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)
Partenaire 1: Partenaire 2: Les deux partenaires:
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)
- 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.
- J’aime _______________.
- J’adore _______________.
- Je déteste _______________.
- Je préfère _________. (prefer)
- Je regarde _________. (look at)
- Je n’aime pas ________. (don’t like)
- Je n’adore pas _________.
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.
- 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!
(A way to say hello). »
(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)
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.
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.
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!