EXTENDED FRENCH
Paolo Brandolini
Grades 5 & 6
ENDURING IDEAS IN THE FRENCH AS A SECOND
LANGUAGE CURRICULUM
• By studying a second language, students learn a great deal about interacting
effectively with others, because they have to focus closely on what it is they are trying
to communicate; what they need others to understand, and why; how their oral or
written expression is received and interpreted; and what others are trying to
communicate to them, and why. As they learn to exchange information and ideas in
another language, they also learn about other ways of thinking, other ways of doing
things, and other ways of living – in short, about other people and other cultures.
• The French as a second language curriculum emphasizes communicating a message
by using knowledge of vocabulary, language conventions, and grammar while taking
into consideration the purpose, the audience, and the situation or context. This focus
on the sociolinguistic and cultural aspects of language allows students to apply their
language knowledge in a variety of real-world situations and contexts.
LISTENING, SPEAKING, READING, AND
WRITING: INTERCONNECTED BUT DISTINCT
• Listening, Speaking, Reading, and Writing: Interconnected but Distinct
• In order to develop the skills necessary to become lifelong language learners,
students will be given multiple opportunities to:
• listen and respond to texts and to others;
• speak and interact with others;
• read, view, and respond to a variety of texts;
• write a variety of texts for many different purposes and audiences.
• Listening and speaking skills are the springboards to reading and writing. While the
curriculum strikes a balance between these four distinct but interconnected skills,
oral communication – listening and speaking – is paramount for second-language
acquisition. If students hear it, they can say it. If students can say it, they can read it.
And if students can read it, they can write it.
CURRICULUM EXPECTATIONS
LISTENING
• A1. Listening to Understand: determine meaning in
a variety of oral French texts, using a range of
listening strategies;
• A2. Listening to Interact: interpret messages
accurately while interacting in French for a variety of
purposes and with diverse audiences;
SPEAKING
• Speaking to Communicate: communicate information and
ideas orally in French, using a variety of speaking strategies
and age- and grade-appropriate language suited to the
purpose and audience;
• B2. Speaking to Interact: participate in spoken interactions
in French for a variety of purposes and with diverse
audiences;
READING
• Reading Comprehension: determine meaning in a variety of French texts, using a
range of reading comprehension strategies;
• C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a
variety of adapted and authentic text forms, including fictional, informational,
graphic, and media forms;
WRITING
• Purpose, Audience, and Form: write French texts for different purposes and
audiences, using a variety of forms;
• D2. The Writing Process: use the stages of the writing process – including prewriting, producing drafts, revising, editing, and publishing – to develop and organize
content, clarify ideas and expression, correct errors, and present their written work
effectively;
READING – GRADE 5
READING – GRADE 6
TRÉSOR JUNIOR SERIES
• Multiple opportunities to demonstrate understanding
• Use of a variety of teaching strategies which could include
cooperative learning, peer practice, word charts, read
alouds, think alouds, shared reading, graphic organizers
• Variety of assessment opportunities (oral, written, visual)
• Use of technology to supplement learning
READING STRATEGIES
 Before
• Set goals
• Activate prior knowledge
• Predict
 During
• Determine main ideas
• Make connections
• Ask questions
• Visualize
• Guess
• Infer
• Connect to grammar rules
 After
• Verify predictions
• Summarize, retell
• Make conclusions
• Verify effectiveness of strategies
COMPREHENSION ACTIVITIES
Visualization
• Through pertinent questioning
Story Sequencing
Mystery Sentences
Picture Story
ASSESSMENTS
• Cards (oral and written tasks), for summative assessment
GUIDED READING
• http://www.scholastic.ca/clubs/images/whatisgrl.pdf
GR. 5 SOCIAL STUDIES
• A. HERITAGE AND IDENTITY: FIRST NATIONS AND
EUROPEANS IN NEW FRANCE AND EARLY CANADA
• B. PEOPLE AND ENVIRONMENTS: THE ROLE OF
GOVERNMENT AND RESPONSIBLE CITIZENSHIP
GR.6 SOCIAL STUDIES
• A. HERITAGE AND IDENTITY: COMMUNITIES IN CANADA,
PAST AND PRESENT
• B. PEOPLE AND ENVIRONMENTS: CANADA’S
INTERACTIONS WITH THE GLOBAL COMMUNITY
SOCIAL STUDIES
SUPPLEMENTAL RESOURCES
AGENDA
• Assists students with organization and time management
• Allows parents to be kept abreast of upcoming tests and due
dates
• Important means of correspondence between teacher and
parents
EXTRA-CURRICULAR ACTIVITIES
CARNAVAL
USEFUL WEBSITES
• http://www.brainpop.fr/
• http://www3.tfo.org/jeux
• http://www.larecre.net/fr/exercices.html
• http://www.edu.gov.on.ca/fre/students/links.html
• http://passerelle.csf.bc.ca/parents-eleves/ressources/jeux/
• http://www.fslhomeworktoolbox.ca/
• http://voilalearning.com/en/
• http://www.iletaitunehistoire.com/