BC Core French to Ça marche! Level 2: Mon style, ma

BC Core French to Ça marche! Level 2: Mon style, ma mode
Correlation to BC Education—
Core French Grade 9 Requirements
Mon Style, ma mode
Unit Description: In this unit, students work in groups to
prepare a fashion show or poster presentation in which they
present a clothing line, brand name and logo. Each member
of the group created an individual outfit linked to the group
theme: school clothes, sports or clothes for special events.
During the fashion show, students in the audience listen and
select a wardrobe for four or five friends or family members
and explain why they chose the given clothing items for
each person. Each student writes a description of his/her
own outfit. The written description can be included in a
class catalogue or web page accompanied by photos taken
during the presentation. Each phase of the unit provides
students with guidance and support by focussing on one
particular aspect of the Final Project.
Communicating
Prescribed Learning Outcomes:
• Ask for assistance and detailed information
•
•
•
•
•
Share opinions giving reasons
•
•
•
•
•
•
Express agreement and disagreement, ask for
clarification and express an opinion using suggestions
from Le travail en groupe: fiche reproductible 3, TG, p.
151.
Ask for information and clarification using at-a-glance
reference for skill development in Stratégies pour
m’aider in Mon carnet pp. 28—29, e.g. “Je pose des
questions quand je ne comprends pas.
Ask for information from their peers about clothing lines
in a cooperative activity in Phase 2 following
suggestions found in the TG, p. 49-51 and each time
they meet in a group to prepare part of the final project.
Respond to questions in the Livret relating to activities
and interests regarding fashion: Phase 2, page 6; Phase
5, p. 12 and Phase 8, page 18.
Share information about favourite clothing styles,
fashion lines, designers and celebrity spokespeople in
preparation for le projet final.
Record information about activities and interests on
Feuille de route: Mon carnet, pp. 3—5.
Indicate fashion preferences: Est-tu accro de la mode?,
pages 6 à 7; Notre marque, notre logo, p. 11; Mes
préférences, p. 13 and S.O.S. Mode, p. 19.
Share information with the teacher: Mon carnet: Après le
projet final: Mon auto-évaluation and À la fin de l’unité,
pp. 24-25 and fiches d’évaluation 3-6: Grille
d’appréciation pour les activités orales, Grille
d’appréciation pour le travail en groupe, Grille
d’appréciation pour les activités écrites,Cartes de
progrès pour le projet final, and Grille pour les
stratégies d’apprentissage, TG pp. 168-172.
Record opinions in their Journal d’apprentissage.
Link reading to real-life experiences in Pre-reading
activities in Phases 3 and 6, which are designed to
motivate students
1
•
•
Describe and exchange information related
to activities, people, places, and things
•
•
•
•
Arrange events as past, present, or future
•
•
•
Participate in selected meaningful, real-life
situations.
•
•
•
•
•
•
•
•
•
•
Acquiring Information
Prescribed Learning Outcomes:
• Extract, retrieve, and process information
from French-language resources to
complete authentic tasks.
•
motivate students.
Give reasons using parce que/qu’ in Phase 4 to explain
preferences in the present tense: Livret: Comment ça
marche? p. 11 and Mon carnet: Mes préférences, p. 13.
Exchange information, e.g., Mon carnet : taking a
survey: Je calcule et j’observe, p. 7; making
predictions : Sensation mode jeunesse, p. 8 and role
playing : Enquête sur la mode, Part B, p. 9 and Tant de
choix!, part B, p. 12
Play games describing clothing such as Jeu de cartes:
Objets perdus, objets trouvés: fiches reproductibles 910, TG, pp. 157-160 as well as other games listed in the
TG to enhance learning.
Exchange information about clothing styles in a
coopérative Jigsaw activity in Mon carnet: Maîtres de la
mode p. 10.
Express preferences and describe their fashion
collection in the present tense.
Compare and contrast Canadian and international
clothing designers and reflect upon their own
preferences.
Acquire new information in each phase that is applied to
Le projet final via la Feuille de route: Mon carnet, pp. 3-5
in order to arrange information in a communicative and
experiential situation.
Work in groups to incorporate multi-media into fashion
show or a fashion poster for the final project.
Share with each other in French in Livret cooperative
learning activities: Phases 4, 7, and 9 Comment ça
marche? Application, pp. 10-11, 17, and 21.
Calculate survey results, Phase 2.
Expand their vocabulary and to discover/use it in new
situations via the Lexique: Livret, pp. 30—31 and Mon
carnet, pp. 30—32
Draw on personal experience in the Pre-activity of each
phase and to use this in new situations in the Activity.
Reflect on their experiences and to share it in Un journal
d’apprentissage or the portfolio in the Post-activity of
each phase.
Activate strategies used in the Livret and Mon carnet
that are fully supported and flagged in the margins of the
Teacher’s Guide as well as in the Program overview, pp.
14—17.
Derive meaning from new “real-life” situations created
by the teacher at his/her discretion using the Mon carnet
CD-Rom and the fiches reproductibles CD-Rom.
Role play making clothing choices.
Navigate through the phases of Mon style, ma mode to
extract, retrieve and process information in preparation
for Le projet final.
2
•
•
•
•
•
•
Explain acquired information in oral, visual,
and written forms.
•
•
•
•
•
•
•
•
•
Experiencing Creative Works
Prescribed Learning Outcomes:
• Reflect upon and respond to authentic
creative works from the Francophone world
•
•
•
Complete Feuille de route, Mon carnet, pp. 3—5 to
record information extracted and processed in
preparation for le projet final.
Use the reference section at the back of the Livret, pp.
24—31, to synthesize culture, language and Oral
Communication strategies found throughout the unit so
students have easy access to information.
Watch video presentations, which introduce them to the
final project (segment 1) and model the authentic task
(segment 4). They can refer to Livret, pages 1, 4-5, and
22-23 as well as CD tracks 2-4 and 16-17.
Link to information related to fashion via the Pearson
Website, www.pearsoned.ca/camarche.
Link students to cultural information and creative works
related to Mon style, ma mode via the Pearson Website,
www.pearsoned.ca/camarche.
Explain clothing and designer preferences using parce
que/qu’ to complete the explanation.
Use strategies found in the Livret, p. 6 and in Mon
carnet, p. 28: J’exprime mes idées en phrases simples.
Oral Production activities provide opportunities for freeexchange, e.g. Livret, p. 11, Comment ça marche?,
Application; Mon carnet: Mes préférences, part B, p.13;
Qui est-ce, p. 23
Activity related to reading in Phase 5 allows students to
explain information to their home groups in Jigsaw
activity: Couleurs de la mode, Mon carnet, pp. 16.
Progress from controlled activities to creative expression
in preparation for le projet final, e.g. Modèles pour le
projet final: fiche reproductible 8, TG, p. 156.
Explain their clothing selections in the game, Objets
perdus, objets trouvés, TG, pp. 81-83 and fiches
reproductibles 9-10, TG, pp. 157-160.
Create a visual and a written portion of Le projet final.
Present Le projet final fashion show or poster and
explain each of the elements of the final project to other
students.
Reflect on the shape of le projet final and to reflect in
their Journal d’apprentissage in the Post-activity of each
phase.
Listen to the unit song, Défilé de mode on CD track 5,
follow along with fiche reproductible 4, TG, p. 152 and
reflect on known words that help them determine the
content of the song.
Watch the unit video of authentic Canadian and
Francophone experiences in Couleurs de la mode,
Vidéographie des vêtements segments 2-3 as well as
on CD track 10 and reflect on the relationship of clothing
to various decades.
Reflect on the importance of clothing in Francophone
culture through the video Le chandail de hockey from
the National Film Board as well as on the Mon style, ma
3
•
Understanding Cultural Influences
Prescribed Learning Outcomes:
• Identify and compare elements of
Francophone cultures present in Canada
and the world
• Distinguish similarities and differences
between their own customs and those of
Francophone cultures.
• Identify language, expressions, and
behaviours that suit cultural context.
•
•
•
•
•
•
•
•
•
mode CD, track 15.
Link to authentic information related to Mon style, ma
mode via the Pearson Website,
www.pearsoned.ca/camarche.
Acquire information francophone designers in Culture à
la carte, Livret, pp. 24
Familiarize him/herself with the the importance of
clothing in Le chandail de hockey: Culture à la carte, p.
25
Identify preferences of young Francophones and
compare and contrast these to their own preferences for
the final project: Sensation mode jeunesse, Maîtres de
la mode and Choix multiples, Mon carnet, pp. 8, 10, and
18.
Identify cultural influences on fashion through various
decades: Phase 5: Couleurs de la mode: Livret, pp. 1213 and Couleurs de la mode, p. 16.
Use idiomatic French expressions like « rêver en
couleurs » found in Phase 8 “Language Focus”: TG, p.
111.
Write using French monetary symbols from Phase 8:
“Language focus”, TG, p. 111.
Discriminate between tu and vous as per “Language
Focus”, TG, p. 111.
Watch authentic video footage, Couleurs de la mode
and Vidéographie des vêtements to identify and
compare some elements of the francophone culture.
Identify and compare cultural influences related to Mon
style, ma mode via the Pearson Website,
www.pearsoned.ca/camarche.
4