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Francopalooza!

A Musical Resource for Grade 7-10 Core French Teachers. Francopalooza!. Creators. Geoff Collins . . . Program Facilitator Danielle Poulin Tennant . . . Sinclair Secondary School, Whitby Lisa Weir . . . Norman G. Powers PS, Oshawa Andrea Fudali . . . Southwood PS, Ajax

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Francopalooza!

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  1. A Musical Resource for Grade 7-10 Core French Teachers Francopalooza!

  2. Creators • Geoff Collins . . . Program Facilitator • Danielle Poulin Tennant . . . Sinclair Secondary School, Whitby • Lisa Weir . . . Norman G. Powers PS, Oshawa • Andrea Fudali . . . Southwood PS, Ajax • Emmanuel Nish. . . G.L. Roberts C.V.I., Oshawa • Dulce Ibarguchi . . . DT Publisher/Graphic Design

  3. Francopalooza! • Unité 1: La Fracophonie Canadienne • Unité 2: L’Acadie et La Louisiane • Unité 3: La France • Unité 4: La Francophonie Mondiale • Teacher’s notes – General templates, culminating tasks, rubrics, suggested use of technology.

  4. Resource Contents Overview • Song Lyrics* • Artist biographies • Regional information • Historical information • Cultural activities • Recommended listening • Templates, Culminating Tasks, Suggested Technology, Rubrics • *lyrics that are included have been reproduced with the artists written consent

  5. Cultural Literacy in our Classrooms

  6. Overview • Cultural Literacy in our Classrooms • Global Connections with Music • Key Messages • Meeting Curriculum Expectations • Culminating Activities • Exemplars • Questions and Conclusion

  7. Global Citizenship

  8. Making global connections with music

  9. Introduction • Cultural Literacy in our Classrooms • Global Connections with Music • Key Messages • Meeting Curriculum Expectations • Culminating Activities • Exemplars • Questions and Conclusion

  10. Key Messages 1. The main purpose for learning a language is communication. . .These approaches put meaningful and authentic communication at the centre of all language learning activities.” 2. Effective input must be comprehensible, interesting, personalized, meaningful, and slightly challenging in order to provide the scaffold learners need to be able to begin producing and using language in an authentic way.” “French is a life skill: A summary of Research, Theories, and Practices” Cogswel and Kristmanson

  11. Vocabulary Building to Authentic Communication p. 247 • Brainstorm a wordlist that focuses on words that students use to describe music or artists. • Play familiar or unfamiliar music. • Give your students sentence starters (i.e. J’aime cette chanson parce que…) • Parlez!

  12. La musique!

  13. Learning Target: to have a conversation in French Je peux. . . • Be understood - proper pronunciation • Understand - listen and recognize words/ideas • Ask questions - use familiar vocabulary • Answer questions - use complete sentences • Speak naturally - proper pauses/intonation/show my personality • Expand/Explain - have flow from question to question

  14. Overview • Cultural Literacy in our Classrooms • Global Connections with Music • Key Messages • Meeting Curriculum Expectations • Culminating Activities • Exemplars • Questions and Conclusion

  15. Je peux! • Big Ideas • Curriculum Expectations • Learning Targets • Success Criteria

  16. Reading Comprehension p. 249 • Build on students’ previous knowledge of English and reading strategies p.96 Did you know? • >1/3 of all English words are derived directly or indirectly from French • English speakers know 15,000 French words • There are over 1,700 true cognates http://french.about.com/od/vocabulary/a/frenchinenglish.htm

  17. Writing p. 245-247 • Create a paragraph to express personal opinion or preferences using “les phrases guidées” • Cloze passages(grammar/vocabulary) • Short answer questions (closed questions) • Higher order thinking questions (open questions)

  18. Overview • Cultural Literacy in our Classrooms • Global Connections with Music • Key Messages • Meeting Curriculum Expectations • Culminating Activities • Exemplars • Questions and Conclusion

  19. Culminating Activities p.255-259 • Presentation of a famous person, interview, a day in the life of…., create a cd jacket, create a concert poster, write a music review, write a song/perform a song, create a music video for your favourite song, travel journals, scrapbook, research another cultural aspect, tour a city! • Use of Technology

  20. Overview • Cultural Literacy in our Classrooms • Global Connections with Music • Key Messages • Meeting Curriculum Expectations • Culminating Activities • Exemplars • Questions and Conclusion

  21. Example of a culminating activity Instructions – Create an oral presentation that incorporates music, French, and technology. Evaluation (formative assessment) – Create a rubric for your evaluation using the following four headings • Content and Detail • Fluency and Pronunciation • Interest and Creativity (use of technology) • Vocabulary and Language conventions

  22. Student Exemplar • Fromage* http://youtu.be/qaIuMTo80U8

  23. Please contact us, if you have any questions or comments. Geoff Collins – collins_geoff@durham.edu.on.ca DDSB Program Facilitator Andrea Fudali – fudali_andrea@durham.edu.on.ca Core French Teacher Lisa Weir – weir_lisa@durham.edu.on.ca Core French Teacher

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