Grade One / Première année Curriculum Outcomes

Transcription

Grade One / Première année
Curriculum Outcomes
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
163
164
Appreciation of the French Language and Cultural Diversity
Appreciation of the French Language and
Cultural Diversity
165
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 One, students should be exposed to a balanced program which
provides a variety of oral texts in French, including listening to stories,
engaging in nursery rhymes (comptines), songs, fingerplays, news-sharing,
poetry recital, short presentations, and dramatization. Encourage students
to participate actively in the activities and to attempt to use the French
vocabulary which they have developed. Students should be willing to
listen to oral texts, as presented by classmates and others, in the
classroom setting as well as in a field trip/excursion setting.
SCOs: By the end of Grade One,
students will be expected to:
1.1.1 demonstrate a willingness
to listen to and speak
French at all times
1.1.2 participate readily in class
activities
1.1.3 demonstrate a willingness
to improve own language
skills
In Grade One, teachers must expect student production of oral French
to become more sophisticated, based on an increasing comprehension of
French and a growing personal vocabulary bank. Encourage students to
use structures to which they have been exposed in French in their daily
speech in the classroom. For example, students may say: “I'm going to
get my boîte à dîner.” early in the year. This is an opportune moment to
reformulate the child’s comment and reinforce the structure « Je cherche ma
boîte à dîner » . Teachers should encourage students to repeat the correct
structure and reinforce its use in other situations.
It is important that students demonstrate a willingness to listen to and
speak French. They should be able to use incidentally in their
conversations familiar words such as numbers, days of the week, parts of
the body, colours, classroom and personal objects, seasonal and themerelated vocabulary (e.g., animals, winter, etc.), and basic language
structures. Thematic vocabulary, mots fréquents and targeted language
structures should be reviewed and reinforced regularly, and students
actively encouraged to use them in their communication.
A variety of teaching strategies, including cooperative learning techniques
and activities which address multiple intelligences, are recommended in
order to involve all children actively in the learning situation in the
classroom. One cooperative learning strategy involves students moving
about the classroom to music; when the music stops, they must pair up
with the person closest to them. The teacher asks a question and gives
students time to think. Students then share their responses with their
partner. This strategy can be used to discuss a wide range of concepts,
including responses to literature.
166
Assessment and/or Instructional Strategies
Suggested Resources
Observation/Checklist
Use observation and a checklist to 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? Do they use the usual French vocabulary in the classroom, with
their teacher and with classmates? Carole, 3rd box below: e.g.
Mots de haute fréquence, Appendix
A
Vocabulaire et structures de base en
français pour la maternelle,
Appendix B
Information on cooperative
learning and multiple
intelligences is available from
www.KaganOnline.com
Poésies, comptines et chansons pour
tous les jours (Gallimard
Jeunesse, ISBN 2-07-053548-7)
100 comptines (Editions Fides,
ISBN 2-7621-2082-9)
nference
Ask students if they like using French in the classroom/outside the
classroom in order to determine their attitudes towards the use of the
French as a language of communication.
Comptines à chanter Volume 2
Co (Editions Milan, ISBN 2-7459
0737-9)
Mes chansons préférées, Volume 1 et
2 (Kidzup)
Self-Evaluation
Have students draw a picture to describe how they feel when they are
speaking French or are involved in an activity in which French is the
language of use. The teacher may model this activity first with the class in
order to provide a concrete example, or brainstorm with the students to
give them ideas.
Self-Assessment (to be used in a conference)
In the context of a conference, have students complete a survey/questionnaire
of their attitude toward use of French. Carole, title below: Toward Use
Students will be expected to
167
demonstrate a positive attitude towards the French language and francophone
communities in Canada and in the world.
Outcomes
students will be expected to demonstrate
an interest in exploring a wide range of
French texts
Provide students with the opportunity to explore a variety of
informational, poetic and fictional texts, ranging from repetitive texts to
texts in which there is limited or no repetition of structures. Expect
students to begin to exhibit more independent listening and reading
behaviours throughout the year as they interact with a wide variety of
text.
1.2.1 demonstrate a positive
attitude toward exploring a
wide variety of texts in
French
Provide exposure to authentic listening and reading experiences, through
extensive use of children’s literature, taped recordings of songs or rhymes
(on cassette or CD), video recordings of TV programs or short films for
children, and French-speaking visitors, such as older French immersion
students. Students should choose reading materials for a range of
activities, including for home reading and for independent reading, for
enjoyment, for specific information, and to follow instructions. Teachers
can promote positive attitudes toward exploring a variety of texts in
French by having students bring a favourite French book to share,
visiting the school library on a regular basis, establishing a buddy reading
program with an older class, by inviting guest presenters to the class and
by promoting French television as a regular home activity.
As discussed in SCO 1.1.1, oral texts such as poems, nursery rhymes,
news-sharing, puppetry and drama are important elements in fostering
comprehension and vocabulary development. Student willingness to
participate in such oral activities should be fostered and monitored.
168
Ressources audio et audio-visuelles,
Appendix A
Checklist
Teachers can utilize a checklist such as Grille 2 from La trousse d'appréciation
La trousse d'appréciation de rendement en
de rendement en lecture to determine student interest in reading in French.
lecture : Immersion française, Maternelle 3e année. Document d’appui 200. Outils
Observation
2,
Observe student behaviour during silent/independent reading sessions and
4b, et 6 : Attitudes face à la lecture
selections for home reading. Do students experience difficulty selecting a
French text? Do students select French texts from the school library? Do A collection of children’s literature
they request French stories?
and other texts, print and nonprint,
informational and
Conference
fiction; the following are suggested:
In a one-on one situation, explore the attitudes of students towards reading • Mélissa et ses amis (manuels et livre
at school and towards reading in French. (See Trousse d'appréciation de
géant, Collection En tête, ERPI)
rendement en lecture : Outil 4.)
• J'aime le francais et J'enrichis mes
lectures (Collection avec les yeux du
Questionnaire
coeur, Éd. La pensée)
Use a questionnaire to allow parents to provide information concerning
• Recueil de lecture, 1re, 2e, 3e (CFORP)
the reading habits/attitudes of students. (See Trousse d'appréciation de
• La terre à aimer (Bouton d’or
rendement en lecture : Outil 6).
d’Acadie, ISBN 2-92203-28-X)
• Les manchots (Bayard, ISBN 2-22773709-3)
• La véritable histoire des trois petits
cocohons (Gallimard, ISBN 2070547-96-5)
• Cendrillon (Usborne, ISBN 0-746059-22-1)
• Collection GB+ (Beauchemin)
• Collection Alpha-jeunes et Collection
Alpha-monde (Scholastic)
• Collection Je lis, tu lis (Duval)
A selection of children’s video
recordings, including the following
titles available from La
Médiathèque du Conseil atlantique
des ministres de l’éducation et de la
formation (ww w.g nb.ca/ 000 0/irrp
/mediatheques-f.asp) : Le bus
magique ; Le château magique ;
Les belles histoires de Pomme d’Api;
Carmen Campagne ; Les contes de Pierre
Lapin et ses amis ; Papi Bonheur ; Picoli
et Lirabo
Suggested Resources
169
Outcomes
students will be expected to identify the
contribution of francophones in different
areas of human activity
Where possible, students should have opportunities to interact with
francophones in the classroom or school setting, or outside the classroom
on field trips. There is a strong francophone presence in many areas of
Newfoundland and Labrador; however, there may be areas where there
are 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 audio and video recordings, television and radio 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. In being exposed to francophones, students should be able
to differentiate between French and English speakers, and identify a
particular oral text as being in French or in English. If visiting a provincial
or national government site, services may be available in French; also guest
speakers who speak French can be invited to the classroom in exploring
cultural activities.
1.3.1 distinguish between
French and English
speakers
1.3.2 explore special cultural
events of francophone
origin
In Kindergarten, students were introduced to the Canadian flag. In Grade
One, introduce students to le drapeau des Franco-terreneuviens (see Appendix
A). This introduction could be paired with a simple research of the flag's
presence within the community or on internet sites, etc., to emphasize the
presence of the French-speaking community in the province of
Newfoundland and Labrador.
Culture is an integral part of second language instruction. Activities
appropriate to the students' interest and developmental level should be
integrated in the program. In learning traditional songs, dance, rhymes,
games and stories, the student gains a better understanding of the
francophone culture. The following is a list of suggested activities:
• November: La Sainte-Catherine - le 25 novembre - Make la tire blanche with
students. Songs associated with this holiday are La Sainte-Catherine, Canon
pour la Sainte-Catherine, and Vive la Sainte-Catherine. Play Le chapeau de la
Sainte-Catherine.
• December: Noël - make a bûche de Noël and/or la tourtière ; sing D’où viens-tu
bergère ? and Petit papa Noël
• January: La fête des rois mages, le 6 janvier - make a cake with a bean in it;
whoever finds the bean is queen or king for the day. Read the story La
galette des trois (Père Castor-Flammarion).
• February, March: Carnaval du Québec - organize teams to make ice
sculptures; have a race with slides or ice skates, etc.; sing Carnaval songs
(available from the official web site of the Quebec winter carnival);
organize a visit by Bonhomme Carnaval. This event can be organized with
other classes.
Continued...
170
Suggested Resources
1.3.1 and 1.3.2 Conferencing
Following a cultural activity, discuss with students the importance of
learning to speak French. Can students name French speaking people that
they have met? How do they feel about learning to speak French? Can they
identify the flag of the Franco-terreneuviens?
Les drapeaux et les populations
francophones, Appendix A
1.3.2 Observation
Teachers can observe student participation in cultural activities. Students
should participate actively in all activities and demonstrate a willingness to
participate. Are students open to learning about the cultural activity being
explored?
Ressources et sites internet pour les
communautés francophones,
Appendix A
Fêtes et recettes du Canada français,
Appendix A
Appendix A
Pistes pédagogiques des fêtes
culturelles, Le centre
franco-ontarien de ressources
pédagogiques
Songs of French Canada, Folkway
Records and Service Inc.
Poésies, comptines et chansons pour
tous les jours, (Gallimard Jeunesse,
ISBN 2-07-053548-7)
100 Comptines, (Éditions Fides,
ISBN 2-7621-2082-9)
Rondes, jeux de doigts et jeux dansés
(Retz, ISBN 2-72562-365-0)
Séries Téléfrançais (available from
TVOntario)
La galette des trois (Père Castor
Flammarion, ISBN 2-08160998-3)
171
Outcomes
Suggestions for Teaching and Learning (Continued)
• Le temps des sucres : Read stories about the maple syrup harvesting, taste
maple syrup, make la tire.
contribution of francophones in different • Mardi gras : make pancakes. Read the story Roule galette (Père Castor
areas of human activity
Flammarion).
• La semaine nationale de la francophonie is celebrated each year in March to
coincide with la journée internationale de la francophonie. Educational
activities which enable teachers to bring la francophonie into the classroom
can be found on the Internet. Les Rendez-vous de la Francophonie is
1.3.2 explore special cultural
another two-week period in which Francophones and Francophiles
events of francophone
celebrate the French language and culture. Information can be also
origin
found on the Internet.
• April, May: Poisson d’avril : make fish and stick them on unsuspecting
victims.
• June: la Saint-Jean-Baptiste (le 24 juin) - la fête nationale des Québécois
a sense of pride in their uniqueness and
in their accomplishments in French
It is expected that the teacher will augment this brief outline of cultural
content from his/her background and experiences, and will expose the
students to authentic francophone literature, songs, customs and games
throughout the school year as appropriate.
Provide opportunities for students to experience a variety of cultural
activities in the Grade One year, including la fête de la Sainte-Catherine.
Encourage students to explain some of the activities in which they have
engaged, and to reflect on these through their drawings, paintings, journal
writing, etc.
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
Sing Ô Canada in French in class and encourage students to perform the
bilingual version of the national anthem in class or at public events such as
assemblies or concerts.
It is important to foster a positive attitude towards the speaking of French
in Grade One, as oral language production becomes an important focus.
Discuss with students the advantages of being able to speak French. Have
students suggest reasons why speaking French is important for them.
These reasons can become the basis of a collective book for the class, for
example J'aime parler français parce que....
Recite/sing traditional and well-known French rhymes and songs.
172
Suggested Resources
1.4.1 Portfolio
• Student work samples can illustrate their experience of the French
cultural activities which have been explored in the Grade One classroom.
Illustrations of cultural activities can help teachers determine if students
have understood the activity, if their attitude towards the experience is a
positive one, and if they are willing to share the experience with others by
presenting their illustration.
Fêtes et recettes du Canada français,
Appendix A
• Through their contribution to the collective book, student attitudes
towards speaking French will be displayed.
Appendix A
Comptines, chansons et poésie
www.momes.net/comptines/in
dex.html
Roule galette (Mini Castor
1.4.2 Conference
Flammarion, ISBN 2-0816-099
In a conference setting, students should be able to give one reason why it is 9-1)
important to learn French.
Rigodon series :
Performance
Rigodon...fêtons ;
Following a discussion on reasons for learning a second language, have
Rigodon...chantons ;
students share what they like about learning French by illustrating one
Rigodon...voyageons (the series
reason.
includes information on North
American francophone cultural
events, a CD of music and a
map of North America with
francophone regions indicated),
Le français fantastique or
www. rigodon.net/index.html
Debout ! - Guide national
d’animation culturelle et
Debout ! - La musique qui nous
anime (CD et livret). Fédération
canadienne des enseignantes et
des enseignants. www.ctf-fce.ca
173
Students will be able to recognize and respect cultural differences.
Outcomes
an interest in knowing and learning
about diverse cultures
Use a variety of children's literature to illustrate the uniqueness of each
individual. The stories Pilotin (École des loisirs), Elmer (École des loisirs),
Une histoire de caméléon ((École des loisirs) and Joséphine à la piscine (Milan)
which have been part of the authorized collections for Religious
Education in Grade One, explore the concept of individuality and the
acceptance of oneself and one's own uniqueness. Write a collective story
in which one character is different from the others, but learns to accept
that s/he is unique. Have students make prints of their handprints and
examine how each is different. Display them in the class.
2.1.1 demonstrate an
understanding that each
person is unique
2.1.2 demonstrate an ability to
respect individual
differences
2.1.3 demonstrate an
understanding that people
celebrate differently
2.1.4 demonstrate an awareness
of cultural differences
2.1.5 discuss family celebrations
During the month of December, Grade One classes may be involved in
the singing of Christmas carols, at the discretion of the classroom
teacher. The song Nez rouge can be utilized to discuss the fact that each
person has unique qualities, and that these qualities are to be accepted
and celebrated. Discuss the importance of treating others wit kindness
and respecting their individuality.
In Grade One, students continue to learn about themselves and their
families, and begin to use the vocabulary associated with these in their
oral language. Individual differences and family celebrations should be
developed in this context. Teachers should ensure that family
celebrations which are part of the student's lives are explored and that an
understanding of these different traditions is fostered. It is important to
emphasize that there are many different kinds of families and that all
families are special. Discuss family celebrations. Brainstorm the types of
things which families celebrate. From this list, talk about how families
celebrate these events. Have students bring in photos or other items
from home which illustrate a particular family celebration (e.g., birth of a
new family member, birthday, religious event such as Christmas,
Hannukah, Ramadan, Thanksgiving, etc.). Students can share their
celebrations with their classmates by presenting their photos or other
objects to a partner, a small group or the class. Create a mural to display
the photos to others.
Draw form the school’s collection of children’s literature to support this
topic. For example, the stories La fête chez l’oncle Louis (Collection
Millefeuilles, Modulo) and La fête (Barbara Reid, Scholastic) are both
examples of families celebrating together.
174
Suggested Resources
2.1.1 - 2.1.5 Observation
Assess student participation in discussion on the topic of individual and
cultural differences. Are students willing to share their cultural and family
activities with other class members? Are they open to learning about the
cultural and family celebrations or traditions of their classmates?
A collection of children’s
literature and other texts to
address the topics of
individual, family and cultural
differences; the following titles
are suggested:
Performance
Note student performance in the context of a collective story about a
character who is different from the others. Are they able to contribute to
the story? Does their contribution evidence a strong comprehension of the
uniqueness of the individual?
Pilotin (L’École des loisirs,
ISBN 2211024882)
Elmer (L’École des loisirs,
ISBN 2877670090)
Joséphine à la piscine (Milan,
ISBN 2745902032)
La fête chez l’oncle Louis,
(Collection Millefeuilles,
Modulo Éditeur, ISBN 2701
114950)
Quelle belle fête (Scholastic, ISBN
0-590-12428-5)
Stella, étoile de la mer
(Dominique et compagnie,
ISBN 2895120749)
Un merveilleux petit rien
(Scholastic, ISBN 0-590-7380
2-X)
Une histoire de caméléon (L’École
des loisirs, ISBN 221 1035817)
Elvis présente sa famille (La courte
échelle, ISBN 89021- 419-2)
La grand-mère d'Aputik (Soleil de
minuit, ISBN 2-922691- 00-4)
175
Outcomes
students will be expected to identify
different types of stereotyping and
prejudice (ethnic, cultural, religious,
age, physical and mental ability, gender,
socio-economic, etc.) and their effect on
children of their own age
This topic is a sensitive one and activities should be selected judiciously at
the teacher's discretion.
To bring this abstract topic to a concrete level for Grade One, the song
Nez rouge can again be utilized as a vehicle for introducing this topic. When
Nez rouge was not accepted, the other reindeer were prejudiced against
him. Can students think of any other stories where they have seen
prejudice?
2.2.1 recognize some examples
of prejudice or stereotypes
It is important to model critical thinking at this grade level. 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 rôles » (First Steps).
Various titles from children's literature are useful in exploring the topics of
prejudice and stereotyping at this grade level. For example, the books Noir
comme le café, blanc comme la lune (École des loisirs) and Joséphine dans la piscine
(Milan), and others authorized for use in Health and Religious Education
can be good introductions to this topic.
Children should learn the word « stéréotype » and examples of stereotyping or
generalizing should be discussed in order to render the concept more
concrete for students. Other stories which may be used include Le chandail
d'Amos (Scholastic), Jérémie apprend à lire (Scholastic), and such fairytales as
Cendrillon (Usborne) or L'oie d'or (various versions).
students will be expected to use
vocabulary and exhibit behaviours
which contribute to a climate of respect
and trust in relationships with others.
In Grade One, continue to develop use of courteous language. Model for
students peaceful methods of conflict resolution and the language which is
associated with it. Teach students the terms je m'excuse and je suis désolé and
use them in daily interactions in the classroom when necessary. 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. Have students thank their partners or
teammates at the end of any group or shared task.
2.3.1 be courteous to others and
use respectful language in
Encourage a climate of respect in the classroom by acknowledging
all situations
positive behaviour of students. A drawing done by students of classmates
performing acts of kindness can be displayed in the classroom under the
slogan Nous sommes gentils. Students can add pictures throughout the year
when acts of kindness are lived out in the classroom. The display will also
serve to emphasize the importance of treating each other with respect. A
class big book focussing on ways to show courtesy and respect with a page
written and illustrated by each child could be compiled. Photos could
replace illustrations, if desired.
Using a story such as Les pantoufles de grand-papa (Scholastic), teachers can
explore the topic of courteous language and how Grand-papa asks Grandmaman to leave his slippers alone, despite great frustration on his part.
Are there other ways that Grand-papa could have asked his question?
176
Suggested Resources
2.2.1 Conference
Students should be able to identify stereotypes in stories and give an
example of a stereotype.
Des compliments pour toi et moi,
Appendix B
Observation
Observe student contributions to discussion on the topic of stereotypes
and prejudice to determine level of comprehension.
First Steps Reading: Developmental
Continuum
Bien s’entendre pour apprendre
(Chenelière, ISBN 2894619 499)
2.3.1 Observation
Through observation, determine if students are being courteous to others
on a consistent basis, and if they are using appropriate language for the
classroom situation.
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-7651-03658)
Portfolio
Student contributions to the display Nous sommes gentils will evidence their
understanding of the importance of being courteous to others.
98 façons de dire très bien
http://creaction.qc.ca/melimelo/outils/98.htm
A collection of children’s
literature and other texts to
address the topics of stereotypes
and courtesy; the following titles
are suggested:
Noire comme le café, blanc come la
lune (L’École des loisirs, ISBN
2211020313)
Joséphine dans la piscine (Milan,
ISBN 2-7459-0203-2)
Le chandail d’Amos (Scholastic,
ISBN 0-590-73707-4)
Jérémie apprend à lire (Scholastic,
ISBN 0590124080)
Les pantoufles de grand-papa,
(Scholastic, ISBN 0-590-730363)
Cendrillon (Editions Usborne,
ISBN 0-746-05922-1)
L’oie d’or (Scholastic, ISBN 0439-98720-2)
Outcomes
contribution of people of various cultures to the different areas of human activity
SCOs: By the end of Grade One, students will be expected to:
177
2.4.1 demonstrate a positive
attitude toward exploring
stories, songs, rhymes,
poems and special events
of francophone and other
origins
This outcomes builds on SCO 1.3.2. Students should be exposed to a
variety of cultural events and activities of francophone origin, including
music, stories, songs, celebrations. Exposure to the French language and
culture broadens the students’ world as they are given a concrete
opportunity to experience and understand difference, and to develop a
sense of respect for these differences.
A goal of the French Immersion program is to have students show respect
for all cultures. Many cultural communities may be represented in the
classroom, or met through texts, field trips, videos and DVDs. Students
should be given opportunities to share their own family traditions with the
class. When learning about another culture, it is important that students
listen respectfully and show interest in the traditions of others. Teachers
can model appropriate interactions by inviting students to share cultural
traditions, and posing thoughtful questions. Links can also be made with
the Social Studies program and its focus on local aboriginal and
multicultural communities.
For Grade One students, the cultural experience should be a personal one.
For example, teachers may ask students to talk about how they celebrate
their birthday or the New Year; they may contrast the tradition of hanging
out stockings with that of putting out shoes (France) for Père Noël or
contrast a pow-wow with another type of community festival.
Whenever possible, children’s literature, songs and other types of texts
should be used as catalysts for discussion. Quelle belle fête (Scholastic) and
10 à la fête (Scholastic) are two titles which can be integrated into the topic
of familial celebration. Each story presents a birthday celebration. The
song Petit Papa Noël is a traditional French Christmas song which presents
the idea of putting out a soulier for Père Noël.
178
Suggested Resources
Observation
Note student participation in discussions of family traditions. Do the
students show respect for the customs of others? Do they ask questions?
Are they willing to share their own cultural experiences and family
traditions?
Je fais partie d’un groupe and
Bienvenue à Conne River
(Collection Études sociales : Un
monde à découvrir, Chenelière)
Performance
Create a mural in which students represent through drawing or painting
how a particular cultural event or tradition is experienced in their home or
in their community: New Year, Christmas, birthday, community festival or
other event that has been explored in class. Have the students write about
(or describe) their event.
Petit Papa Noël
www.paroles.net/texte/19989)
Quelle belle fête ! (Scholastic,
ISBN 0590123947)
10 à la fête (Scholastic, ISBN
0590731378)
Poésie, comptines et chansons pour
tous les jours (Gallimard, ISBN
2070535487)
100 comptines (Fides, ISBN
2762120829)
Comptines à chanter, Volume 2
(Milan, ISBN 2745907379)
À pas de loup Volume 1 : Le
temps des fêtes; Volume 2 :
Chansons pour petits et grands;
Volume 3 : À la ferme
A selection of children’s video
recordings, including the
following titles available from
La Médiathèque du Conseil
atlantique des ministres de l’éducation
et de la formation
(www.gnb.ca/0000/irrp/mediat
heques-f.asp):
• Bon appétit, les enfants !
• Contes du monde entier
• Entrez dans la danse
• Jouons
• Locomotion
• Ma famille adorée
• Ma maison
• Ma musique !
• Tout un monde à raconter
179
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 Grade One, stress the
importance of students organizing their belongings and the equipment of
the classroom. It is important for the 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.
2.5.1 accept responsibility for
personal belongings and
actions
2.5.2 accept responsibility for
certain tasks in the school
environment
Music is a useful way to encourage students to take responsibilities for
their belongings, and to expand their vocabulary. The following is an
example:
On fait le ménage
Tout le monde a bien joué (OU travaillé)
On fait le ménage
Il faut tout ranger !
(To the air of Auprès de ma blonde)
In Grade One, 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 or collecting
booklets, or other 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. The folktale La petite poule rouge exposes students to the concept of
responsibility and the importance of completing a task, and can be
integrated into the exploration of responsibility for actions.
180
Suggested Resources
Observation
Teachers can observe student activity in the classroom. Do they accept the
roles which are assigned to them and perform them responsibly? Do they
take responsibility for their actions and their belongings?
Bien s'entendre pour apprendre
Self-evaluation
Students should be encouraged to reflect on their own actions and think
about if they have performed their role as was requested of them. In Grade
One, this can be simplified by preparing an organizational chart in which
the classroom tasks can be indicated and rotated among students, and
students can indicate next to their name if they have completed their role.
Clothespins can be useful, in that the task can be written on the clothespin,
and can be clipped next to each child's name.
La coopération : un jeu d’enfant
La petite poule rousse, (Scholastic,
ISBN 0-590-717 20-0) or
La petite poule rouge, (AddisonWesley Publishing, ISBN 2920868-14-4)
181
182

Grade One / Première année Curriculum Outcomes

Transcription

Documents pareils

English PDF

2014 Letter

treasure map flyer V12

ENGLISH TEACHER FOR KG AND PRIMARY SCHOOL

SUBSTITUTE ENGLISH TEACHER FOR KG AND PRIMARY SCHOOL

message - Universal Weather

Grade Three / Troisième année Curriculum Outcomes

about Elisabeth Bühlmann Herzog

GRADUATE COURSES

pdf file