French

Long Range Plan

Grades 3, 4 and 5

School year: 2013-2014

Amina Ould-brahim, OCT

PhD, B.Ed.

French teacher, Science Coordinator

Contents

Resources ……………………………………………………………………………..

Yearly plan …………………………………………………………………………...

Time table …………………………………………………………………………….

Grade 3 ………………………………………………………………………………

Grade 4 ………………………………………………………………………………

Grade 5 ………………………………………………………………………………

Resources :

1- Ontario Curriculum : French as a second language

2- Supporting Teaching and Learning in core French , Junior Kindergarten to Grade 3, 2010, OCDSB

3- L’Envolée du Français : Editions à reproduire, Edition de l’envolée.

4- Aim Language curriculum:

Student book, teacher resource book, C.D, DVD

5- Jeux éducatifs

6- Web sites : www.nospetitsmusulmans.com, www.aimlanguagelearning.com

7- Popular Book Company (Canada Ltd. ( 2012), Complete French Smart,

French Curriculum - Yearly Plan

2013/2014

	September - November	December - March	March - June
Grade 3	Les Trois petits cochons	Les Trois petits cochons / Le chat et la lune	Le chat et la lune
Grade 4	L’arbre Ungali	L’arbre Ungali / Les animaux du Bayou	Les animaux du Bayou
Grade 5	Un Jour Bizarre	Un Jour Bizarre / Chat Angora	Chat Angora

Grade 3

By the end of Grade 6, students will:

• A1. Listening to Understand: listen in order to demonstrate understanding of French oral text

• A2. Listening to Interact: use listening skills and strategies in French, in order to participate in classroom activities

• B1. Speaking to Deliver a Message: communicate information orally in French

• B2. Speaking to Interact: use speaking skills and strategies in French with teachers and peers

• C1. Reading for Meaning: read and demonstrate understanding of a variety of French language text, applying a range of strategies to construct meaning

• C2. Reading with Fluency: use knowledge of words and cueing systems to read French with fluency

• D. Writing to Communicate: use strategies appropriate for beginning writers

	Unit Description	Curriculum Specific Expectations	Assessment
Term 1 + half term2	-Story 1: Les Trois Petits Cochons In this traditional story, the three little pigs set out to build their own houses. The first built a house of straw, the second built a house of wood and the third built a house of bricks. The wolf arrives at each house and blows down the 2 first houses because they are built out of weak material. The first and the second pigs each run to the brick house of the third pig that put a pot of hot soup on the fire. When the wolf comes to blow down the third house, he cannot because it is made of bricks. He climbs to the roof and goes down the chimney but he falls into the pot of hot soup and leaves the house, running out of the door. The three pigs happily wave good bye to the wolf as he runs off. Teacher-led activities : Ø Gesture teaching: Word – gesture association to carry the word meaning. Ø Gesture teaching and review. Ø Kinesthetic review for high - frequency words (mainly use for diagnostic assessment) Ø Play rehearsal: teacher introduces the play with puppets. Ø Play rehearsal with gestures Ø View the play on DVD. Ø Play questions ; use of ça, c’est Ø Play rehearsal: reading the story. Ø Choisis le bon mot: oral and written. Ø Mets les mots en ordre; oral and written, sentence structure. Ø Les phrases bizarres: reading comprehension Ø Questions totals: oral and written (question – statement). Ø Les questions partielles: sentence structure and analyzing information. Ø Retelling the story. Language Conventions ; Ø Spelling of some high frequency – words. Ø Orthography of the sounds o (o, eau, au), ou, f, ph. Ø Use of complete sentences in oral and writing. Ø Question with “est-ce que..?” orally and writing (recognition). Ø Masculin – feminin : le, la, un, une Ø Personal pronouns : je, tu, il, elle Ø Use of some common verbs in oral expressionand reading. (avoir, etre, pouvoir, vouloir, jouer, boire, manger, ecouter, oublier,dessiner, colorier, ecrire, lire, travailler)	3A1.1: Identify words and/or phrases in order to understand oral French text 3A1.2: Demonstrate understanding of short oral French text, presented clearly and at a deliberate pace by familiar speakers 3A2.1: Listen to information provided in French by face-to-face speakers in order to respond to factual questions. 3B1.1: Communicate orally in French using words and/or complete sentences while participating in classroom activities 3B1.2: Respond orally in French to a variety of text to convey information 3C1.1: Begin to recognize and/or read a variety of familiar French words and/or phrases and demonstrate understanding 3C1.2: Identify different purposes for reading and choose different forms of French reading materials appropriate for those purposes 3C1.3: Identify reading comprehension strategies and use them before, during, and/or after reading to understand text 3C1.4: Demonstrate understanding of French text by retelling a story and/or restating information from a text 3C2.1: Begin to recognize and/or read words from their French oral repertoire in a variety of reading contexts 3D1: Spell some familiar French words correctly and use a variety of strategies to spell unfamiliar words. 3D1.2:Begin to write simple messages in French using a combination of pictures, symbols, letters, words and/or sentences	Diagnostic: Kinesthetic review: teacher does the gestures and students say the words and do the gestures. Oral questioning. Formative: Spelling test In class work. In class participation Using French spontaneously with teacher and peers. Summative: ( subject to modification) Test 1: choisis le bon mot, les mots en ordre and vocabulary Test 2 : Les questions totales Test 3 : Les questions partielles. Oral test : retelling the story Play presentation
Term 3 + half term 2	-Story 2: Le chat et la lune This story is an adaptation of a traditional fairy tale. A cat sees the reflection of the moon in the water and thinks that the moon has fallen in. Each of the dog, the sheep and the horse want to help but they all think the moon has fallen in the water because they see that its reflection is still in the water. The fur animals run to the castle to speak to the king. He follows the animal to the water and he also sees the moon in the water. The king, who is an intelligent man, thinks how to solve the problem. While he is thinking, he looks up to the sky. The animals follow his gaze and see the moon in the sky. The king tells them then that the moon is always in the sky. The animals are so happy that they hug the king and thank him for having shown them that the moon has not fallen into the water. Teacher-led activities : Same activities as the first unit and Ø Games: frappe les mots (teacher says or gestures a word and one student finds it on the board), competitions between groups: teacher gestures an expression and the group must say it., Madame dit (version of Simon says). Ø Story retelling: class cooperative writing. Language structures: Same activities as the first unit and Ø Les contraires (the opposites) Ø The use of: mais, alors, et. Ø Adjectives: form masculine and feminine (e) Ø Plural with s	Same as unit one plus: . 3A1.3: Use information and ideas from oral French text in order to make simple predictions and/or inferences 3A2.2: Listen to information provided in French by face-to-face speakers in order to respond with personal ideas and/or opinions 3B2.1: Use information and ideas to engage in guided and/or spontaneous interaction in French in familiar contexts 3B2.2: Use verbal cues, non-verbal cues and/or visual aids to engage in guided and/or spontaneous interaction in French in familiar contexts 3C2.2: Begin to predict the meaning of and read unfamiliar French words using different types of cues – semantic (meaning), syntactic (language structure) and/or graphophonic (phonological and graphic 3C2.3: Begin to read familiar French language words and/or text with expression and/or without hesitation 3D1: Spell some familiar French words correctly and use a variety of strategies to spell unfamiliar words. 3D1.2: Begin to write simple messages in French using a combination of pictures, symbols, letters, words and/or sentences. 3D1.3: Begin to experiment with a variety of simple writing forms for different purposes in a variety of contexts	Diagnostic and formative are the same as first unit. Summative: (subject to modification) Test 1: choisis le bon mot, les mots en ordre and vocabulary Test 2 : Les questions totales oral and written Test 3 : Les questions partielles. Choisis le bon mot oral Oral test : retelling the story Play presentation Participation in the cooperative writing. Maybe a final writing project?

Grade 4

By the end of Grade 4, students will:

• talk about familiar topics, using very simple phrases and sentences;

• listen to short, very simple oral texts, and respond to specific simple questions;

• read a variety of very simple materials, 50 to 100 words long, containing basic learned vocabulary, and demonstrate understanding;

• write very simple texts and responses following a model;

• identify and use the vocabulary and the grammar and language conventions appropriate for this grade level.

	Unit description	Curriculum Expectations	Assessment
Term 1 + Half term 2	-Story 1: L’arbre Ungali The story is adapted from a traditional African tale that takes place during a drought. At the beginning of the story, animals express their concerns over of rain. They look for a solution to their problem. The turtle proposes to seek the lion ‘help because he is the king. The cheetah goes first because he is the fastest of them. He sees the lion who tells him that he should go to the magic tree Arbre Ungali and the magic tree can help the animals. But on his way, he falls, forgets the name of the tree and returns back to the animals. Each animal takes turn in going to the Lion but they all fall in their way to the tree and forget its name because they run very fast. Finally, it’s the turtle turn to go to the lion and she is able to make it to the tree because it walks and talk to it. The tree tells the turtle to return to its friends and to tell them that it has spoken to the tree. The turtle returns to its friends. As it tells them about the tree, it starts raining. PS. We have a discussion about this story with the students questioning about the magic of the tree. The purpose of the discussion is to have students award that the power is to God not to anyone or anything else. Teacher-led activities : Ø Gesture teaching: Word – gesture association to carry the word meaning. Ø Gesture teaching and review. Ø Kinesthetic review for high - frequency words (mainly use for diagnostic assessment) Ø Play rehearsal: teacher introduces the play with gesture Ø Play rehearsal with gestures Ø Reading the play with gestures Ø Play total questions oral Ø View the play on DVD. Ø Play rehearsal: reading the story. Ø Choisis le bon mot: oral and written. Ø Mets les mots en ordre; oral and written, sentence structure. Ø Les phrases bizarres: reading comprehension Ø Questions totals: oral and written (question – statement). Ø Les questions partielles: sentence structure and analyzing information. Ø French Africa cultural activity. Ø Retelling the story. Cooperative writing Ø Story extension. Cooperative creative writing Ø Games: competition between groups, Madame dit… Language structures: Ø Some verbs at the present tense. Avoir, etre , first group Ø Noun: masculine, feminine. Singular, plural Ø Adjectives: masculine, feminine. Singular, plural Ø Articles le, la, les, un, une, des. Ø Prépositions : sur, sous, dans, de Ø Interrogative construction (est-ce que, combien, pourquoi, etc.) Ø The opposites Ø Double verb construction. Oral Ø Mais, peut-être, et, alors, puis, dommage	4O1: follow basic classroom instructions; 4O2: ask very simple questions, and ask for repetition to clarify understanding; 4O3: use visual and verbal cues to understand what they hear, following repetition (e.g., gestures, facial expressions, tone of voice); 4O4: use some conventions of oral language (e.g., pronunciation, intonation) to speak in rehearsed contexts; 4O5: respond briefly to oral texts (e.g., answer short, simple questions; act out the words of a song);. 4O6: give an oral presentation of up to five sentences in length (e.g., a description of themselves, skits, songs); 4R1: read aloud familiar material, using correct pronunciation and intonation; 4R2: read at least six simple passages or stories (e.g., greeting cards, song lyrics), 4R3: read and respond briefly to written materials (e.g., answer short questions, fill in missing words, draw a picture, select answers); 4W1: copy and write simple words, phrases, and short sentences and questions, using basic vocabulary and very simple language structures; 4W2: write responses to very simple questions;. 4W3: write, using a model, a first draft and corrected version in guided and cooperative writing tasks (e.g., greeting cards); 4W4: use and spell the vocabulary appropriate for this grade level.	Diagnostic and Kinesthetic review: teacher does the gestures and students say the words and do the gestures. Oral questioning. Formative: Spelling test In class work. In class participation Using French spontaneously with teacher and peers. Summative: (subject to modification) Test 1: choisis le bon mot, les mots en ordre and vocabulary Test 2 : Les questions totales oral and written Test 3 : Les questions partielles. Choisis le bon mot oral Oral test : retelling the story. Play presentation Participation in the cooperative writing. Maybe a final writing project?
Tem 3 + Half Term 2	-Story 2: Les animaux du bayou This story is about friendship. The animals that live in the bayou are all good friends and enjoy spending time together. It’s Suzie the mouse birthday and on this special occasion she wants to spend time with her friends. Her friends, the lizard, Louis the frog and the alligator are sick or busy and refuse to invite her over in their houses. Very sad, the mouse returns to her place and to her surprise, when she opens the door of her house, all her friends greet her with presents and a party. Teacher-led activities : Same as first story, plus Ø Les phrases coupées (Reading comprehension) Ø Past tense of the high-frequency verbs (oral) Ø Describe a picture and draw it Language structures: Ø Double verb construction using verbs (implicit) Ø Negative form “ne……pas” Ø Question form ”Est-ce que..? Ø Expression “parce que…”	Same as first unit, plus: 4O7: make simple revisions to oral language in form and content (e.g., correct use of (gender), using feedback from the teacher. 4R4: use all available cues (e.g., visual cues, knowledge of basic sounds, and context) to determine meaning.	Same as first story

Grade 5

Overall Expectations

By the end of Grade 5, students will:

• listen to and talk about short, simple oral texts dealing with familiar topics;

• read a variety of simple materials, 100 to 150 words long, and demonstrate understanding;

• write ideas and facts, or provide written responses to simple questions, using simple sentences;