For the teacher

Handout 1 to 13
Teacher handout 1
Teacher handout 2
Correction Key
Teacher handout 3
Characterization
-Find two characteristics for each character. (Personality traits, preferences, etc)
-Likes to travel
-adventurous
-curious,etc.
-Loves snow,likes
maple syrup,etc.
Toot
Puddle
-loves to live in
Woodcock Pocket.
Activity Chart
- Fill the chart with activities that Toot and Puddle do.
Toot
Puddle
January
Toot sets off on his biggest trip ever.
February
Toot swims with hippos in Africa.
March
Toot rides a camel.
April
Toot swims with a school of fish.
May
Toot explores India.
June
Toot goes mountain climbing in the Alps.
July
Toot goes to a Matador Camp
August
Toot roasts marshmallows with penguins.
September
Toot visits museums in Paris.
October
Toot eats pastries in Italy.
November
Toot decides to go back home.
December
Toot and Puddle are together again.
January
Puddle stays home.
February
Puddle skates at Pocket Pond.
March
Puddle eats pancakes with maple syrup.
April
Puddle plays in the mud.
May
Puddle celebrates his birthday.
June
Puddle remembers going parachuting.
July
Puddle swims at Pocket Pond.
August
Puddle misses Toot at the beach.
September
Puddle paints a portrait of himself.
October
Puddle makes his Halloween costume.
November
Puddle gets ready for Toot’s return.
December
Toot and Puddle are together again.
Teacher handout 4
Competency 2 Rubric
To reinvest understanding of oral and written texts
Evaluation
criteria
Demonstration
of
understanding
(Task1,2 and 3)
Carrying out of
reinvestment
task.
(Task 4)
My teacher
observes
whether…
I can complete
the chart by
selecting the
right
information.
A
My answers show
an outstanding
understanding of
the topic for the
task.
I can mention
the characters’
characteristics,
My ideas make
things they
sense.
celebrate and
activities they do
together.
In addition to
using my own
ideas and
language, I use
information,
techniques and
language from
the texts I read.
I correctly use
lots of
information and
vocabulary from
the text.
B
My answers show
a solid
understanding of
the topic for the
task.
My ideas make
sense.
I correctly use
adequate
information and
vocabulary from
the text.
C
My answers
show, overall, a
basic
understanding of
the topic for the
task.
D
My answers show
little
understanding of
the topic for the
task.
My ideas mostly
make sense.
I correctly use
some
information and
vocabulary from
the text.
E
My answers show
a lack of
understanding of
the topic for the
task.
OR
My ideas are off
topic.
I correctly use
very little
information and
vocabulary from
the text.
I mostly use
information and
vocabulary from
the text
incorrectly.
OR
I mostly copy
the models.
Teacher handout 5
Anecdotal Record
Group ______
Date: _____________ Task: ________________________
Date: _____________ Task: ________________________
Date: _____________ Task: ________________________
Competence 1
Criteria: _______________________________
Criteria: _______________________________
Criteria: _______________________________
Teacher handout 6
Competency 1 Rubric
To interact orally in English
Evaluation
criteria
Participation
in exchanges
Use of
functional
language
My teacher
observes
whether…
I discuss the
sentences,
questions, and
answers with my
teammates.
For example:
-I express my
ideas.
-I react to
others’ ideas
I correctly use
classroom
expressions (e.g.
I think… I
disagree…) and
new vocabulary
(e.g. The …)
during my
discussions with
my teammates.
A
I participate
very often
B
I participate
regularly.
C
I participate
sometimes.
D
E
I participate only
when someone
helps me.
I do not
participate.
OR
I use a wide
range of
classroom
language and
new vocabulary
correctly.
I use classroom
language and
new vocabulary
correctly or
mostly
correctly.
I sometimes use
classroom
language and
new vocabulary
correctly.
I use classroom
language and
new vocabulary
correctly only
when someone
helps me.
I do not use
common
classroom
language or new
vocabulary.
Teacher handout 7
Toot’s Trip around the World
Alps, Paris
June
September 
Spain 
July
 Italy
October
 Egypt
March
 India
May
February
 Salomon
Islands
April
 August
Teacher handout 8
HOW DO I PLAN A TRIP?
(Example of a graphic organizer)
Answers may vary and this to help student plan their poster, know where to find ideas and list resources
to find the information they need. You can plan a period at the computer lab and have them find and
print from these Internet sites: www.nationalgeographic.com and www.plcmc.org/kids/mow/ (from this site you have access to
the World Fact Book, just type the country of your choice and you will find everything you need!)
What do I need to know?
Destination (where is it?)
When am I going? (month,
season)
Climate/weather
Clothing to bring (according to
the season)
Who will I send a postcard to?
Examples
Where can I find information?
Paris, France, Europe
Solomon Islands, Oceania
Egypt, Africa
Percé, Quebec, Canada, North America
January (winter)
April (spring)
July (summer)
September (autumn)
cool, hot, warm, sunny, rainy
map, atlas, dictionary, internet
friends, cousins, aunts, uncles
for the vocabulary: (picture) dictionary,
student book, teacher, peer
for the vocabulary: calendar, dictionary,
teacher, peer
tourism guides, internet, books on
countries, an adult
for the vocabulary: (picture) dictionary,
student book
coat, sweater, jeans, jacket, shirt, running for the vocabulary: (picture) dictionary,
shoes, boots, socks
student book, teacher, peer
Teacher handout 9
Teacher handout 10
Our Trip to Scotland
Climate: warm and
Dear Eveline,
How are you? Scotland is
beautiful. The people are
friendly. Today, it is
sunny and warm. I miss
you.
Your best friend
Marilyn
Hi Vincent,
I love Scotland. Summer
is warm not hot. The old
cities are beautiful. The
food is okay. I speak
English. It is fun.
Your cousin
Simon
Eveline Durocher
45 Horizon
Terrebonne, Qc J7T 9K2
Canada
Vincent Robert
738 Baldwin
Quebec, Qc J8N 4R9
Canada
By Marilyn and Simon group 403
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Teacher handout 11
Evaluation Grid
Competency 3: To write texts
Name:
Date:
Title of Product or Service:
Group:
Evaluation Criteria
Compliance with instructions
 Includes all relevant information:
1. I specified the destination,
part of the world, month and
season, climate, clothing,
persons to write to and an
activity or something to visit.
2. I completed individually a
post card.
Scale
A
B
C
D
I follow all
instructions.
I follow 5
instructions
I follow 4
instructions
I follow 3
instructions
I follow less
than 2 of the
instructions.
Language conventions targeted for the
task
 Uses correct word order in
sentences (subject, verb, object).
 Uses appropriate punctuation
(capital letter at the beginning,
period at the end, exclamation
point and question mark).
OR
A
B
There are one There are 3 or
or 2 errors.
4 errors.
C
D
There are
several
errors.
Most or all
words are
misspelled
 Uses correct spelling from provided
resources (functional language,
vocabulary, expressions, and ideas
from models).
Characteristics of final product.
 The poster is original and
personalized.
 I add my own ideas to the
information and vocabulary from
the texts to make my postcard
real and personalized.
E
My message is
copied word
for word from
one of the
texts I read.
OR
A
B
C
I had one of
I had many of I had some of
my own ideas.
my own ideas. my own ideas.
Comments:
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
D
My postcard’s
message is
unclear and
difficult to
understand.
My message is
inappropriate
and off topic.
Teacher handout 12
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
Teacher handout 11
Teacher handout 13
Find Someone Who…
Find Someone Who…
1.
wants to go to Florida.
________
2.
has a sweater in his/her suitcase. ________
3.
is going on a trip in June.
4.
is going to write to his/her aunt. ________
5.
wants to go to Asia.
________
6.
is going on a trip in winter.
________
7.
is going to a hot destination.
________
8.
has pyjamas in his/her suitcase. ________
9.
wants to go to Cuba.
________
10.
is going on a trip in February.
________
________
1. wants to go to Florida.
________
2. has a sweater in his/her suitcase. ________
3. is going on a trip in June.
________
4. is going to write to his/her aunt. ________
5. wants to go to Asia.
________
6. is going on a trip in winter.
________
7. is going to a hot destination.
________
8. has pyjamas in his/her suitcase. ________
9. wants to go to Cuba.
________
10. is going on a trip in February.
________
10.is
Find Someone Who…
Find Someone Who…
1.
wants to go to Florida.
2.
has a sweater in his/her suitcase. ________
2. has a sweater in his/her suitcase. ________
3.
is going on a trip in June.
3. is going on a trip in June.
4.
is going to write to his/her aunt. ________
4. is going to write to his/her aunt. ________
5.
wants to go to Asia.
________
5. wants to go to Asia.
________
6.
is going on a trip in winter.
________
6. is going on a trip in winter.
________
7.
is going to a hot destination.
________
7. is going to a hot destination.
________
8.
has pyjamas in his/her suitcase. ________
8. has pyjamas in his/her suitcase. ________
9.
wants to go to Cuba.
________
9. wants to go to Cuba.
________
________
10. is going on a trip in February.
________
10. is going on a trip in February.
________
________
1. wants to go to Florida.
Written for the MELS by Marilyn Lassire, CS des Affluents, September 2003
Modified by teachers and CP. CS Monts-et-Marées, April 2009
________
________