Comment y aller? – How to get there?

Unit: Histoires en Action 2
(Comment y aller? – How to get there?)
Term:
1-4
Year 7
Teacher: O Rugins
Unit Description: Following on from Unit 1, students learn the additional vocabulary and language structures to
enable them to recite and act out a given version of a play Comment y aller? Facilitating this is the AIM (or Gesture
Approach). Through extensive use of Teacher Led Self Expression, (TLSE) students work chorally to learn a given
gesture for each word, and importantly, they work in a use of French only classroom environment. The language is
pared-down, being introduced in the context of classroom instruction, the Comment y aller? play and a related song
and dance. Students complete all the Language Manipulation Activities and begin creative writing in French.
Deep Understandings:
Languages (French): Students develop the skills needed to communicate in French and to build their repertoire of process skills and
language
pared-down, the
theverbal,
play provides
a familiar
context
and all They
class expand
work takes
in a Frenchofonly
strategies for acquiring
andis manipulating
non-verbal
and written
features.
theirplace
understanding
their
own language, culture and identity through engagement with and use of the target language and culture.
Literacy Demands: See LANGUAGES below.
Numeracy Demands: Students keep an account of points
awarded, termed (Euros), regularly totalling these and
spending them at the end of each Semester.
ASSESSMENT TASKS:
LANGUAGES
Assessable Elements
Tasks (these supplement workbook activities 2A-6A)
Written, Oral, Hands On
Knowledge / Understanding
2B Choisis le bon mot (Choose the correct word)
3B Mets les mots en ordre (Put the words in order)
4B Les phrases bizarres (Strange sentences)
5B Les questions partielles (Partial questions)
6B Les questions totales (Total questions)
N/A
Inherent in every activity
Teacher Led Self Expression (TLSE) - chorally
Language manipulation activities - chorally
Student self-evaluation, peer evaluation, parent feedback.
Various - written, oral, hands on, includes use of:
Student page d’évaluation
Teacher ongoing assessment sheets coded 1 –
constant support,2 - frequent support, 3 –
occasional support and 4 – little or no support
Investigating
Communicating
Participating
Reflecting
ESSENTIAL LEARNINGS:
Written, oral, hands on.
Oral, hands on.
Oral, hands on.
Written, oral
Comprehending and composing in the target language
Comprehending and composing skills are used to understand language input, to convey information and to express ideas in response to needs and
interests.
Intercultural competence and language awareness
Noticing and comparing similarities and differences between languages and cultures informs intercultural communication. This is supported by the
ongoing Cooroy-St Marcel (Normandy) pen pal project, which starts in Term 3, Year 6.
LANGUAGE ELEMENTS:
Stage 1: Exposure
Pre-communication, introduction-recognition (thinking skills: knowledge)
Communication skills development:
• Student is introduced by the teacher to words, their gestures and the syntax of simple sentences. The student can identify a few gestures and
pronounce the associated words.
Literacy skills development:
• Student joins in choral repetition of the play.
• Student listens for verbal cues such as intonation to aid in comprehension.
Stage 2: Exposure, learning
Very minimal language production within highly structured, limited context (thinking skills: knowledge)
Communication skills development:
• Student begins to recognize previously introduced words and their gestures. Teacher is able to gesture complete spontaneous thoughts and
student is able to comprehend and produce the words; student needs high level of assistance with gesture in order to communicate
spontaneously at a very basic level.
Literacy skills development:
• Student memorizes/rehearses/dramatizes the play with the class, responds to total questions and some simple partial questions with gestural
support and modelling from teacher and peers. Student is able to complete simple language-manipulation activities as the teacher models them
with the class.
Stage 3: Learning
Beginning language production within structured, limited context, beginning stages of language manipulation
(thinking skills: knowledge and comprehension)
Communication skills development:
• Student is able to express complete thoughts in guided simple TSLE, displays knowledge of high-frequency associations (e.g. eats a pizza, eats
a sandwich, eats some soup). Spontaneous interactions with peers and teacher are at a basic level. Ease and confidence with language is
increasing, with continued dependence on the use of gesture by the teacher to aid with recall. With the help of gestural support (gestural
mirroring, TLSE), the student is beginning to express partial thoughts and short complete thoughts in English.
Literacy skills development:
• Student understands the vocabulary within the play and is able to complete simple oral and written activities, with little or no assistance from the
teacher (e.g. responding to simple total questions in complete thoughts or other simple language-manipulation activities based on the story).
Student is developing an inductive awareness of some basic high-frequency grammatical concepts such as the s added to plural nouns, the s
added to the third-person singular form, and how to ask some questions. Correct spelling of high-frequency words is good.
stage three
Stage 4: Learning, consolidation
Early creative language production in highly context-embedded situations (thinking skills: application and beginning analysis)
Communication skills development:
• Student is able to express herself/himself in most simple spontaneous interactions in partial, and sometimes complete thoughts, with occasional
assistance through gesture from the teacher. TLSE during all class interactions gives the student enough support and practice to accomplish the
transfer to spontaneous expression during IPG work time.
Literacy skills development:
• Student reads the play with fluency and can read and understand written partial questions containing vocabulary from the play and search for
answers within the text. With some gestural assistance and questioning from the teacher, the student participates in basic creative oral and written
story retelling (cooperative as a class) and participates in story extension as modelled by the teacher. Basic independent story retelling with a
partner is very text-dependent. Makes simple attempt at story extension with a partner. Student broadens and consolidates her/his inductive
awareness of correct spelling of high-frequency words and other less frequently used vocabulary, and very high-frequency grammatical concepts
(e.g. double verb constructions).
Stage 5: Consolidation
More advanced production in creative context-embedded situations (thinking skills: application, analysis and synthesis)
Communication skills development:
• Student has reached a critical level of fluency, has most of the vocabulary necessary to communicate with relative ease, with confidence and in
complete thoughts in all classroom interactions. Teacher continues to work with gesture to solidify and increase vocabulary and refinements of
language skills (grammar and spelling concepts).TLSE continues to be used extensively.
Literacy skills development:
• Student achieves a higher level of creative story retelling and is able to find and use alternatives, even synonyms, to paraphrase the play. An
awareness of how to add detail to embellish a story is evident. With a partner, s/he is able to discuss possible alternatives for story extensions.
Drawing from her/his knowledge of the play and her/his own creativity, the student develops stories, plays and poems based on themes,
characters, situations, etc. from a given story drama. Having been exposed through an inductive approach to most of the important grammatical
concepts, student begins to learn the rule (Rap Rule!) that applies each concept. Student has an excellent awareness of spelling of highfrequency words and less frequently used vocabulary, and is able to apply her/his knowledge of sound-symbol relationships in English to spell
newly acquired vocabulary correctly.
Stage 6: Self monitored fluency
Advanced production, very little or no dependence on context-embeddedness, good awareness of refinements of the language and the
ability to analyse them (thinking skills: application, analysis, synthesis and evaluation)
Communication skills development:
• Student has reached a level of fluency where focus on refinement of language skills is essential, while vocabulary and associations expand
through the GA. TLSE ensures
student continues to learn new vocabulary, review known vocabulary, but
most importantly, focuses more on the ability to refine language skills—identifying correct oral and written forms in her/his and others’ language
production.
Literacy skills development:
• Student develops her/his own plays/stories for dramatization based on critical analysis of texts read in class. Story drama and creative
improvisational drama activities develop oral and written fluency. Focus on refinements and personalization of the language occur through the
editing process, conferencing and daily/weekly journal writing. Now that the student has been exposed, through an inductive approach, to most of
the important grammatical concepts, s/he begins to learn the rule (the Rap Rule!) that applies to each concept. Student has excellent awareness
of spelling of high-frequency words, as well as less frequently used vocabulary, and applies her/ his knowledge of sound-symbol relationships to
spell newly acquired vocabulary correctly.
WAYS OF WORKING:
EQ Languages Syllabus
Students are able to:
Identify the purpose or main topic in
simple spoken and written texts,
using visual and verbal language
Respond to familiar statements and
questions in simple conversations
and discussions, using key words,
phrases and memorised material
Identify and use non-verbal
communication strategies in familiar
contexts
Extent to which this feature is addressed in this unit.
Program uses pared-down language. Words/phrases are associated with specific gestures leading to
improved retention rates (parallel processing). The much reduced lexicon (some 700 words) narrows
down the potential for errors in finding meaning.
Program uses pared-down language. Words/phrases are associated with specific gestures leading to
improved retention rates (parallel processing). The much reduced lexicon of the 700 most frequently used
words, at the same time increases the students repertoire in terms language production. This goes
beyond mere repetition of stock phrases. Students develop the capacity for producing novel sentences.
Words/phrases are associated with specific gestures leading to improved retention rates (parallel
processing). Facial expression accompanies gesture when appropriate. Familiarity of context is achieved
by highly sequenced and repetitive exposure to language, not only in the featured fairy tale but in
classroom routine language. Words are also learned in logical groups, like pairs of opposites, pairs in
masculine and feminine forms, the possessive adjectives in masculine-feminine-plural sequence.
Construct simple spoken and written
texts in familiar contexts
Notice and compare aspects of the
target language and English
Notice and compare aspects of their
own cultures and of the target
cultures
Reflect on and evaluate the suitability
of language choices in familiar
contexts
Reflect on learning to identify new
understandings and future
applications.
Sequence of activities (choose the correct word/put the words in order/odd phrases/total questions/partial
questions) in context of familiar story facilitates this.
High level of familiarity between French and English. Estimated that a speaker of English, who has never
studied French, already knows 15,000 French words.
Initial impact of ‘fun’ sounds such as ‘douche’, ‘bouche’, ‘poubelle’, heightens a sense of ‘difference’
between the languages and cultures.
Grammar awareness is integrated in the programme, leading to increased awareness of English
grammar, through comparison.
Students demonstrate a capacity for generalising grammar rules, eg. although the infinitive ouvrir may not
have been presented, students are able to use intuition to create the correct form from a sequence such
as: il finit – il va finir, il vient – il va venir…
LEARNING EXPERIENCES: Activities selected from – play rehearsal, gesture/association teaching, gesture/association review, scaffolded
language manipulation activities, questions based on the play, teacher-led self- expression, music/dance, spontaneous communication, games (e.g.
Monsieur dit/Simon says), oral storytelling (plus retelling and extension), written storytelling (plus retelling and extension), creative improvisational
storytelling, cultural activity, grammar refinements (in context, oral and written), play/dance presentations (in-class and to other audiences), portfolio
presentations to parents and other family members, evaluation (self/peer/parent).
Differentiation: (Supported, basic)
Differentiation: (Core, regular)
Differentiation: (Extended, no support)
2A Choisis le bon mot (Choose the correct word)
3A Mets les mots en ordre/put the words in order
4A Les phrases bizarres (Strange sentences)
5A Les questions partielles (Partial questions)
6A Les questions totales (Total questions)
Choisis le bon mot (Choose the correct word)
Mets les mots en ordre (Put the words in order)
Les phrases bizarres (Strange sentences)
Les questions partielles (Partial questions)
Les questions totales (Total questions)
Choisis le bon mot (Choose the correct word)
Mets les mots en ordre (Put the words in order)
Les phrases bizarres (Strange sentences)
Les questions partielles (Partial questions)
Les questions totales (Total questions)
Books / BLMs
Vocabulary in Sections A to E,
Comment y aller? (PowerPoint and
condensed play script, Ppt of
Song). Video of Play and
Song/Dance.
Learning Objects
Web Links
Language Perfect
Edstudio
Other
Students My Documents folder
Sample content:
Les mots de section B (The second of five sections in this unit)
excité(e)
montre
nouveau (nouvel)
nouvelle
habite
Québec
(le) Canada
Paris
(la) France
decide de
près de
loin de
y
(le/un) pied
vrai
conduit
(l’/une) auto
(la/une) policière
(la/une) rue
Ça marche.
Ça ne marche pas.
vraiment
dommage
quand même
(le/un) train
(le/un) conducteur
(le/un) bateau
(le/un) capitaine
en haut
en bas
vole
(le/un) ciel
dedans
(le/un) extraterrestre
(la/une) soucoupe
volante
(la/une) terre
arrive
parti(e)
(l’/un) avion
te
quelque
quelque chose
quelqu’un
Language Manipulation Activities - Sample questions and differentiation examples (below):
Exercise 2A: Choisis le bon mot
(Choose the right word)
Regular
8
La première personne que Marie voit dans l’histoire est ______________________ (un conducteur, une
policière).
Exemple : La première personne que Marie voit dans l’histoire est une policière.
9 La policière _____________ (conduit, casse) une auto.
10 Marie dit à la policière: «Oh, je suis ___________________ (triste, fatiguée).»
Adapted
La première personne que Marie voit dans l’histoire est ______________________ (un conducteur, une
policière).
9 La policière _____________ (conduit, casse) une auto.
10 Marie dit à la policière: «Oh, je suis ___________________ (triste, fatiguée).»
8
Extended
8 La première personne que Marie voit dans l’histoire est ______________________ .
9 La policière _____________ une auto.
10 Marie dit à la policière: «Oh, je suis ___________________ .»
Exercise 3A: Mets les mots en ordre
(Put the words in order)
Regular
8.
conducteur
Je
Le dit: désolé.
suis
Exemple: Le conducteur dit: Je suis désolé.
9.
voit
10. et
Marie
saute
un
capitaine
Marie
nage
qui
dans
un
conduit
l’eau
nage.
bateau.
et
Adapted
8.
2
4
1
3
conducteur
Je
Le
dit:
9.
2
voit
10. 5
et
1
6
5
désolé.
suis
3
4
5
7
6
8
Marie
un
capitaine
qui
un
conduit
bateau.
2
1
6
3
4
8
7
saute
Marie
nage
dans
l’eau
nage.
et
Extended
8.
conducteur
je
9.
voit
un
capitaine
Marie
nage
10. et
Marie
saute
le dit désolé
qui
dans
suis
un
conduit
l’eau
nage
bateau
et
Exercise 4A: Phrases bizarres (Strange sentences)
Regular: Ecris une bonne phrase (Write a ‘correct’ sentence)
8
Le conducteur et Marie courent ensemble. e.g. Marie monte dans le train avec le conducteur.
9
La policière dessine un chien sur une très grande feuille de papier.
10 Marie donne un petit bateau à Zozo devant la maison de Pierre.
Adapted: Copie la phrase dans ton cahier et fais un dessin de la phrase
(Copy the sentence in your exercise book and draw a picture of it)
8
Le conducteur et Marie courent ensemble.
9
La policière dessine un chien sur une très grande feuille de papier.
10 Marie donne un petit bateau à Zozo devant la maison de Pierre.
Extended: Ecris une phrase bizarre et fais un dessin de la phrase
(Write/make up a ‘strange sentence’ and draw a picture of it.)
13
14
15
Exercise 5A: Les questions totales
Regular/Extended
8
Est-ce que Marie est une fille ou un garçon?
9
Après que Marie pense un peu à son problème, est-ce qu’elle décide d’aller à Paris en avion ou à pied?
10
Après que Marie commence à marcher, est-ce qu’elle voit quelqu’un qui casse une auto ou conduit une auto?
Adapted
8
Est-ce que Marie est une fille ou un garçon?
Mets Est-ce que et ou dans la poubelle. Choisis la bonne réponse !
Exemple: Marie est une fille.
9
Après que Marie pense un peu à son problème, est-ce qu’elle décide d’aller à Paris en avion ou à pied?
10
Après que Marie commence à marcher, est-ce qu’elle voit quelqu’un qui casse une auto ou conduit une auto?
Exercise 6A: Questions partielles
Regular
2 Qui habite à Québec?
8 Où est Paris?
14 Qu’est-ce que la policière dit quand elle voit Marie?
Adapted
2 Qui habite à Québec? M_______ habite à Québec.
Exemple: Marie habite à Québec.
8 Où est Paris? Paris est __ F_____
14 Qu’est-ce que la policière dit quand elle voit Marie? Quand elle voit la policière, Marie dit :
B_______ p________, j_ m’_______ M____.
Extended
2 Qui habite à Québec?
8 Où est Paris?
14 Qu’est-ce que la policière dit quand elle voit Marie?
Checklist of contents in Year 6 & Year 7 Student Folders (Year 7 in italics) - Sheets are to be glued in, in exercise books as appropriate.
Nine lists of words (in sections A, B, C, D, E, F, G, H, I )
Five lists of words (in sections 2A, 2B, 2C, 2D, 2E )
The condensed script of the play ‘Les Trois Petits Cochons’
The condensed script of the play ‘Comment y aller?’
A set of seven puppets, named, in plastic bag.
A set of six puppets, named, in plastic bag.
Language manipulation activities 2A to 6A (completed)
Language manipulation activities 2A to 6A (completed)
Language manipulation activities for assessment 2B to 6B (completed)
Language manipulation activities for assessment 2B to 6B (completed)
A copy of the ‘Les Trois Petits Cochons’ song
A copy of the ‘Comment y aller?’ song
Drafts of two pen friend letters, the good copies being posted to France, (the first is done in August using the MLTAQ Speech Contest Year 6 Speech as a template, the second,
in November) Drafts of two more pen friend letters, the good copies being posted to France, (the third is prepared in February, the fourth and final letter is prepared in May)
The first letter from their French pen friend (usually received in October)
Three more letters from the French pen friend (received in January, March and April)
An edited PowerPoint presentation about themselves, with content from letters as and when the related topic features in the pen friend project.
A Year 6 ‘fiche bancaire’ accounting for all the motivational Euros they have amassed in readiness for the two end of semester auctions
A Year 7 ‘fiche bancaire’ accounting for all the motivational Euros they have amassed in readiness for the two end of semester auctions
End of Semester reflection sheets (in French)
End of Semester reflection sheets (in French)
A parent observation sheet giving feedback about the student’s portfolio presentation performed at home.
A parent observation sheet giving feedback about the student’s portfolio presentation performed at home.
In each year, student folders may also contain preparatory drafts and (for successful students) certificates earned in the annual MLTAQ Sunshine Coast Branch Poster Competition
(Term 1) and/or Speech Contest (Term 3). Some will also hold certificates earned in the Language Perfect online World Championships (Term 2). Blank masters and completed
copies of all activities are also saved in student ‘My Documents’ folders on the school intranet. They are also accessible through ‘Edstudio’ and upon completion may be uploaded
to the drop box.