4Unit Title: Name:

Winter Carnival - Carnaval de Qubec Jacqueline Lahaise + Jacquie Catalano

Number of Lessons: 8 Subject(s): French

Time: (in weeks) Grade(s):

2 5

Rationale & Overview: Quebec Winter Carnival (Carnaval de Qubec) is a culturally significant event for French Speaking Canadians. This unit will introduce students to the cultural significance of Winter Carnival, as well as familiarize them with vocabulary relating to this event. The intent of this unit is to increase awareness of students own culture and encourage the development of positive attitudes toward Francophone and other cultural groups. Students will explore Winter Carnival through a variety of lessons and activities, which introduce linguistic objectives such as inversion, expressing preference, and making simple comparisons. Activities throughout this unit will support students to master vocabulary, and use authentic language relating to the Winter Carnival, while practicing all 5 of the linguistic competencies. Prescribed Learning Outcomes from IRPs: Level A1.1 Communicative Competencies: Listening Learners can identify, with support, key information in short, simple, very slowly and carefully articulated texts containing very familiar language about common, everyday situations Reading and Viewing Learners can identify, with support, key information in simple texts containing very familiar language about common, everyday situations Spoken Interaction Learners can participate, with support, in very simple interactions about very common everyday situations Spoken Production Learners can present or read aloud, with support, using simple rehearsed statements about common everyday situations Writing Learners can write very short, simple statements using very familiar language about common everyday situations, supported by models Level A1.2 Cultural Topics: Celebrations and customs of French-speaking cultures Prerequisite Concepts and Skills: Before this unit students should have: basicknowledgeanduseofavoir(tohave)andsavoir(toknow) basicknowledgeanduseofquestioning(interrogativewords) basicunderstandingofteacherspeakcommandsusedintheclassroom
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Teacher Preparation Required: Teacher should familiarize themselves with vocabulary, pronunciation of phrases associated with Carnival and the cultural significance of the event. Prepare slideshows, worksheets, postcard example, vocabulary, etc (see materials section below). Gather supplies such as colouring utensils, scissors, ghetto blaster and CD, paper, and taste testing materials. CrossCurricularConnections: ThisunitfocusesprimarilyontheFrenchcurriculum,howeverconnectionstoSocials,Music,andMathareintegratedintothe followinglessons:Introduction(mapandhistory);BonhommeBonhommeSong(musicandactions);TasteTestLesson(cultural artifact)andReview(graphingactivity). Extensions to Unit: Afterthisunit,furtherlessonscouldexplore: Tastetestingadditionculturalfooditems WinterCarnivalgamesinPE WritingletterswithstudentsinQuebec Writingmathsentenceswithresultsfrommathgraph PlayvirtualgamesonWinterCarnivalWebsite TraditionalCarnivalArtandCraftprojects Differentiated Instruction (Universal Design for Learning UDL): ThisunitincorporatesmanyoftheMultipleIntelligencestoaccommodatealllearnersincluding:Kinestheticusegestures andmovementstoaccompanyvocabulary;Visualviewanddrawimagesassociatedwithvocabularyandculturalitems; Musicsingsongswithactions;Auditoryprovidestudentswithmultiplemeansofauditoryexamplesincludingvideos, songs,teacherspeak,andpartnerinteraction. StudentswillbegroupedtogethertoprovideasafeandcomfortableenvironmentforalllevelsofFrenchlearners. Studentswillbeprovidedwithmultiplemodelsandexamplesbeforetheyareputtowork. Repetitionwillbeusedtoreinforcelearningobjectivesandprovidemultipleopportunitiesforunderstandingconceptsand vocabulary. Teacherwillprovidepromptstosupportrecall. Studentsmaybegivenadditionaltimetoworkontheirassignments. Forstudentsrequiringenrichment,theteacherwillprovidetieredassignmentsand/oradvancedlanguageusage opportunities(ex.Whenwritingpostcards,studentsmayuseadditionalphrasessuchasAucarnivalilyaCabaneSucre. VoiciCabaneSucrewhichwasoriginallyusedasteacherspeak).

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Resources: Additional Lesson Planning Support and Ideas Lauren Bell and Sue Kabotoff Book Le Carnaval de Quebec Une unite carnavalesque by Doreen Brown Song - http://www.youtube.com/watch?v=Lq3IHKfl0W8 Slideshow - http://verbena.canalblog.com/albums/carnaval_de_quebec/index.html Winter Carnival Carnaval de Qubec Website - http://www.carnaval.qc.ca/en Overview of Lessons:
Lesson # and Title (time in minutes) PLOs in lesson (a) Instructional Objectives (b) Teaching Strategies Lesson Activities Assessment Strategies Materials (Specific to This Lesson)

#1 Introduction to Carnival {History + Culture} Vocabulary 45 minutes

A1.1 -Listening -Reading & Viewing -Spoken Production A1.2 -Cultural Customs & Celebrations

(a) SWBAT identify and appreciate the cultural significance of Winter Carnival. Associate gestures and/or pictures with corresponding French vocabulary. Repeat French vocabulary words spoken by the teacher. (b) Direct Teaching Recitation Movement/Gestures Hands-On

Introduction & History Overview of history and significance of Carnival in Quebec Show YouTube Video Show map of Canada and indicate where Quebec is, and where events take place. Vocabulary Using gestures and visual aids, teacher will review vocabulary words with students. Students will repeat words and associated gestures after the teacher. Hand out vocabulary sheet with boxes of French words significant to the Carnival. Have students draw pictures to correspond with vocabulary words. Closure Have students cut out their vocabulary words and bundle together with elastic band. Have students hand in vocabulary
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Assessment for Learning: Teacher observation of student correctly identifying the vocabulary term and attempting to use the correct pronunciation.

Youtube video Map of Canada and Quebec Vocabulary worksheets Scissors Drawing utensils

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#2 Carnival Vocabulary Games 45 minutes

A1.1 -Spoken Production -Reading & Viewing -Spoken Interaction -Listening

(a) SWBAT recall French vocabulary words. Ask simple yes and no questions using avoir. Practice inversion questions using avoir (b) Direct Teaching Partner Work Games

#3 A1.1 Group Pictionary -Spoken 30 minutes Production -Listening -Reading & Viewing

(a) SWBAT identify vocabulary words when provided with a picture Use inversion to ask questions (b) Direct Teaching Games Groupwork

bundle to teacher. Upon handing in, teacher will act out the gestures and/or show a picture and student will speak the French vocabulary word. Review of Vocabulary Teacher will hold up cards and review vocabulary Review Questioning Teacher will review questions using avoir: Est-ce que tu as _____ Oui, jai _______ Non, je nai pas ________ Go Fish Round 1 Students will get into partners. Using their vocabulary cards, students will play Go Fish. Introduce Inversion Teacher will provide overview and examples of inversion of questions using avoir (such as the questions asked in Go Fish) Go Fish Round 2 with Inversion Questions Students will play a second game of Go Fish practicing inversion questions Review of Inversion using Avoir Teacher will hand out vocabulary cards. Ask students if they have various vocabulary cards using inversion questions with avoir. Whole Class Pictionary Teacher will review rules of Pictionary and vocabulary words, and begin to draw an object from the vocabulary cards on the board
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Assessment for Learning: Teacher will circulate room and observe students use of inversion questioning skills and vocabulary.

Vocabulary cards Chalkboard

Assessment as Learning: Student self assessment using Likert Scale. Statements in Likert Scale will provide students with an opportunity to

Vocabulary cards Chalkboard Paper Pencils

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#4 Carnival Song 45 minutes

A1.1 -Reading & Viewing -Spoken Production -Listening

(a) SWBAT listen and identify familiar vocabulary and phrases in song Sing Bonhomme Song and attempt to correctly pronounce words and phrases while using appropriate actions (b) Direct Teaching Music/Song with Actions Group Work

Students will put hand up when they have the answer, and ask the question in French. Group Pictionary Divide class into groups and number students off 1s will come to the front and view a vocabulary card shown by the teacher. Students will return to their desks and when the teacher says commencez students will begin playing group Pictionary. When students have the correct answer, they will run to the front and tell the teacher. Teacher will record group scores on board. Self Assessment Students will complete a self assessment using a provided Likert Scale to reflect upon their learning thus far. Introduce Song Play song and have the students listen and try to pick out words or phrases they recognize Discuss the cultural significance and history of the song Play song again, but show lyrics. Draw attention to inversion questions and briefly review (sais-tu) Instrument Vocabulary Teacher will introduce the new instrument vocabulary and as a class decide on gestures to go along with vocabulary
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reflect upon their comfort level in correctly identifying vocabulary terms and asking questions using inversion

Assessment for Learning: Teacher will circulate room during performance paying attention to individual parts of song. Teacher will look to see that everyone is attempting to sing the song,

Song (Ghetto Blaster) Overhead with song lyrics Printout of song lyrics for class Instrument Vocabulary/ Picture cards

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#5 Taste Test + Comparisons 50 minutes

A1.1 -Listening -Spoken Production Reading & Viewing -Writing A1.2 - Cultural Expressions

(a) SWBAT identify cultural aspects of maple Syrup Write a comparison sentence Ask and respond to a comparison question using inversion (b) Direct Teaching Experiment Hands On Pair-Share

Group Work Divide class into 4 instrument groups by handing our colour coded vocab cards. Have them practice singing their part of the song with gestures. Students will practice a cappella and at their own pace at first. Once they have the hang of it, they will increase the pace to go along with the music. Performance As a class, perform the song a few times enough for students to get the hang of it Teacher will circulate room and observes students performing song Maple Syrup Teacherwillidentifycultural aspectsofMapleSyruptoQuebec andtheCarnival ReviewInversion Teacherwillreviewinversionby comparingthemorelengthyest cequetuprefere________ou _______?toPreferetu___________ ou_____________?anddiscusswhy wewouldwanttousethe inversion. Overviewconceptofcomparison withmaplesyrupandAunt Jemimasyrupasexamples.Write questionsandresponseson board. TasteTest Explainactivityandhave studentstakeoutapieceofpaper
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use appropriate actions, and pronunciation.

Assessment for Learning: Teacher collection of student work. Teacher mark of correct usage of comparison question.

Powerpoint Slideshow of Maple Syrup Maple Syrup Aunt Jemima Syrup Taste test cups Vanilla Wafers Paper Pencil Chalkboard

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#6 Carnival Activities 45 minutes

A1.1 -Listening -Spoken Production -Spoken Interaction -Reading & Viewing

(a) SWBAT identify Carnival Activity vocabulary Compare their preferred Carnival Activities using inversion questions with new vocabulary (b) Math Graph Visual Model with Direct Teaching Talk to Three

towritetheircomparisonson Studentswilldothetastetest experimentandrecordtheir comparisonsonpaper PairShare Studentswillasktheirelbow partnerwhichsyrupthey preferred Studentswillhandintheir writtenwork Math Graph TeacherwillreviewJeprefere questionsfrompreviousdayand graphresultsontheboard PowerpointofCarnivalActivities Teacherwillshowapowerpoint slideshowanddescribethe varioustraditionalactivitiesthat takeplaceattheCarnival(ex.Au carnivalilyaCabaneSucre. VoiciCabaneSucre) Handoutprintedpowerpoint slidestostudentsandhavethem reviewnewvocabulary TeacherwillmodelJeprefere questionsandsentencesusing newCarnivalActivityvocabulary, andhaveexamplesentences writtenontheboard TalktoThree StudentswillusetheTalkto Threestrategyandtellthree studentswhichactivitiesthey prefer,usingcomparison sentencesandquestions,trying
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Assessment for Learning: Teacher observation of correct usage of vocabulary terms, and asking and responding to comparison questions using inversion

Slideshow of Carnival Activities: http://verbena.can alblog.com/album s/carnaval_de_que bec/index.html Chalkboard Printout of powerpoint slides with vocabulary

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#7 Writing Postcards 45 minutes

A1.1 -Listening -Reading & Viewing -Writing

(a) SWBAT write a postcard using class determined criteria Draw an image associated with Carnival (b) Direct Teaching Modeling Whole Class Work (Design Rubric) Individual Work

#8 Sharing Postcards 45 minutes

A1.1 -Writing -Spoken Production

(a) SWBAT write a postcard using class determined criteria Draw an image associated with Carnival Read their postcard to a group of classmates

nottousetheirpaper. Introduction to Postcard Writing Teacher will show and explain example of a postcard written to a student in Quebec Teacher will briefly review vocabulary from the unit, including inversion questions, and comparison questions, etc. Give examples of appropriate salutations Create a rubric as a class. The teacher will guide the class in selecting appropriate content for the postcard (ex. Spell all vocabulary words correctly, ask questions using inversion, include at least 2 comparison sentences, draw an image they associate with Carnival). Postcards Students will compose a rough draft of their postcard and hand in to the teacher for review If postcard is completed early, students will begin to draw picture on the front of their postcard Postcard Review Teacher will hand back rough drafts and review any common errors. Postcard Finishing Touches Students will make changes and write a good copy of their postcard Oncethewrittenportionis completed,studentswilldrawa
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Assessment for Learning: Teacher will collect rough drafts of postcard and provide anecdotal feedback with corrections.

Postcard Template Scrap paper Pencils Postcard Example Chart Paper for creating Rubric Vocabulary Cards Worksheets used in this unit Printout of slideshow with vocabulary Colouring utensils

Assessment of Learning: Teacher will give a mark based on class designed rubric/criteria. (ex. Spell all vocabulary

Postcard Example Rough Draft of work with teacher comments Postcard Template Colouring utensils

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(b) Individual Work Artwork Sharing

pictureonthefrontoftheir postcard SharingTime Teacherwilldivideclassinto groupsoffour Studentswilltaketurnsreading theirpostcardstothegroup Teacherwillcirculateclassroom toobservestudentsspoken productionoftheirpostcards

words correctly, ask questions using inversion, include at least 2 comparison sentences, draw an image they associate with Carnival)

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