Grade 8 in Europe Bienvenue à Grade 7s Grade 8s Louisiana 1 Belgium Haiti 2 Switzerland Guadeloupe 3 France St Barthélemy 4 Luxembourg Martinique 5 Monaco ID: 697747
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Slide1
Francophone Culture
Grade 7: in the Americas
Grade 8: in EuropeSlide2
Bienvenue à …
Grade 7s: Grade 8s:
Louisiana 1. Belgium
Haiti 2. Switzerland
Guadeloupe
3
. France
St.
Barthélemy
4. Luxembourg
Martinique
5
. Monaco
St. MartinSlide3
You will work independently
and will display your research by choosing
one
of the following choices:
You are a journalist tasked with writing a blog/article about an interesting French-speaking place to visit and you may include pictures in your blog/article. You will present your blog/article to your “editor and co-workers”.
OR
You are a student and you are to persuade
Mme
Houwer to choose your place for the next school trip. Create a PowerPoint presentation/Prezi/digital project that displays information on your chosen place using visuals and text. You will present your work to
Mme
Houwer and your classmates.
OR
You work for a travel company and your role is to stand on a street corner and advertise for your chosen place. Create a brochure that lists all important information for your chosen place to distribute while you present your information to “people on the street”.
OR
You have taken a trip to the country and are presenting all the information you learned while travelling there in a scrapbook, brochure, skit or poster
* if you have another idea, just ask!Slide4
You will be researching
at least 6
of the following, providing information and images:
Flag and national anthem
Special statistics and maps, transportation info
Regional accentsA brief historyCelebrations and festivals, traditions & customs (aspects of life)Food and recipes (cuisine)A special reading/song or legendArtist, author, or celebrity One landmark/place/monument to visit while thereTime will be given in class to research and prepare the assignment; however, the students will be required to work at home as well.
Keep
in
mind
“les mots interrogatifs”:
QUI
-
who
QUAND
-
where
OÙ
-
where
QU’EST-CE QUE
-
what
POURQUOI
-
why
COMBIEN DE
– how
many
/
much
COMMENT
- howSlide5
Curriculum Expectations
Grade 7
Listening
A3.1 – Intercultural Awareness:
using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities
A3.2 – Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (in the Americas outside of Canada) SpeakingB3.1 – Intercultural Awareness: communicate information orally about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communitiesB3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) and use them appropriately in spoken interactions ReadingC3.1 – Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communitiesC3.2 – Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) WritingD3.1 – Intercultural Awareness: in their written work, communicate information about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities D3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) and use them appropriately in their written work Slide6
Curriculum Expectations
Grade 8
Listening
A3.1 – Intercultural Awareness:
using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities
A3.2 – Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (in Europe) SpeakingB3.1 – Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communitiesB3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) and use them appropriately in spoken interactions ReadingC3.1 – Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communitiesC3.2 – Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) WritingD3.1 – Intercultural Awareness: in their written work, communicate information about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities D3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) and use them appropriately in their written work Slide7
Les critères d’évaluation pour le cycle -
Success
Criteria
for the Unit
I can…organize and present information on the region’s culture in an organized and visually pleasing wayinclude a bibliographylisten respectfully when someone is talkingmake connections of French-speaking communities with my own cultureuse complete sentences, proper French grammar, punctuation, etc. and revise my work by using POMMESLes objectifs d’apprentissage pour le cycle - Learning Goals for the UnitThe students are…
learning to listen and give opinions in simple and informal discussions with friends, using familiar words
learning to listen respectfully when partner/someone is speaking
learning to make connections (compare and contract) from French-speaking communities to their own cultures/personal experiences
learning to organize and express ideas of their contributions to la
francophonie
/the world
learning to identify sociolinguistic conventions in the French-speaking communities, compare to their own, and use them in spoken interactions
learning to make connections in written work by using familiar words and phrasesSlide8
Level 1
Level 2
Level 3
Level 4
Research-Less than 4 components included-little information is accurate-no resources mentioned-4-5 components included-some information is accurate-one resource mentioned-6 components included-most information is accurate-includes a bibliography-all/6+ components included-extra information included-all information is accurate-complete bibliography includedLanguage-little information is in full sentences-editing is lacking-few capitals/punctuation used-little to no French used-some information is in full sentences-editing is attempted
-some capitals/punctuation used
-some French used
-most information is in full sentences
-editing is evident
-considerable use of capitals/punctuation
-all in French
-all information is in full sentences
-editing is clearly evident
-excellent use of capitals/punctuation
-all in French
Display
-little/no organization
-little effort
-has no/few headings
-little/no colour used
-little/no pictures used
-some organization shown
-some effort
-has some headings
-some colour used
-some pictures used
-well organized
-visually pleasing
-has many headings
-considerable colour used
-pictures used
-very well organized
-visually pleasing
-has all headings
-very colourful
-a lot of pictures used
Participation
-little/no connections to own culture
-does not listen respectfully
-does not speak in presentation
-some connections to own culture
-shows some respect when listening
-speaks once in presentation
-several connections to own culture
-shows respect when listening
-speaks often in presentation
-numerous connections to own culture
-shows a high degree of respect when listening
-speaks frequently in presentationSlide9
Pour faire une comparaison / une connexion
:
________
est
sont
similaire àsemblable àdifférent que________parce que car ________“X”“ABC”estsontplus (+)aussi (=)moins (-)________que
“Y”
“XYZ”
“X”
“X” et “Y”
est
sont
le
la
les
plus (+)
moins (-)
______
___.Slide10
est =
is
/
était =
wassont = are / étaient = wereBienvenue à …Je vous suggère de visiter ______________________parce queSlide11
Le pays / la région
Le pays est ____________________.
C’est sur le continent _________________.
La capitale est ________________.
La géographie est …
***image: une carte / un plan***Slide12
Les statistiques
La population est / était _________________en _____.
La superficie est ________________
km
2
.La langue officielle est ____________________Les langues officielles sont ____________ et _______________.Le PIB est ___________(Produit Intérieur brut = Gross Domestic Product/GDP)La plus grande ville est ______________.La devise / La monnaie est _____________.La religion la plus populaire est _____________.…Slide13
Le
drapeau
....
Le drapeau est ________________.
Les couleurs représentent ____________________.
eg: Le vert représente le pouvoir. Les symboles sont / Le symbole est L’emblème … Il était admis en __________.___________ a dessiné / conçu le drapeau.***image***Slide14
L’hymne
nationale
L’hymne nationale s’appelle _________________________.
Il
était admis en
__________.____________ a écrit l’hymne nationale.*insérer un lien pour écouter la chanson*Slide15
Le gouvernement / L’histoire
_________
a été établi
en ______ par _______________________.
Le
gouvernement a un système __________________.Le présidentLe roiLa reine s’appelle ___________La famille royaleLe Premier ministre / La Première ministre Il/Elle a été élu en __________. ***les images**Il/Elle a pris le pouvoir en ____________.Slide16
La transportation:
Les moyens de transport les plus populaires sont …
l’autobus
le metro
l
’avionle vélol’autole bateau… ***les images***Les prix …C’est parce que … Slide17
La nourriture
La nourriture typique en _______________________inclut
…
Une recette populaire
…
Il y a des influences ____________ dans la cuisson populaire. *** les images ***Slide18
Les arts / La musique / La littérature
Un
chanson
Une
légende
Une peinture de cette région s’appelle ______________. C’était écrit par ___________ en ____ pour l’occasion de _____________. Slide19
Les célébrités
un/une athlète
un chanteur / une chanteuse
un acteur / une actrice
un auteur / une auteure
un/une artiste…Une personne fameuse est _________________________. Il/Elle est fameux/fameuse parce qu’…***une image***Slide20
Les choses touristiques
Un monument
(historique)
Une statue
Une palais
Un musée …tu ne veux pas manquer est _____________________.C’était bâti en ____ par ________________ pour _______________.***une image***