou est un garçon. (Point to him on
Anthology pages 2-3. Display VC 18.)
T: Lucien est un garçon ou une fille ?
(Point to him on Anthology pages 2-3.)
T: Comment s’appellent les autres garçons dans
la classe de madame Bellehumeur ?
- Sophie est une fille. (Point to her on pages 2-3 of
the Anthology, and display VC 19.)
T: Amina est un garçon ou une fille ?
(Point to her on pages 2-3 of the Anthology.)
T: Comment s’appellent les autres filles dans la classe
de madame Bellehumeur ?
At this stage, you may also wish to re-introduce the
words un détective and une détective.
T: Sophie est une fille. Sophie est une détective dans
la classe de madame Bellehumeur.
- Et Lucien? Lucien est un garçon. Lucien est un
détective dans la classe de madame Bellehumeur.
T: Écoutez attentivement !
The content of Anthology pages 2-3 is provided on
Audio Track 6 for your reference.
7. Read the information on pages 2-3 aloud a second
time, and invite students to echo read in unison.
T: Lisez à haute voix !
14
Club mystère 1 Case 1 Lesson 5
©2013 RK Publishing
Case 1 Lesson 6
Lesson 6
MODELLED ORAL re-USAGE
1. Replay Animated Clip 1b to review the names of
the students in the detective class. Remind students
that this is the same class of students featured in the
reading from the previous lesson. Pause the animated
clip at the end where all the students are featured.
Call out selected names and ask individual students
to come to the front of the class and point to the
appropriate student on the screen. You may wish to
model the conversation using the mascot.
T: Écoutez attentivement ! Regardez ! Voici la classe
de madame Bellehumeur. (Speaking to whole class.)
T: Où est Mamadou ?
- Sandra, lève-toi. Viens ici, s’il te plaît. Où est
Mamadou ? (Speaking to one student.)
S1: Voici Mamadou. (Points to him on the screen)
T: Oui, c’est exact !
As an alternative, you can point to the male student on
the animated clip and ask, Comment s’appelle-t-il ? Now,
point to a female student and ask Comment
s’appelle-t-elle ? Or, Comment s’appelle le garçon ? and
Comment s’appelle la fille ?
2. Point to the three empty seats in the class photo on
pages 2-3 of the Anthology, and remind students that
there is a mystery to be solved. As you display
SC 1 (Utlisez les indices !), remind students that
detectives use clues to help them solve mysteries. Ask
the class to identify the missing students in the class
photo and the animated clip. Have them compare
the students in the animated clip to the list of all the
students in the class on pages 2-3 of the Anthology, in
order to determine the names of the absent students.
This is the first step in solving the mystery of
Détective X.
You may wish to distribute a copy of SDS 2 to each
student to assist in identifying the missing names.
Materials
• Animated Clip 1b
• SDS 2
• mascot
• SC 5 (Regardez les
images !)
• Anthology pp. 2-3
• Animated Clip 1a
(optional)
• SDS 3
T: Pour découvrir la solution à un mystère, les
détectives utilisent des indices. Regardez bien !
(Point to empty chairs in class photo and on
animated clip.)
T: Où sont les trois élèves ?
- Comment s’appellent les trois détectives qui ne sont
pas là ? Regardez tous les noms dans la liste de noms
et de communautés. (Point to the class list on page 3
of the Anthology.)
T: Écoutez les noms des élèves dans le clip animé.
Quels noms sont dans la liste mais pas dans le
clip animé ?
(Point to these names in the class list on pages 2-3
of the Anthology or distribute a copy of SDS 2 to
each student.)
T: Oui, Laurent Tessier, Louise Tremblay et Luc Têtu
dans le clip animé ?
3. Ask students to recall if the unidentified detective is a
boy or a girl. You may wish to replay Animated Clip 1a
if students are having difficulty recalling the gender of
the detective.
T: Le Détective X, c’est une fille ou un garçon ?
S: C’est un garçon.
READING
4. Provide a model by reading pages 2-3 of the
Anthology again, encouraging students to follow
along carefully. Inform students of the reading
strategy, Regardez les images ! You may wish to use SC 5.
T: Écoutez attentivement ! Quand vous lisez, regardez
les images. (Point to visuals on Anthology
pages 2-3.)
Once you have completed the read aloud, ask
some comprehension questions as you point to
the illustrations.
©2013 RK Publishing
Club mystère 1 Case 1 Lesson 6
15
Lesson 6 Case 1
T: Quel est le titre de ce texte ? C’est La classe de
madame Bellehumeur. (Point to title.)
T: Comment s’appelle-t-elle ? (Point to an illustration
of a girl on the page.)
T: Comment s’appelle-t-il ? (Point to an illustration
of a boy.)
You may wish to ask students some questions
regarding communities.
Post-Reading
7. Remind students that it is important to pronounce
words properly. Take the opportunity to examine the
« u » vowel sound in French. Have students find words
in the reading that contain that sound, e.g., Luc, Lucien,
Têtu, Leduc. Then, invite students to say the word aloud,
and invite the class to repeat the word, emphasizing
the « u » sound. Have students note the alphabet letter,
i.e., u, that corresponds to the sound. Have the class
repeat again the words that they recognize from this
case which contain the « u » sound.
T: Ma communauté est Toronto.
T: (Point to Hugo.) Sa communauté est Toronto.
Hugo, quel est le nom de la communauté de Sophie ?
T: C’est important de prononcer correctement.
Hugo: Sa communauté est Saint-Boniface.
- Est-ce qu’il y a un nom qui a le son « u » ?
Identifie ce nom.
T: Quelle est la communauté de Mamadou ?
- Oui, c’est le nom Julie. Répétez le nom, s’il vous plaît.
5. Read the information on pages 2-3 aloud a second
time, and invite students to echo read in unison.
T: Et maintenant, répétez tous ensemble !
Collaborative Oral Reading
6. Have students read with a partner. Invite partners to
take turns reading a page aloud to each other. Circulate
around the room to assist with pronunciation.
If students offer the names Mamadou or Diouf as
examples of the sound « u », take a moment to point
out the difference between the sounds « u »
and « ou ».
You may wish to distribute a copy of SDS 3 to each
student, and review with them some of the oral
differences in words such as, un versus une. As you
repeat some of the examples on the page, use gestures
to underscore the meaning of words such as je and tu
as well.
T: Lisez les pages à votre partenaire. Votre partenaire
écoute. Ensuite, changez de rôles.
Invite individual students to read aloud the information
on Anthology pages 2-3.
16
Club mystère 1 Case 1 Lesson 6
©2013 RK Publishing
Case 1 Lesson 7
Lesson 7
MODELLED ORAL re-USAGE
1. Have students play a game of Simultaneous
Numbered Heads Together. Divide the class into
groups of four. Assign a letter from A to D to each
student in each group. Remind the class that each of
madame Bellehumeur’s students comes from a Frenchspeaking community in Canada. Distribute a copy of
SDS 4 and a pre-cut copy of SDS 5 to each group. As
you call out a student name on the map, invite groups
to locate the name on the map and try to identify the
name of the corresponding community. Allow time
for groups to put their “heads together,” and call out a
letter from A to D. The first person with the assigned
letter who displays the appropriate community card
and says the correct community name aloud wins
the game. Model the activity with a group of student
volunteers.
T: Les élèves de la classe de madame Bellehumeur
viennent de communautés au Canada où on parle
français.
- Écoutez attentivement ! Regardez les images ! Quelle
est la communauté de Célina Dorival ?
Materials
• SDS
mascot
4
• VC
SC 118(Écoutez
(un garçon)
bien !)
• SDS
Animated
5
Clip 1
• SC
VC 219(Regardez
(une fille)les
gestes !)
(optional)
• Audio Track
3
• Animated
7 chairs Clip 1a
• SDS 6
••
••
• Animated Clip 1b
• My Language Portfolio
• SCs
VC 33-5
(un autobus)
RM
6 Track 7
Audio
My
Portfolio
SDSLanguage
7
• Anthology pp. 2-3
T: Regardez ! C’est un mystère !
(Point to the student ID card on the screen.)
T: Comment s’appelle le détective ?
(Point to the letters in the name.)
3. Take a moment to review the communication
strategies for this case: Écoutez attentivement ! ;
Regardez les gestes ! and Regardez les images ! Have
students try to recall these strategies as you display
SCs 3-5.
T: Voici une stratégie : Écoutez attentivement !
(Display SC 3 and place hand to ear.)
Il y a d’autres stratégies ?
- Les lettres A !
S1: Oui. Regardez les gestes !
S1: Sa communauté est Montréal. (Student displays
community card.)
T: Et pour la lecture ? (Mime reading.)
Answer Key for SDS 4
Amina Alami : Coquitlam
Julie Fortin : Bonnyville
Louise Tremblay : Gravelbourg
Sophie Cardinal : Saint-Boniface
Luc Têtu : Sudbury
Célina Dorival : Montréal
Mamadou Diouf : Shédiac
Nicole Leduc : Wellington
Lucien Fournier : Chéticamp
Laurent Tessier : Cap Saint-Georges
2. Replay Animated Clip 1a. Pause the clip at the end,
when the student ID card is displayed. Have students
identify the first letter in the first and last name of the
detective. As you point to the student ID card, remind
students that there is a mystery to be solved.
©2013 RK Publishing
S2: Regardez les images !
Solving the Mystery
4. Distribute a copy of SDS 6 to each student. Have
students note that this sheet will help them solve
the mystery.
Replay Animated Clip 1a. Pause at the title of the
mystery displayed at the end of the clip.
(Point to the name of the mystery on the screen.)
T: Maintenant, on va découvrir comment s’appelle
le Détective X.
Then, play Animated Clip 1b. Pause where the class is
featured. Have students note that these are the same
students that were featured in the reading from the
previous lesson. Refer students to pages 2-3 of their
Anthology. Have the class identify the three missing
students from the detective class: Louise Tremblay,
Laurent Tessier, and Luc Têtu.
Club mystère 1 Case 1 Lesson 7
17
Lesson 7 Case 1
5. Have students record the names of the three
detectives in step one of SDS 6.
(Point to number one on the sheet.)
T: Pour le numéro 1, écrivez le nom des trois détectives
qui sont absents de la classe de madame Bellehumeur.
- Un de ces élèves est le Détective X.
6. As students refer to SDS 6, have them follow the next
steps to solve the mystery. Ask students if the mystery
detective was a boy or a girl, and have them write the
correct answer for number 2. Display VCs 18 and 19
(un garçon, and une fille).
(Display VCs 18 and 19.)
T: Le Détective X, c’est un garçon ou une fille ?
S1: C’est un garçon.
T: Oui, écrivez la réponse.
7. Invite students to return to step 1 of SDS 6, and have
them eliminate the name of the female student by
placing an X beside it.
T: Regardez le numéro 1. Le Détective X est un garçon.
C’est Louise Tremblay ?
S1: Non, Louise est un nom de fille. (Point to her
name on Anthology pages 2-3)
T: Alors, c’est Laurent Tessier ou Luc Têtu. (Point to
their names in the Anthology.)
8. Replay the song in Audio Track 3: Détective X.
Pause at the end where a question is asked. Point out
to students that rhyme is often an important element
in songs. Have students note that the second-last line
ends in a « u » sound, which means that in order to
rhyme, the mystery name in the last line must also end
in a « u » sound. Help students to determine that the
name of Détective X is Luc Têtu. Have students fill in the
speech bubble in question 3 of SDS 6 to solve
the mystery.
18
Club mystère 1 Case 1 Lesson 7
T: Écoutez attentivement la chanson.
(Point to your ears.)
T: Comment t’appelles-tu ? (Pause after this question
in the second-last line of the song.)
T: La rime est importante dans les chansons. Quel
nom rime avec tu ? Laurent Tessier ou
Luc Têtu ? (Point to names on Anthology pages 2-3.)
T: Oui ! Luc Têtu. Comment t’appelles-tu ? Je m’appelle
Luc Têtu. Ça rime !
- Le nom du Détective X est Luc Têtu ! C’est la solution
du mystère ! Répondez à la question numéro 3 avec
la solution du mystère.
(Point to question 3 on SDS 6.)
To confirm the solution to the mystery, play
Audio Track 7, which includes the complete last line of
the song, identifying the name of the mystery detective
as Luc Têtu. The song lyrics are provided on SDS 7 for
student reference.
Answer Key for SDS 6
1. a) Laurent Tessier
b) Luc Têtu
c) Louise Tremblay
2. C’est un garçon.
3. Luc Têtu
REFLECTION
9. Return the My Language Portfolio to the students.
Have the students turn to pages 8 and 9 to check off
the statements that they can do. Take a moment to
review all that students have done in this case. All
“I can” statements for this case should now be
checked off.
T: Cochez les bonnes phrases.
©2013 RK Publishing