Centres – Grade 5 – C’est moi – An example of publishing to Commons from Word


October 2010 – First HYS week.
Time requirements: Approx. 40 minutes per centre.

Centre 1: Le parler
Objective: Practice presenting some of the sample students. Create drawings or posters as visual aids. Use actions to communicate effectively.

  • use visual and verbal cues to understand and convey the meaning of familiar material
  • use some conventions of oral language (e.g., pronunciation, intonation) to speak in familiar contexts;
  • give an oral presentation of five to ten sentences in length

 

Materials: paper (chart, lined, blank), pencil, markers, pencil crayons, copies of student profiles 

 

Centre 2: L’écriture
Objective: Practise spelling. Practise writing modeled sentences. Extend writing by making compound sentences. Extend structures by talking about people using their name as subject.

  • write simple phrases, short sentences, and questions, using learned vocabulary and simple language structures;
  • write, using a model, a first draft and corrected version in guided and cooperative writing tasks (e.g., greeting cards);
  • use and spell the vocabulary appropriate for this grade level (les matières)

Materials: paper, pencil, modeled sentence sheet

Centre 3
: L’orthographe

Objective: Practise spelling vocabulary and modeled sentences

  • use of resources (e.g., classroom-displayed vocabulary, text, visual dictionary) to confirm spelling 

 

Materials: paper, pencil, graphic organizer, resources (vocabulary list, verb charts, classroom anchors)

Centre 4: Guided activity
Objective: Discuss next steps for presentations and writing. Students reflect on viewing their presentations and reading their written copies. Record this on the back page of the student’s notebook. Ask them to work through the checklist and generate two stars and two wishes (ideally) from the group for each student. Teacher records on a class list.

Centre 1: Le parler (SPEAKING)
Materials :
Partenaire 1:            Partenaire 2:        Les deux partenaires:

 

Directions:

  1. Partenaire 1 and Partenaire 2 take turns reading their parts, presenting the ‘friends’ from TEXT A and TEXT B. For familiar words and expressions, use actions. Read at a loud volume so you can be heard clearly. Try using facial expressions. Are you pronouncing all words correctly? Use the checklist and when you have finished, switch roles. Communicate with your partner!

     

2. Each partenaire draws a poster on chart paper as a visual aid for presenting their ‘friend’ from TEXT A or TEXT B. See the sample on the board for how it should look. Now, present your ‘friend’ from TEXT A or TEXT B, but without reading from the text. Try to use the poster to guide you. Keep trying until you can present without looking. You should then use the checklist and the actions list to enhance the presentation.

NEXT STEP : Create a poster that can be used for presenting your friend. Use the model sentences and vocabulary in your notebook and in class to talk about them.

LEVEL 4 IDEAS:

  • Turn the presentation in to a story. Illustrate each sentence separately so that it is like a story-book. Present it as though you are doing a read-aloud, but memorize it.
  • Change the order and join sentences using ET
  • repeat some of the sentences to describe more about your partner

Centre 2: L’Écriture (WRITING)

Directions (individually):

  1. Practice writing using the models. For every example, rewrite the whole sentence then replace the blank with a vocabulary word. Exemple:

J’aime ___________. »
J’aime les mathématiques.

 

  1. J’aime _______________.
  2. J’adore _______________.
  3. Je déteste _______________.
  4. Je préfère _________. (prefer)
  5. Je regarde _________. (look at)
  6. Je n’aime pas ________. (don’t like)
  7. Je n’adore pas _________.
  8. Je ne déteste pas __________.

     

For EACH sentence above, rewrite it using IL or ELLE. You are just replacing Je with IL or ELLE

J’aime les mathématiques.
»
Il aime les mathématiques.

  1. Write a paragraph using models in your dossier and on the bulletin board in the classroom. Replace each clue below with a full sentence. Don’t forget to make the information about YOURSELF!

Exemple:

(A way to say hello). »

Bonjour.

(A way to say hello). (Share your name). (Ask your audience their name). (Share your age). (Share how you are feeling). (Share animals that you like, love and dislike). (Say goodbye).

REWRITE the paragraph so you are describing a friend.

 

LEVEL 4 IDEAS:
Use et between subjects to make your sentences longer.
J’aime les chiens et les chats.
Use NOUS to talk about yourself AND your partner. Use your ER verb chart as a reference. Eg.

Il aime les mathématiques Nous aimons les mathématiques

Centre 3: L’ORTHOGRAPHE (SPELLING)

Directions (individually):

  1. Printing:
    Print a full line of each of the following:
Ça va il s’appelle éàçôë
elle déteste il préfère les études sociales

What do you need to improve? Which letters do you need to work on? Repeat a line of each that needs improvement.

  1. Copy the following paragraph in to your notebook using the Writing process JE PENSE (I think about what I am going to write) JE REGARDE (I look at what I am going to write and point at it) J’ÉCRIS (I write the word). Think out loud
    to a partner as you do this.


    Bonjour. Voici mon ami. Il s’appelle Steve. Il a huit ans. Il va magnifique ! Il aime les mathématiques. Il adore les études sociales. Il déteste l’éducation physique. Il préfère le drame. Il étudie les langues. Merci, et au revoir Steve!


    What do you need to improve? Did you make any spelling errors? If you did make an error, did you correct it? Were you thinking out loud? With your partner, practice re-writing sentences from your notebook using the process.

     

  1. Check your entire notebook for spelling mistakes. Think out loud as you check every word. At the top of every page write “NO SPELLING MISTAKES” and “I CORRECTED # MISTAKES” for example “I CORRECTED 5 MISTAKES”

     

CENTRE 1 TEXT A

Voici Samantha. Elle a dix ans. Elle va fantastique! Elle aime les mathématiques. Elle adore les études sociales. Elle déteste l’éducation physique. Elle préfère le drame. Elle étudie les langues. Merci, et au revoir Samantha!

 

 

CENTRE 1 TEXT B

Voici Roger. Il a onze ans. Il va formidable! Il aime la géographie. Il adore l’art visuel. Il déteste l’anglais. Il préfère le français. Il étudie l’histoire. À bientôt, Roger!

Free yourself from the browser when posting to the Commons, Part 1: ScribeFire

ScribeFire is a one-click-access app that gives me a quick and easy way to post to my commons blog.  It installs as an extension for Firefox, Chrome (and Chromium, Linux lovers), Opera and Safari.

UPDATE:
I did just what I said, and came back to add some images through Commons. Enjoy!

UPDATE #2:

BEFORE you do any of this, go to your Blog dashboard, then change the writing settings so that XML-RPC publishing is enabled.  If you also enable Atom publishing, you can even post from Word.  I’ll cover that in another post.

Enter "commons.hwdsb.on.ca" and click "Next"

I configured it by clicking “Add a New Blog”, then added commons.hwdsb.on.ca as the URL, and my commons credentials that I use to log in through the web portal.  After clicking Next, Scribefire detected the Woredpress installation, retrieved my list of blogs (just one, for now!), and let me save it to my list of blogs I write outside of commons.

The left panel gives me quick access to the blog where I would like to post, the choice of post or page entries to edit — along with a Start a New Post link – anf my categories and tags.  These are all easily maintained and edited through the one panel, so I no longer need to wait for page reloads when working in Commons.

Configured automatically! Just enter your username and password and click "Finish"

The righthand pane fills the remaining space, and is a slick, streamlined version of what I see on a new post page.  The Post Content toolbar is lacking the “Kitchen Sink” panel available through WordPress, but I have just about everything I need to write a formatted post, insert a few images, and insert YouTube videos.  Unfortunately, there is no access to my Commons media library, but when inspiration hits, I am only a few clicks away from getting my content online.  Below the text box, the option to Save Progress as a draft or to Publish gives me the flexibility to make some changes and insert content from my library.

One click access from the browser toolbar.

Screenshots are on their way.