Chez moi

Paris Granville and Pat Bruce

Language: French Grade Level: Middle School Theme: Home General Objectives: Students will describe a home in French including the furniture and the rooms. Lesson Length: One week

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Introduction

This unit is developed for Middle school students who have studied French for at least a semester. These students would already be able to express their likes and dislikes, their wants and needs, and exchange basic personal information. It is not necessary for the students to understand every vocabulary word or verb tense in the story. Based on the story, Il y a un alligator sous mon lit, the unit ties together the language of home, family, and actions (verbs). These are all part of any beginning curriculum. Although this story is written for younger children, it allows for discussion common fears. In essence it is a coming of age story about tackling problems all on ones own. These themes are of intrinsic interest to the middle school student. This thematic unit allows our students to go beyond the textbook. When they use their language skills to discuss their fears, their home, and their family, they focus on content of the communication rather than on the semantics. Ironically, so does the teacher. This encourages the students to create with language. Indeed, sometimes the results are non-communication, but it allows the students to play with language real world situations. The first question that we face as middle school teacher is: How do I find time to fit this into the curriculum? The answer lies in redefining your objectives based on functional outcomes rather than the scope and sequence of the textbook. Thus this thematic unit replaces some of the textbook activities and gives the students an experience with the language that will transfer when similar vocabulary and structures are encountered in the textbook. Additionally, the students are often motivated by the change of pace teaching in this way provides. Some students who are not as successful learning language with a textbook might even excel while learning through a thematic unit.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Unit Organization

National Standards 1.1 1.2 1.3 4.2 5.1 5.2

Langage Il y a... Jai peur. Chez moi, Quest-ce que cest

Vocabulaire pices de la maison meubles peurs

Chez moi

Activities
diffrences entre la salle de bain et les toillettes bote de mystre dicte illustre les peintures clbres amnagement dAlbert Alligator les effets sonores identifiez les photos

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Chez moi Unit Plan Inventory

(Adapted for TL 4892/4049 from the work of C. Pesola Dahlberg, 1996)

Activities/Standards Assessments Rooms of the House

1. Mime actions of the Rooms 2. Natural Approach questions 3. Paintings of Rooms

Functional Language
Recognize the rooms Recognize the rooms Identify the rooms

Vocabulary
9 rooms 9 rooms 9 rooms

Grammar Structures
Lesson 1
Chez moi Chez moi Chez + name

Content
Listening skills

Culture

Materials
Flashcards of rooms Flashcards of rooms Paintings from Francophone Artists Tape of sounds Floor plan

Social Studies Fine Art of Art the cultures

4. Sounds of the Rooms 5. Labeling the rooms of the house Assessment: Students identify orally the rooms of the house

Recall the rooms Sight read the rooms Recall the rooms

9 rooms 9 rooms

Voici Quest-ce que cest Quest-ce que cest

Thinking skills Sight reading

Typical French floor plan

9 rooms

Flashcards Checklist

Furniture
1. Review Rooms of House 2. Natural Approach questions Identify the rooms Recognize the furniture 9 rooms Furniture

Lesson 2
Quest-ce que cest un, une, des Typical French rooms Categorizing Flashcards of rooms Doll furniture or flashcards

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Activities/Standards Assessments
3. Comparing French and American bathrooms 4. Moving In: Furnishing Rooms

Functional Language
Recognize furniture and rooms Recognizing commands, vocabulary Identify furniture Reading Strategies

Vocabulary
Furniture and rooms

Grammar Structures
Il y a

Content

Culture
Bathrooms in France

Materials
Photos of French and American bathrooms Albert the Alligators house and furniture Doll furniture, Mystery box Reading strategies, Word bank Descriptions Pair Activity: 2 empty homes Illustration and dictation script Furniture copying quiz Checklist

Furniture and rooms

Commands and prepositions of location

Following Logical Directions Thinking Skills Reading Strategies

French furnishings

5. Mystery Box 6. Reading Room Descriptions

Furniture

7. Pair Activity: Furnish Identifying a Home vocabulary

Quest-ce que cest? Furniture, rooms, Il y a colors, descriptive words Rooms and Il y a Furniture

Typical French rooms

8. Illustrated Dictation

9. Label furniture by copying Assessment: Identify furniture orally.

Sound and symbol relationship Sight reading Identify furniture

Furniture and rooms Furniture Furniture

Il y a, prepositions of location

Interpersonal skills, asking clarifying questions Listening skills Sight reading

The French Dicte

Il y a

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Activities/Standards Assessments Il y a un alligator story

1. Where is Albert? 2. Anticipation guide: What makes you afraid 3. Graphing Fears

Functional Language

Vocabulary

Grammar Structures
Lesson 3
O est Albert ? Jai peur...

Content

Culture

Materials

Identifying location Expressing fears Expressing fears Receptive

Rooms and furniture Fears

Common fears Common fears, Graphing Listening strategies

French Houses Expressing fears the French way

Fears

Jai peur...

4. Tell the story with illustrations

House, rooms, story vocabulary

Il y a

Alberts house and furniture Anticipation guide and post-it notes Anticipation guide and post-it notes Story Flashcards, Listening strategies

5. Retell the Story as Students do actions 6. Students sequence the Flashcards and match to sentence strips Assessment: Students match pictures from the story with their descriptions

Receptive Sight reading

House, rooms, story vocabulary House

Il y a Il y a

Listening strategies Reading strategies, sequencing Reading Strategies

Story Flashcards, sentence strips Quiz

Receptive

Story vocabulary

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Activities/Standards Assessments Post Reading Activities

1. Reading Action Chain 2. Character Map

Functional Language

Vocabulary

Grammar Structures
Lesson 4
Commands

Content

Culture

Materials

Reading Strategies, Sight reading

Quand, commands, story vocabulary Story vocabulary

Il y a

Reading Strategies, Sequencing Character development Thinking Skills

3. Retell the story with errors 4. True/False sentences

Receptive
Presentational

Story vocabulary True False Story vocabulary Fears

Il y a Il y a Il y a

Script, Props, Reading Action cards Character map graphic organizer Story pictures Note cards

Presentational 5. Write a note to another teacher warning them about a monster Written Final Assessment: Students write and expression original story based on scaffold.

Written Expressing communicatio fears the n French way Story structure

All previous

Il y a, Agreement

Butcher paper markers, crayons, model Story scaffold

Outcomes (Language content, culture)

Students will describe a home in French including the furniture and the rooms.

Final Evaluation
Original Story based on Story Scaffold.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Lesson Plan 1: The Rooms of the House Activities

1. Teacher introduces the rooms of the house by miming an action for each room. -La cuisine (mime stirring a soup) -Le garage (mime driving a car) Students imitate teacher. Gradually teacher stops doing the action and just says the word. Teacher can then check for understanding of the whole class, rows or individual students simply by saying the word. Teacher asks Natural Approach questions of students to help them identify the rooms in French. -Est-ce la cuisine? -Est-ce le salon ou le garage? -Quest-ce que cest? Teacher will show paintings by Francophone artists of rooms of the house. Students will identify the room. (see page 14) Teacher will play sounds effects of various places in the home. Students try to guess the room. Students label the rooms on a house plan by choosing and copying words from the word bank. (see page 16)

Objectives
Students will aurally and writing identify the rooms of the house.

Standards
Standard 1.2: Students understand and interpret written and spoken language pertaining to the rooms of the house. Standard 4.2: Students demonstrate understanding of the concept of home through comparisons of the paintings of Francophone homes and their own.

2.

3.

Language
la cuisine le garage le jardin lescalier Est-ceou ? la chambre le salon la salle de bains les toilettes le vestiaire Chez moi Est-ce ? c est Quest-ce que cest ?

4.

5.

Materials
Flashcards of rooms Paintings by Francophone Artists (see page 14) Tape of Sound Effects Tape recorder House Plan worksheet (see page 16) Oral Assessment checklist (see page 17)

Assessment
Students identify the rooms of the house orally. This is assessed both constantly during the lesson and with a checklist. (see page 17)

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Lesson Plan 2: Furniture Activities

1. 2. 3. Review the rooms of the house by showing the pictures and having the students name the rooms. Teacher introduces the furniture using the natural approach questions. Teacher shows two different photos: one of an American bathroom, one of a French bathroom. Students are asked, Quelle est la diffrence? The teacher and students discuss in French the differences: no toilet, a bidet. Teacher can briefly describe in French the purpose of the bidet depending on the maturity of the students. Moving In: Students follow directions to furnish rooms in Albert the Alligators house. For example the teacher might say, Met le frigo dans la chambre. The student would then put the refrigerator transparency piece on the room. If the student hesitates the teacher can describe the room further by color or contents. Students touch doll furniture in a mystery box and guess to identify it based on feel. Students read and identify descriptions of rooms. (see page 20) Pair Activity: Each student receives 2 blank houses. They draw furnishings in one of the houses. Without showing their house to their partner they describe the location and furnishing in the house. The partner attempts to draw the house according to these directions. Teacher models the procedure beforehand with a student. (see page 21) Dicte Illustre: While looking at an illustration of a house, the students copy down the short paragraph that the Teacher reads. Immediately afterward the teacher displays the correct paragraph. Students correct their own work. They are graded on their final correction. (see page 25) Students label the furniture by choosing and copying words from the word bank. (see page 27)

Objectives
Students will recognize the furniture and rooms of the house in French

Standards
Standard 1.1: Students engage in conversations, provide and obtain information in order to furnish a house. Standard 1.2: Students understand and interpret written and spoken language on pertaining to the rooms of the house and their furnishings. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of French and American bathrooms.

4.

Language
Une chaise Une table Un canap Un lit Un tlvision Un ordinateur Un tlphone Un magntoscope Un fauteuil Une chane stro un frigo Une lampe une commode une baignoire Les toilettes Un bidet Il y a Dans gauche (de) droite de Sur sous

5. 6. 7.

Materials
Flashcards of house and furniture Photos of a French and American bathroom Albert the Alligators empty house transparency & furniture (see page 18) Doll furniture & Mystery box Room Descriptions (see page 20) Pair activity: 2 Empty houses (see page 21) Dictation paragraph & illustration (see page 25) Furniture and word bank (see page 27)

8.

9.

Assessment
Students identify the furniture orally. This is assessed both constantly during the lesson and with a checklist. (see page 17)

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Lesson Plan 3: Il y a un alligator sous mon lit Activities

1. Review the rooms of the house and the furniture in Alberts House. Students try to guess where Albert is hiding. Albert is stuck with double-sided tape on back of one of the pictures. Anticipation guide: Students write three fears on a post-it note. Using the conversation guide students share their fears with their partner. (see page 28) Following the directions of the teacher in French the students post their fears on a large graph. Students and teacher discuss the most and the least common fears comparing with other classes. Teacher tells the story Il y a un alligator sous mon lit with the illustrations and words. The teacher retells the story with two students acting it out: one the alligator, the other the young boy. Students put nine of the pictures in order. Then they match the sentence strips to the illustrations.

Objectives
Students will listen and read the story

Standards
Standard 1.1: Students engage in a conversation to their express feelings and emotions about their fears. Standard 1.2: Students understand and interpret written and spoken language pertaining to the story

2.

3.

Language
du noir des monstres de lincendie Jai peur des fantmes des serpents des insectes des souris daccident dautre chose Je nai pas peur

4. 5.

6.

Materials
Albert the Alligators house & furniture Fears conversation guide (see page 28) Post-it notes & graph Il y a un alligator sous mon lit story Nine Story illustrations and sentence strips Quiz: Story illustrations and text (see page 29)

Assessment
Students match the text of the story to the appropriate illustration. (see page 29)

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Lesson Plan 4: Post Reading Activities Activities

1. Reading Action Chain: Teacher places the bed, refrigerator, garage, and sack on the board. Students receive a card and prop. Students are instructed to read the contents of their action card and follow the directions at the given time. Teacher reads the story script pausing when indicated in the script. The student with the appropriate action card then follows those directions to advance the story on the board. (see page 30) Character Map: Students write any and all words that they can think of on the character map graphic organizer. The teacher and class discuss the character map. For example students might say animal, mchant, vert for the alligator. Or they might say a complete sentence such as, Le garon a peur. de lalligator (see page 33) The teacher retells the story with errors. All students indicate these by privately signaling thumbs up and down. Teacher calls on someone indicating the correct signal to make the corrections in French. (see page 34) Students write a sentence about the story that is either true or false. They read their sentence and a volunteer identifies it as vrai or faux. In groups the students follow the pattern to write a note warning another teacher in the school about a danger. They then post it on that teachers door and record their reaction. (see page 35)

Objectives
Students will create their own story about being afraid

Standards
Standard 1.2: Students understand and interpret written and spoken language pertaining to the story Standard 1.3: Students present information, concepts, and ideas to other students, the teacher and other teachers about fears. Standard 5.1: Students use the language both within the school setting but beyond the classroom by placing warning in French around the school. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

2.

3.

Language
du noir des montres de lincendie Jai peur des fantmes des serpents des insectes des souris daccident dautre chose Je nai pas peur

4.

Materials
Reading Action chain Script, cards and props (see page 30) Character map graphic organizer (see page 33) Story with errors (see page 34) Note pattern and directions (see page 35) Model note Story scaffold and directions (see page 37)

5.

Assessment
Students write and illustrate and original story using the story scaffold. (see page 37)

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Ideas for Horizontal Expansion

Post Reading Activities

Activities in the home

Students learn typical activities that take place in the home Students share their likes and dislikes of these activities

Description of the home

Students learn several descriptive adjectives that apply to different types of homes. Students describe real homes from the Internet. Students describe their ideal home. Students select their preferred home from among several real houses for sale in France

Comparisons of homes around the world

Students describe various homes from around the world Students guess where they are from Students meet the families that live in these homes Students discuss the possible reasons for different types of home: culture, weather, tradition

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Paintings by Francophone Artists

Directions: Show paintings to the students. Ask them what room they think is illustrated. You could then proceed to tell them the name of the artist and his origin in French. Let students guess the name of the paintings from a list of titles. Below is a suggested list of works of art to get you started. Also listed are several URLs to allow you easy access to these works on the web. Many of the more recent works are not yet in the public domain. Whenever possible please give credit to the owners of the work. Indications : Montrez les peintures aux lves. Demandez-leur quelle pice estce. Si vous choissiez vous pouviez continuer en franais. base dune liste de titres, les lves peuvent deviner quel est le vrai titre de luvre. Ci-dessous, il y a une liste duvres comme point de dpart. Comme ressource, il y a aussi des adresses des sites de lInternet o ses uvres sont exposes. Rappelezvous que plusieurs de ces uvres rcentes ne sont pas encore dans le domaine public. Il faut toujours citer les propritaires dans la mesure du possible. Possible Works of Art
Le petit jardinier, Frdric Bazille (franais de Montpellier) Museum of Fine Arts, Houston Maison et ferme du Jas de Bouffan, Paul Czanne (franais de Aix en Provence) Narodni Galerie, Prague Les valeurs personnelles, Ren Magritte (Belge) San Francisco MOMA Golconde, Ren Magritte (Belge), La collection Menil, Houston, Texas Scne de la rue 2, Yordon Dabady (hatien) la ville, Etienne Chavannes (hatien) Rception, Wilson Bigaud (hatien) Femme pluche un fruit, Gary Channel (hatien) Scne du Cap-Hatien, Garry Dorsainvil (hatien) Paris travers ma fentre, Marc Chagall (russe) Guggenheim Museum, New York La maison bleue, Marc Chagall (russe) Muse des Beaux-Arts, Liege La mort de Marat, Jacques-Louis David (franais) Fille et Lit, Marcel Duchamp (franais) Philadelphia Museum of Art Harmonie en Rouge, Henri Matisse (franais) Hermitage Museum, St Petersburg Giverny, Claude Monet (franais) Pain et des fruits sur une table, Pablo Picasso (espagnol) Kunstmuseum, Basel Arles, Vincent van Gogh (hollandais) Le djeuner, Pierre-Auguste Renoir (franais) The Barnes Foundation, Merion, Pennsylvania

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Le repas des paysans, Louis Le Nain (franais) Muse du Louvre, Paris

Web addresses

http://www.artchive.com/core.html (exhaustive archive with excellent quality works and full source documentation) http://www.bertc.com/magritte_menu.htm#x (Magritte specific site) http://www.artonline.it/ (Nice general site if you can read Italian) http://sunsite.auc.dk/cgfa/index.html (general site in English) http://www.si.umich.edu/Art_History/demoarea/htdocs/index.html (art image browser) http://medalia.net/ (Haitian art for sale) http://www.egallery.com/haiti.html (Haitian art good biographical information on the artists) http://www.folkart.com/~latitude/stsurin/ (Haitian art)

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Le plan de la maison
Directions: Copy the labels for the rooms of the house in the rooms that they name. Indications : Copiez les mots dans les pices quils nomment. Pices la cuisine le garage le salon

la chambre le jardin les toilettes

lescalier la salle de bains le vestiaire

1. 3.

5.

2.

4. 6.

7.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Oral Check List for Lessons 1 and 2

Directions: The teacher briefly interviews each student by asking them to identify a picture of a room of the house. Begin by asking the difficult What question. If the student fails to respond then ask a simpler Either/or question. If the student still fails ask a simple Yes/No question. These are the Natural Approach questions asked in the opposite order of that used for instruction. Teacher checks off the level of question answered. There is also and extra space to mark pronunciation. This simple mark simply records if the word was pronounced in such a way as to be understood by a native speaker used to dealing with foreigners. Indications: Le professeur interviewe brivement chaque lve en demandant quils identifient une image dune pice de la maison. Il commence par poser la question difficile, Quest-ce que cest ? Si llve ne rpond pas, il pose une question soitsoit Si llve ne rpond toujours pas, posez une simple question oui/non. Ce sont les questions de lapproche naturelle dans lordre oppos de ceux utiliser pour enseigner. Le professeur cocher la case qui correspond au niveau de rponse. Il y a aussi une case pour marque la prononciation. Cest une marque simplement gagner si la rponse pour tre comprise par un francophone natif qui a lhabitude des trangers. # 1 2 3 4 5 What Either/Or Yes/No No Answer Pronunciation

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Moving In: Alberts House

La chambre

Le salon

La salle de bains

Les toilettes

La cuisine

Le jardin

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Moving In: Alberts Furniture

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Quelle pice ?
Directions: Read the following descriptions then write the name of the room described in French. Indications : Lisez les descriptions suivantes puis identifiez la pice dans le tiret. 1. Dans cette pice il y a un canap futon et un fauteuil beige. Cest trs styl. Sur les murs il y a une peinture de Magritte mais cest juste une copie. Elle est trs belle pourtant. Sur la table devant la fentre il y a un vieux tlviseur et un nouveau magntoscope. La tl est cble. ct il y a une chane-stro et beaucoup de CDs. _________________________ Cette pice nest pas trop grande. Elle a une baignoire, un lavabo et un miroir. Tu peux y prendre un bain ou te brosser les dents. Il y a du shampooing et une brosse. ___________________ Cette pice na pas de tlphone ni de canap. Mais il y a un vlo, une moto et un ballon de basket-ball. En hiver il fait froid ici. Il y a aussi une grande porte pour laisser entrer une voiture. __________________ Il y a beaucoup dactivit dans cette pice. Le tlphone sonne. Bb crie. Papa prpare le dner. Et le chien dort sous la table. Le dessert est dans le four micro-ondes. Toute la famille est assise dans les chaises. ________________ Dans la pice en haut, il y a un lit et une petite table. Sur la table il y a une lampe et un livre ouvert. En face il y a un bureau couvert de devoir. Il y a une armoire mais quelques vtements sont terre. Le chat dort sur le lit. _________________

2.

3.

4.

5.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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LAmnagement A
Directions: This is your house new house. Start furnishing the house the way you would like by drawing furniture in the rooms. Then tell you partner where you put things. Your partner will try to recreate your house on his paper. Indications : Voici ta nouvelle maison. Meublez la maison comme tu veux en dessinant des meubles dans les pices. Puis avertis ton partenaire o tu as mis les meubles. Ton partenaire va essayer de recrer ta maison.

Toi Toi

Il y a une chanestro dans le salon

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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LAmnagement B
Directions: This is your partners new house new house. Listen to your partners explanations and try to recreate his/her house below. Indications : Voici la nouvelle maison de ton partenaire. coutez les explications de ton partenaire et essayez de recrer sa maison.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Meublez la maison A
Directions: This is your house new house. Start furnishing the house the way you would like by drawing furniture in the rooms. Then tell you partner where you put things. Your partner will try to recreate your house on his paper. Indications : Voici ta nouvelle maison. Meublez la maison comme tu veux en dessinant des meubles dans les pices. Puis avertis ton partenaire o tu as mis les meubles. Ton partenaire va essayer de recrer ta maison.
Il y a un frigo dans la cuisine.

Toi

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Meublez la maison B
Directions: This is your partners new house new house. Listen to your partners explanations and try to recreate his/her house below. Indications : Voici la nouvelle maison de ton partenaire. coutez les explications de ton partenaire et essayez de recrer sa maison.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Dicte Illustre : Le salon dAlbert Alligator

Directions: Explain the importance of the dictation in the French education system. If appropriate share a personal anecdote. Explain that this is a modified form of the dictation to help them gain more success. They are to write exactly the short paragraph that you say describing an illustration. They may use the illustration to give them a context for the paragraph. You will read each sentence three times: At normal speed Pausing at the natural phrasing of the sentence Pausing briefly after every word When finished they are to correct the dictation with you. They will be graded on their final corrected copy. This encourages them to do a very careful job of correcting and to learn from their mistakes. You can adapt this activity for your students who have difficulty processing auditory information or writing but giving them a spot dictation version (a copy of the paragraph with some of the words missing) Note that only special needs students with a specific concern to the learning mode require this modification. Indications : Exposez limportance de la dicte dans lducation franaise. Vous pourriez raconter une histoire personnelle au sujet dune dicte que vous avez d faire. Expliquez aux lves que ceci est en fait une forme modifie de la dicte traditionnelle afin de leur aider mieux russir. Ils vont crire le paragraphe que vous allez lire. Ils peuvent regarder une image qui donne un contexte au paragraphe. Vous allez lire chaque phrase trois fois : une allure normale avec des pauses aux endroits naturels avec des pauses aprs chaque mot, en respectant des enchanements vocaliques et des liaisons. Quand ils auront fini, ils vont corriger la dicte avec vous. Ils seront cts sur leur copie corrige. Cela les encourage mieux corriger et apprendre. Vous pouvez modifier lactivit pour ceux qui ont des difficults dcouter ou dcrire en leur donnant une version du paragraphe ou certains mots manquent. Notez bien que cette modification sapplique uniquement certains lves qui ont des difficults de comprhension orale.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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La dicte : Le salon dAlbert Alligator Voici le salon dAlbert Alligator. Albert aime le salon. Il y a un canap orange. Albert est devant le canap. Derrire le canap il y a une photo de loncle mile le crocodile. Il y a aussi une table et une tlvision. Il y a une lampe un peu bizarre. droite, il y a un fauteuil jaune et marron. Cest la chaise favorite dAlbert. Albert est toujours content quand il peut regarder la tl dans son fauteuil prfr.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Les meubles
Directions: Copy the words from the word bank next to the illustrations that they name. Note that there are more words in the word bank than you will need. Indications : crivez les noms des objets ci-dessous. Notez bien quil y a davantage de mots que dimages. une baignoire un canap un frigo une lampe une table les toilettes 1. __________________ un bidet une chane-stro un fauteuil un magntoscope un tlphone une chaise une commode un lit un ordinateur une tlvision

2._________________

3. _________________

4. ________________

5. __________________

6. _______________

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Conversation guide : Jai peur

Directions: Before beginning take 30 seconds to silently reflect on your reactions to the following fears. Then using the model share these fears in French. Indications : Pendant 30 secondes rflchissez en silence aux peurs suivantes. Puis discutez vos peurs avec votre partenaire selon le modle. Jai peur
Jai assez peur Je nai pas peur

du noir

des fantmes

des serpents

des monstres

des insectes

des souris

de lincendie

daccident

dautre chose

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Contrle : Il y a un alligator sous mon lit

Directions: Match the captions to the appropriate illustration from the story. Indications : Trouvez la lgende qui dcrit les illustration de lhistoire 1. Parce que je sais quil est l ! 2. Je descends dans la cuisine pour choisir des appts. 3. Je sme des biscuits au chocolat dans le hall 4. et, sur chaque marche de lescalier je dpose un lgume frais. 5. Juste ct de mon lit je mets une bouteille dorangeade et des bonbons. Puis jattends. 6. Ensuite dans le hall. A. B. C.

D.

E.

F.

Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

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Reading Action Chain: Il y a un alligator sous mon lit

Directions: The teacher retells the story as the students read directions to act it out. The teacher passes out several index cards (below) with directions and props listed in French. Students listen for their cue to participate in the story. Teacher assembles the beginning scene on the board: the bed, the fridge, the boy, the stairs, the sack, and the garage. Indications : Pendant que les lves suivent des indications pour crer lhistoire, le professeur la raconte nouveau. cette fin le professeur distribue des cartes (ci-dessous) qui indiquent les actions et les accessoires requis. Les lves coutent et au moment appropri, ils participent dans lhistoire. Le professeur tale la scne au tableau : le lit, le frigo, le garon, lescalier, le sac et le garage.

Teachers script
Professeur: lve A: Professeur : lve B : Professeur : lve C: Professeur : lve D: Professeur : lve E : Professeur : lve F : Professeur : lve G : Professeur : Il y a un alligator sous mon lit.

met lalligator sous le lit

Quand je vais me coucher, je dois faire trs attention

met la planche sur le lit

parce que je SAIS quil est l ! Pourtant, ds que je me penche pour le voir, il se cache.

couvre lalligator avec le tissu

Alors, jappelle Papa et Maman crie, PapaMaman Ils viennent dans ma chambre mais ils ne voient rien du tout. Je dois donc rsoudre tout seul ce problme dalligator. Je descends dans la cuisine pour choisir des appts.

met le garon ct du frigo

Je remplis un grand sac en papier de choses que les alligators aiment manger

met les fruits dans le sac

Dans le garage, je dpose un sandwich au beurre de cacahutes, des fruits et de la tarte aux pommes.

met le sandwich dans le garage

Je sme des biscuits au chocolat dans le hall et, sur chaque marche de lescalier je dpose un lgume frais.

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lve H : Professeur : lve I : Professeur : lve J : Professeur : lve K : Professeur : lve L : Professeur : lve M : lve N : Professeur :

met les carottes et la salade sur lescalier

Juste ct de mon lit, je mets une bouteille dorangeade et des bonbons.

met les bonbons ct du lit

Puis, jattends Le voil ! Cest lui ! Il va chercher manger.

trouve lalligator et aide-le manger les bonbons

Je me cache dans le vestiaire, puis je le suis jusquen bas.

met lalligator sur lescalier

Ensuite dans le hall. Il traverse la cuisine et faufile dans le garage.

met lalligator dans le garage

Vite, je claque la porte derrire lui et je lenferme double tour.

claque la porte de la salle de classe met la porte sur le garage

Voil ! Je peux retourner me coucher. Il ne reste pas la moindre miette nettoyer. Mais, maintenant, il y a un alligator dans le garage. Je me demande ce qui va se passer quand Papa voudra prendre la voiture demain matin.

lve O : Professeur : lve P :

met le garon dans le lit

Mieux vaux lui laisser un message

attache le message la porte du garage.

Reading Action Cards

Quand vous entendez, Il y a un alligator sous mon lit. mettez lalligator sous le lit. (lalligator) Quand vous entendez ds que je me penche pour le voir, il se cache. couvrez lalligator avec le tissu (le tissu) Quand vous entendez, je dois faire trs attention mettez la planche sur le lit. (la planche) Quand vous entendez Alors, jappelle Papa et Maman crie, PapaMaman

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Quand vous entendez, Je descends dans la cuisine pour choisir des appts. mettez le garon ct du frigo. (le garon est dj dans le lit)

Quand vous entendez Je remplis un grand sac en papier de choses que les alligators aiment manger mettez les fruits dans le sac. (les fruits)

Quand vous entendez, sur Quand vous entendez des fruits et chaque marche de lescalier je de la tarte aux pommes. mettez le dpose un lgume frais. sandwich dans le garage. mettez les carottes et la salade sur lescalier. (le sandwich)
(les carottes et la salade) Quand vous entendez des bonbons. mettez les bonbons ct du lit. (les bonbons) Quand vous entendez puis je le suis jusquen bas. mettez lalligator sur lescalier. Quand vous entendez Vite, je claque la porte derrire lui et je lenferme double tour. claque la porte de la salle de classe. Quand vous entendez faufile dans le garage. mettez lalligator dans le garage. Quand ,m./m ;p vous entendez Vite, je claque la porte derrire lui et je lenferme double tour. mettez la porte sur le garage. (la porte) Quand vous entendez, Mieux vaux Quand vous entendez, Papa lui laisser un message attachez le voudra prendre la voiture demain matin. mettez le garon dans le lit. message la porte du garage. (le message) Quand vous entendez, Il va chercher manger. trouvez lalligator et aidez-le manger les bonbons

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Plan des Personnages

Directions: Inside the outlines write words that describe characters. Indications : crivez dans les dessins les mots qui caractrisent les personnages reprsents.

Papa et Maman

Le garon

Lalligator

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Lhistoire errone : Il y a un alligator sous mon lit

Directions: The teacher retells the story making slight changes. Students listen carefully to detect errors. All students show this by signaling thumbs up or thumbs down. Indications : Le professeur raconte lhistoire avec quelques petites modifications. Les lves coutent attentivement pour dtecter les erreurs. Tous les lves indiquent les erreurs avec le pouce en bas. Texte de lhistoire errone
Il y a un alligator sur mon lit. Quand je vais me couche, je dois faire trs attention, parce que je SAIS quil est l ! Pourtant, ds que je me penche pour le voir, il se cache. Alors, jappelle la police. Ils viennent dans ma cuisine mais ils ne voient rien du tout. Je dois donc rsoudre tout seul ce problme dalligator. Je descends dans le salon pour choisir des appts. Je remplis un grand sac en papier de choses que les alligators aiment manger. Dans le jardin, je dpose un sandwich au beurre de cacahutes, des fruits et de la tarte aux pommes. Je sme des biscuits au chocolat dans le hall et, sur chaque marche de lescalier, je dpose un lgume frais. Juste ct de mon ordinateur, je mets une bouteille dorangeade et de bonbons. Puis jattends Le voil ! Cest lui ! Il va chercher manger. Je me cache dans le vestiaire, puis, je le suis jusquen bas. Ensuite dans la salle de bain. Il traverse la cuisine et faufile dans le garage. Vite, je claque la porte derrire lui et je lenferme double tour. Voil ! Je peux retourner me coucher. Il ne reste pas la moindre miette nettoyer. Mais, maintenant, il y a un fantme dans le garage. Je me demande ce qui va se passer quand Papa voudra prendre la voiture demain matin. Mieux vaut lui laisser un croissant !

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Laissez un message
Directions: Make a message on a poster for a teacher in the school warning them of some danger. Use the model below. Then post it on the teachers door and record their reaction. Indications : Crez un message pour un professeur dans lcole pour lui avertir dun danger. Utilisez le modle ci-dessous. Puis laffichez la porte du professeur et enregistrer leur raction. 1. Rough Draft: Create your own warning by replacing: Papa, alligator, and garage.

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2. Edit your note checking for a. Copying errors b. Spelling 3. Recopy your note onto butcher paper. For once you can be sloppy! Make your note look as though a child wrote it. Add some childish drawings. 4. Get the note approved by the French teacher 5. Post the note on the door of the teacher to whom it is written. 6. Mark the box that best describes their reaction. 7. Report the reaction to the class.

Le professeur tait

surpris

peureux

en colre

amus

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Un problme rsolu
Directions: You are now going to create your own original story following the basic outline of Mercer Mayers Il y a un alligator sous mon lit. Follow the directions below. Indications : Vous allez maintenant crire votre propre histoire originale selon lesquisse gnrale de Il y a un alligator sous le lit de Mercer Mayer. 8. Fill in the blank story scaffold. Il y a un ______________ sou mon ______________.
monstre meuble

Jai (un peu

assez

choissiez un

extrmement) peur.

Je remplis un sac en papier avec ______________. nourriture Je dpose ______________ dans le jardin.
nourriture

______________ mange les appts.

monstre

Je claque la porte. Youpi ! 9. Ask some one who knows French to edit. The editor should sign here: ____________________________________ 10. Copy each sentence carefully onto a page in the blank story booklet. There should be one sentence per page. 11. Illustrate the Story in color. 12. Read to your partner. Your partner should sign here: ____________________________________

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Un problme rsolu
Directions: The teacher will grade your story based on the following criterion. Indications : Le professeur va noter votre histoire selon les critres suivants. The students original story Story

4 Cohesive, logical, sequential, clear, and compelling.

0 There are gaps. The sequence is hard to follow

Logical, sequential, clear

Clear but lacks logic

Illustrations

Colorful, clear, complete, stylish and original A native speaker could easily understand the story

Colorful, clear and complete

Incomplete

Missing

Communicati on

The teacher can easily understand.

The teacher can guess at the meaning.

Difficult to understand.

Total: ____/15