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Name:Christian Nelson |
Grade(s):7 |
Time needed: 40 minutes |
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Curriculum Area(s):French |
Date: Decemeber 14 |
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Lesson Topic: Learning Emotions |
Prior Learning: Students are expected have a familiarization
with basic emotions in French.
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Overall Expectation(s)
C1. Reading Comprehension: determine meaning in a variety of French
texts, using a range of reading comprehension strategies;
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Learning
Goal Students
are able to identify and learn new emotions. |
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Related Specific Expectation(s) C1.2
Reading for Meaning: demonstrate an understanding of a variety of French
texts containing visuals and familiar
names, words, and expressions, with teacher modelling and guidance as
appropriate (e.g., read and respond to suggestions in a pen pal’s letter;
identify key information in a
reservation confirmation; read and report on or dramatize the rules of a
favourite sport; read and comment on a classmate’s journal entry about a
weekend outing; using a graphic
organizer, identify and record the main idea and supporting details
from a text and share their answers in
a small-group discussion; respond to the information in an environmental
brochure by brainstorming ways to implement environmentally responsible projects
in the school)
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Success Criteria
I can comprehend a story and identify the emotions
in the story. |
Revised
July 2021
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Equity, Diversity, Inclusion, and Indigenization
This
lesson reflects a diverse global world as land rights issues are relevent
golablly. During this lesson the teacher is invited to share any connects
they have to their own lives as well as invite students to identify any
connections. Students of all backgrounds are invited to share. |
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Safety
No protocools of safety are needed for this activity. |
Sources
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Considerations
for Differentiation and Modifications
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Lesson Outline
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Assessment
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Materials
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Est. time |
Minds on: Getting Started
Class begins with a prayer and the teacher asks students how they are
feeling
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The engagement of students based on answers |
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Est. Time |
Action: Working On It
Read through the story on the powerpoint with
the students. Have students volunteer to read a line each. Stop and identify
the emotions. Ask students what they believe is happening in the story.
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Participation and engagement in the activity.
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Est. Time |
Consolidation: Reflecting & Connecting Students are
then asked if they can recall feeling similar emotions to the character in
the story. They must explain in French.
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Was the student engaged and able to participate?
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Reflection.
This lesson went
very well. I think students enjoyed it because they did not experience a lesson
like this. I felt as though the usage of technology through using a powerpoint
to demonstrate a story was effective. Many students were very engaged, and asked
if we were going to do this activity again. Many students were eager to
participate. I felt as though students identified well with the story.
Furthermore, I also though that all the students could relate to the emotions
(being nervous, excited, elated) expressed in the story. There were times when
I wished that a wider variety of students participated, but that is rarely an
improvement that is absent for most teachers.
Knowledge-centered artifact #2
An example of a listening activity done in French class concerning the Champs-Elysees. Students had to fill in the blanks (the bolded words were taken out). The song of Joe Dassin was played https://www.youtube.com/watch?v=tDWeLlvYyYU&pp=ygUOY2hhbXBzIGVseXNlZXM%3D.This was the first time I engaged with a listening activity that concerned music and it was a great success.
Je m'baladais sur l'avenue
Le cœur ____ouvert_______ à l'inconnu
J'avais envie de dire ______bonjour_____à n'importe qui
N'importe qui, ce fut toi
Je t'ai dit ___n’importe________ quoi
Il suffisait de te _______parler____
Pour t'apprivoiser
Aux Champs-Élysées
Aux Champs-Élysées
Au soleil, sous la _____pluie________
À midi ou à minuit
Il y a tout c'que vous _______voulez______
Aux Champs-Élysées
Tu m'as dit, "j'ai ______rendez-vous_______"
"Dans un____sous-sol_________, avec des fous"
"Qui vivent ___la guitare_________ à la main du soir au __matin___________"
Alors, je t'ai accompagnée
On a ____chanté_____, on a _______dansé______
Et l'on n'a même pas pensé à s'embrasser
Aux Champs-Élysées
Aux Champs-Élysées
Au soleil, sous la ____pluie______
À midi ou à minuit
Il y a tout c'que vous ____voulez_____
Aux Champs-Élysées
Hier soir, deux _______inconnus_____
Et ce matin, sur _____l’ avenue______
Deux amoureux tout étourdis par la longue __nuit________
Et de l'Étoile à la Concorde
Un orchestre à mille cordes
Tous les ______oiseaux_______ du point du jour chantent _________l’amour_____
Aux Champs-Élysées
Aux Champs-Élysées
Au soleil, sous la ______pluie____
À midi ou à minuit
Il y a tout c'que vous ___voulez_______
Aux Champs-Élysées
Aux Champs-Élysées
Aux Champs-Élysées
Au soleil, sous la ___pluie______
À midi ou à minuit
Il y a tout c'que vous ____voulez______
Aux Champs-Élysées
Aux Champs-Élysées
Aux Champs-Élysées
Alors tout le monde connaît l’avenue
des champs-Elysées mais connaissez-vous d’où il tire son nom ? Bien
connue pour sa splendeur et son importance historique, l’avenue des
Champs-Elysées a une origine étonnante, profondément ancrée dans la mythologie
grecque.
Pour la petite histoire, ils furent créés
en 1674 par le talentueux André Le Nôtre, avec l'ambition de
prolonger le Jardin des Tuileries. L'avenue n'a officiellement reçu son
appellation qu'en 1698.
Les Champs-Élysées tiraient leur nom du royaume
des morts dans la mythologie grecque, plus précisément des jardins
paradisiaques réservés aux héros et aux âmes vertueuses. Ce choix de nom
n'était pas anodin, il symbolisait le privilège pour les promeneurs de pouvoir
se reposer dans les jardins du roi, allusion au repos éternel des héros dans la
mythologie grecque.
En se promenant sur cette avenue mythique, on se retrouve à parcourir un site historique dont l'emplacement initial était une zone marécageuse en dehors des limites de Paris. C'est là que passait le Grand Égout, un ruisseau qui recueillait et déversait dans la Seine les eaux usées de la capitale. Les Parisiens, avec leur sens de l'humour, ont baptisé ce lieu "Champs-Élysées", le paradis éternel, une moquerie sur l'emplacement de cette voie royale dans une zone peu recommandable.
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