Chez Moi Unit

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Chez moiParis Granville and Pat Bruce

Language: French

Grade Level: Middle School

Theme: HomeGeneral Objectives: Students will describe a home in French

including the furniture and the rooms.

Lesson Length: One week


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Paris Sangrne Granville & Pat Bruce 2Central New Jersey World Language Institute


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Introduction

This unit is developed for Middle school students who have studied French for at least asemester. These students would already be able to express their likes and dislikes, their wants

and needs, and exchange basic personal information. It is not necessary for the students tounderstand every vocabulary word or verb tense in the story.

Based on the story, Il y a un alligator sous mon lit, the unit ties together the language of home,

family, and actions (verbs). These are all part of any beginning curriculum. Although this

story is written for younger children, it allows for discussion common fears. In essence it is acoming of age story about tackling problems all on ones own. These themes are of intrinsic

interest to the middle school student.

This thematic unit allows our students to go beyond the textbook. When they use their languageskills to discuss their fears, their home, and their family, they focus on content of the

communication rather than on the semantics. Ironically, so does the teacher. This encourages

the students to create with language. Indeed, sometimes the results are non-communication,but it allows the students to play with language real world situations.

The first question that we face as middle school teacher is: How do I find time to fit this into thecurriculum? The answer lies in redefining your objectives based on functional outcomes

rather than the scope and sequence of the textbook. Thus this thematic unit replaces some of

the textbook activities and gives the students an experience with the language that will

transfer when similar vocabulary and structures are encountered in the textbook.

Additionally, the students are often motivated by the change of pace teaching in this wayprovides. Some students who are not as successful learning language with a textbook might

even excel while learning through a thematic unit.


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Unit Organization

Chezmoi

National Standards

1.1 1.2 1.3

4.2 5.1 5.2 Langage

Il y a... Jai peur.

Chez moi,

Quest-ce que cest

Vocabulairepices de la maison

meubles

peurs

Activitiesdiffrences entre la salle

de bain et les toillettes

bote de mystre

dicte illustre

les peintures clbres

amnagement dAlbert Alligator

les effets sonores

identifiez les photos


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Paris Sangrne Granville & Pat Bruce Central New Jersey World Language Institute

Chez moi Unit Plan Inventory(Adapted for TL 4892/4049 from the work of C. Pesola Dahlberg, 199

AAccttiivviittiieess//SSttaannddaarrddssAAsssseessssmmeennttss

FFuunnccttiioonnaallLLaanngguuaaggee

VVooccaabbuullaarryyGGrraammmmaarrSSttrruuccttuurreess

CCoonntteenntt CC

Rooms of the House Lesson 11. Mime actions of the

Rooms

Recognize

the rooms

9 rooms Chez moi Listening

skills

2. Natural Approachquestions

Recognize

the rooms

9 rooms Chez moi

3. Paintings of Rooms Identify the

rooms

9 rooms Chez + name Social Studies

Art

Fine

the c

4. Sounds of the Rooms Recall therooms

9 rooms Voici Thinkingskills

5. Labeling the roomsof the house

Sight read

the rooms

9 rooms Quest-ce que

cest

Sight reading Typi

Frenplan

Assessment: Studentsidentify orally the rooms

of the house

Recall therooms

9 rooms Quest-ce quecest

Furniture Lesson 21. Review Rooms of

House

Identify the

rooms

9 rooms Quest-ce que

cest

Typi

Fren

2. Natural Approachquestions

Recognize

the furniture

Furniture un, une, des Categorizing


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AA FFuunnccttiioonnaallLLaanngguuaaggee

VVooccaabbuullaarryyGGrraammmmaarrSStt

ccttiivviittiieess//SSttaannddaarrddss

AAsssseessssmmeennttss rruuccttuurreessCCoonntteenntt CC

3. Comparing Frenchand American

bathrooms

Recognizefurniture and

rooms

Furniture androoms

Il y a BathFran

4. Moving In:Furnishing Rooms

Recognizing

commands,vocabulary

Furniture and

rooms

Commands and

prepositions oflocation

Following

LogicalDirections

Fren

furni

5. Mystery Box Identifyfurniture

Furniture Quest-ce que

cest?

Thinking

Skills

6. Reading Room

Descriptions

Reading

Strategies

Furniture, rooms,

colors,descriptivewords

Il y a Reading

Strategies

Typi

Fren

7. Pair Activity: Furnisha Home

Identifying

vocabulary

Rooms and

Furniture

Il y a Interpersonal

skills, asking

clarifying

questions

8. Illustrated Dictation Sound andsymbol

relationship

Furniture and

rooms

Il y a,

prepositions of

location

Listening

skills

The

Dic

9. Label furniture by

copying

Sight reading Furniture Sight reading

Assessment: Identifyfurniture orally.

Identifyfurniture

Furniture Il y a


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CCoonntteenntt CC

Il y a un alligatorstory

Lesson 3

1. Where is Albert? Identifyinglocation

Rooms and

furniture

O est

Albert ?

Fren

Hous

2. Anticipation guide:What makes youafraid

Expressing

fears

Fears Jai peur... Common

fears

Expr

fearsFren

3. Graphing Fears Expressingfears

Fears Jai peur... Commonfears,

Graphing

4. Tell the story withillustrations

Receptive House, rooms,

story vocabulary

Il y a Listening

strategies

5. Retell the Story asStudents do actions

Receptive House, rooms,

story vocabulary

Il y a Listening

strategies

6. Students sequencethe Flashcards and

match to sentence

strips

Sight reading House Il y a Readingstrategies,

sequencing

Assessment: Students

match pictures from thestory with their

descriptions

Receptive Story vocabulary Reading

Strategies


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CCoonntteenntt CC

Post ReadingActivities

Lesson 4

1. Reading ActionChain

Reading

Strategies,Sight reading

Quand,

commands, storyvocabulary

Commands Reading

Strategies,Sequencing

2. Character Map Story vocabulary Il y a Characterdevelopment

3. Retell the story witherrors

Receptive Story vocabulary Il y a ThinkingSkills

4. True/False sentences Presentational True False Storyvocabulary

Il y a

5. Write a note toanother teacher

warning them about a

monster

Presentational Fears Il y a Writtencommunicatio

n

Exprfears

Fren

Final Assessment:Students write and

original story based on

scaffold.

Written

expression

All previous Il y a,

Agreement

Story

structure

OOuuttccoommeess ((LLaanngguuaaggee ccoonntteenntt,, ccuullttuurree))

Students will describe a home in French including the furniture and the rooms.

FFiinnaall EEvvaalluuaattiioonnOriginal Story based on Story Scaffold.


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Lesson Plan 1: The Rooms of the House

Activities1. Teacher introduces the rooms of the house by

miming an action for each room.

-La cuisine (mime stirring a soup)

-Le garage (mime driving a car)Students imitate teacher. Gradually teacher

stops doing the action and just says the word.

Teacher can then check for understanding of

the whole class, rows or individual students

simply by saying the word.2. Teacher asks Natural Approach questions of

students to help them identify the rooms in

French.-Est-ce la cuisine?

-Est-ce le salon ou le garage?

-Quest-ce que cest?3. Teacher will show paintings by Francophone

artists of rooms of the house. Students willidentify the room. (see page 14)

4. Teacher will play sounds effects of variousplaces in the home. Students try to guess the

room.5. Students label the rooms on a house plan by

choosing and copying words from the word

bank. (see page 16)

ObjectivesStudents will aurally and writing identify the rooms ofthe house.

StandardsStandard 1.2: Students understand and interpretwritten and spoken language pertaining to therooms of the house.Standard 4.2: Students demonstrateunderstanding of the concept of home throughcomparisons of the paintings of Francophonehomes and their own.

Languagela cuisine la chambre le salon

le garage la salle de bains

le jardin les toilettes le vestiairelescalier Chez moi Est-ce ?

Est-ceou ? c est Quest-ce que cest ?

MaterialsFlashcards of rooms

Paintings by Francophone Artists (see page 14)Tape of Sound Effects

Tape recorderHouse Plan worksheet (see page 16)

Oral Assessment checklist (see page 17)

AssessmentStudents identify the rooms of the house orally. This is assessed both constantly during the lesson and with a

checklist. (see page 17)


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Lesson Plan 2: Furniture

Activities1. Review the rooms of the house by showing

the pictures and having the students name the

rooms.

2. Teacher introduces the furniture using thenatural approach questions.

3. Teacher shows two different photos: one of anAmerican bathroom, one of a French

bathroom. Students are asked, Quelle est la

diffrence? The teacher and students discussin French the differences: no toilet, a bidet.

Teacher can briefly describe in French the

purpose of the bidet depending on the maturityof the students.

4. Moving In: Students follow directions to

furnish rooms in Albert the Alligators house.For example the teacher might say, Met le

frigo dans la chambre. The student wouldthen put the refrigerator transparency piece on

the room. If the student hesitates the teacher

can describe the room further by color or

contents.5. Students touch doll furniture in a mystery box

and guess to identify it based on feel.

6. Students read and identify descriptions ofrooms. (see page 20)

7. Pair Activity: Each student receives 2 blankhouses. They draw furnishings in one of the

houses. Without showing their house to theirpartner they describe the location andfurnishing in the house. The partner attempts

to draw the house according to these

directions. Teacher models the procedure

beforehand with a student. (see page 21)8. Dicte Illustre: While looking at an

illustration of a house, the students copy down

the short paragraph that the Teacher reads.

Immediately afterward the teacher displays the

correct paragraph. Students correct their ownwork. They are graded on their final

correction. (see page 25)9. Students label the furniture by choosing and

copying words from the word bank. (see page27)

ObjectivesStudents will recognize the furniture and rooms of thehouse in French

StandardsStandard 1.1: Students engage in conversations,provide and obtain information in order to furnish ahouse.Standard 1.2: Students understand and interpretwritten and spoken language on pertaining to therooms of the house and their furnishings.Standard 4.2: Students demonstrateunderstanding of the concept of culture throughcomparisons of French and American bathrooms.

LanguageUne chaise Une table Un canap

Un lit Un tlvision Un ordinateur

Un tlphone Un magntoscope Un fauteuil

Une chane stro un frigoUne lampe une commode une baignoire

Les toilettes Un bidet Il y a

Dans gauche (de) droite deSur sous

MaterialsFlashcards of house and furniture

Photos of a French and American bathroomAlbert the Alligators empty house transparency &

furniture (see page 18)

Doll furniture & Mystery box

Room Descriptions (see page 20)Pair activity: 2 Empty houses (see page 21)

Dictation paragraph & illustration (see page 25)

Furniture and word bank (see page 27)

AssessmentStudents identify the furniture orally. This is assessed both constantly during the lesson and with a checklist. (see

page 17)


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Lesson Plan 3: Il y a un alligator sous mon lit

Activities1. Review the rooms of the house and thefurniture in Alberts House. Students try to

guess where Albert is hiding. Albert is stuckwith double-sided tape on back of one of the

pictures.2. Anticipation guide: Students write three fears

on a post-it note. Using the conversation

guide students share their fears with their

partner. (see page 28)3. Following the directions of the teacherin

French the students post their fears on a large

graph. Students and teacher discuss the most

and the least common fears comparing withother classes.4. Teacher tells the story Il y a un alligator sous

mon lit with the illustrations and words.5. The teacher retells the story with two students

acting it out: one the alligator, the other the

young boy.6. Students put nine of the pictures in order.

Then they match the sentence strips to the

illustrations.

ObjectivesStudents will listen and read the story

StandardsStandard 1.1: Students engage in a conversationto their express feelings and emotions about theirfears.Standard 1.2: Students understand and interpretwritten and spoken language pertaining to thestory

Languagedu noir des fantmes des serpentsdes monstres des insectes des souris

de lincendie daccident dautre chose

Jai peur Je nai pas peur

MaterialsAlbert the Alligators house & furniture

Fears conversation guide (see page 28)

Post-it notes & graph

Il y a un alligator sous mon lit storyNine Story illustrations and sentence strips

Quiz: Story illustrations and text (see page 29)

AssessmentStudents match the text of the story to the appropriate illustration. (see page 29)


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Lesson Plan 4: Post Reading Activities

Activities1. Reading Action Chain: Teacher places the

bed, refrigerator, garage, and sack on the

board. Students receive a card and prop.

Students are instructed to read the contents oftheir action card and follow the directions at

the given time. Teacher reads the story script

pausing when indicated in the script. The

student with the appropriate action card then

follows those directions to advance the storyon the board. (see page 30)

2. Character Map: Students write any and allwords that they can think of on the charactermap graphic organizer. The teacher and class

discuss the character map. For example

students might say animal, mchant, vert forthe alligator. Or they might say a complete

sentence such as, Le garon a peur. delalligator (see page 33)

3. The teacher retells the story with errors. Allstudents indicate these by privately signaling

thumbs up and down. Teacher calls on

someone indicating the correct signal to make

the corrections in French. (see page 34)4. Students write a sentence about the story that

is either true or false. They read their sentence

and a volunteer identifies it as vrai or

faux.

5. In groups the students follow the pattern towrite a note warning another teacher in the

school about a danger. They then post it on

that teachers door and record their reaction.(see page 35)

ObjectivesStudents will create their own story about being afraid

StandardsStandard 1.2: Students understand and interpretwritten and spoken language pertaining to thestoryStandard 1.3: Students present information,concepts, and ideas to other students, the teacherand other teachers about fears.Standard 5.1: Students use the language bothwithin the school setting but beyond the classroomby placing warning in French around the school.Standard 5.2: Students show evidence of

becoming life-long learners by using the languagefor personal enjoyment and enrichment.

Languagedu noir des fantmes des serpentsdes montres des insectes des souris

de lincendie daccident dautre chose

Jai peur Je nai pas peur

MaterialsReading Action chain Script, cards and props (see page

30)Character map graphic organizer (see page 33)Story with errors (see page 34)

Note pattern and directions (see page 35)

Model note

Story scaffold and directions (see page 37)

AssessmentStudents write and illustrate and original story using the story scaffold. (see page 37)


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Ideas for Horizontal ExpansionPost Reading Activities

Activities in the homeStudents learn typical activities that take place in the homeStudents share their likes and dislikes of these activities

Description of the homeStudents learn several descriptive adjectives that apply to different types of homes.

Students describe real homes from the Internet.Students describe their ideal home.

Students select their preferred home from among several real houses for sale in France

Comparisons of homes around the worldStudents describe various homes from around the world

Students guess where they are from

Students meet the families that live in these homesStudents discuss the possible reasons for different types of home: culture, weather, tradition


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Paintings by Francophone Artists

Directions: Show paintings to the students. Ask them what room they think is

illustrated. You could then proceed to tell them the name of the artist and hisorigin in French. Let students guess the name of the paintings from a list oftitles. Below is a suggested list of works of art to get you started. Also listedare several URLs to allow you easy access to these works on the web. Manyof the more recent works are not yet in the public domain. Whenever possibleplease give credit to the owners of the work.

Indications : Montrez les peintures aux lves. Demandez-leur quelle pice est-ce. Si vous choissiez vous pouviez continuer en franais. base dune liste detitres, les lves peuvent deviner quel est le vrai titre de luvre. Ci-dessous, il

y a une liste duvres comme point de dpart. Comme ressource, il y a aussides adresses des sites de lInternet o ses uvres sont exposes. Rappelez-vous que plusieurs de ces uvres rcentes ne sont pas encore dans le domainepublic. Il faut toujours citer les propritaires dans la mesure du possible.

Possible Works of Ar t

Le petit jardinier, Frdric Bazille (franais de Montpellier) Museum of Fine Arts,Houston

Maison et ferme du Jas de Bouffan, Paul Czanne (franais de Aix en Provence)

Narodni Galerie, Prague Les valeurs personnelles, Ren Magritte (Belge) San Francisco MOMA

Golconde, Ren Magritte (Belge), La collection Menil, Houston, Texas

Scne de la rue 2, Yordon Dabady (hatien)

la ville, Etienne Chavannes (hatien)

Rception, Wilson Bigaud (hatien)

Femme pluche un fruit, Gary Channel (hatien)

Scne du Cap-Hatien, Garry Dorsainvil (hatien)

Paris travers ma fentre, Marc Chagall (russe) Guggenheim Museum, New York

La maison bleue, Marc Chagall (russe) Muse des Beaux-Arts, Liege

La mort de Marat, Jacques-Louis David (franais) Fille et Lit, Marcel Duchamp (franais) Philadelphia Museum of Art

Harmonie en Rouge, Henri Matisse (franais) Hermitage Museum, St Petersburg

Giverny, Claude Monet (franais)

Pain et des fruits sur une table, Pablo Picasso (espagnol) Kunstmuseum, Basel

Arles, Vincent van Gogh (hollandais)

Le djeuner, Pierre-Auguste Renoir (franais) The Barnes Foundation, Merion,Pennsylvania


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Le repas des paysans, Louis Le Nain (franais) Muse du Louvre, Paris

Web addresses

http://www.artchive.com/core.html (exhaustive archive with excellent quality worksand full source documentation)

http://www.bertc.com/magritte_menu.htm#x (Magritte specific site) http://www.artonline.it/ (Nice general site if you can read Italian) http://sunsite.auc.dk/cgfa/index.html (general site in English) http://www.si.umich.edu/Art_History/demoarea/htdocs/index.html (art image

browser) http://medalia.net/ (Haitian art for sale) http://www.egallery.com/haiti.html (Haitian art good biographical information on the

artists) http://www.folkart.com/~latitude/stsurin/ (Haitian art)


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Le plan de la maison

Directions: Copy the labels for the rooms of the house in the rooms that they

name.

Indications : Copiez les mots dans les pices quils nomment.

Picesla cuisine la chambre lescalierle garage le jardin la salle de bainsle salon les toilettes le vestiaire

1.

2.

3.

4.

5.

6.

7.


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Oral Check List for Lessons 1 and 2

Directions: The teacher briefly interviews each student by asking them toidentify a picture of a room of the house. Begin by asking the difficultWhat question. If the student fails to respond then ask a simplerEither/or question. If the student still fails ask a simple Yes/Noquestion. These are the Natural Approach questions asked in the oppositeorder of that used for instruction. Teacher checks off the level of questionanswered. There is also and extra space to mark pronunciation. Thissimple mark simply records if the word was pronounced in such a way asto be understood by a native speaker used to dealing with foreigners.

Indications: Le professeur interviewe brivement chaque lve en demandant

quils identifient une image dune pice de la maison. Il commence parposer la question difficile, Quest-ce que cest ? Si llve ne rpond pas, ilpose une question soitsoit Si llve ne rpond toujours pas, posez unesimple question oui/non. Ce sont les questions de lapproche naturelledans lordre oppos de ceux utiliser pour enseigner. Le professeur cocherla case qui correspond au niveau de rponse. Il y a aussi une case pourmarque la prononciation. Cest une marque simplement gagner si larponse pour tre comprise par un francophone natif qui a lhabitude destrangers.

# What Either/Or Yes/No No Answer Pronunciation1

2

3

4

5


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Moving In: Alberts House

Lesalon

Lachambr

e

Lacuisine

Lejardin

Lasa

lledebains

L

es

toilettes


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Moving In: Alberts Furniture


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Quelle pice ?

Directions: Read the following descriptions then write the name of the roomdescribed in French.

Indications : Lisez les descriptions suivantes puis identifiez la pice dans le tiret.

1. Dans cette pice il y a un canap futon et un fauteuil beige. Cest trs styl.Sur les murs il y a une peinture de Magritte mais cest juste une copie. Elle esttrs belle pourtant. Sur la table devant la fentre il y a un vieux tlviseur etun nouveau magntoscope. La tl est cble. ct il y a une chane-stro etbeaucoup de CDs. _________________________

2. Cette pice nest pas trop grande. Elle a une baignoire, un lavabo et unmiroir. Tu peux y prendre un bain ou te brosser les dents. Il y a dushampooing et une brosse. ___________________

3. Cette pice na pas de tlphone ni de canap. Mais il y a un vlo, une motoet un ballon de basket-ball. En hiver il fait froid ici. Il y a aussi une grandeporte pour laisser entrer une voiture. __________________

4. Il y a beaucoup dactivit dans cette pice. Le tlphone sonne. Bb crie.Papa prpare le dner. Et le chien dort sous la table. Le dessert est dans le four micro-ondes. Toute la famille est assise dans les chaises. ________________

5. Dans la pice en haut, il y a un lit et une petite table. Sur la table il y a unelampe et un livre ouvert. En face il y a un bureau couvert de devoir. Il y a unearmoire mais quelques vtements sont terre. Le chat dort sur le lit._________________


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LAmnagement A

Directions: This is your house new house. Start furnishing the house the way

you would like by drawing furniture in the rooms. Then tell you partnerwhere you put things. Your partner will try to recreate your house on hispaper.

Indications : Voici ta nouvelle maison. Meublez la maison comme tu veux endessinant des meubles dans les pices. Puis avertis ton partenaire o tu as misles meubles. Ton partenaire va essayer de recrer ta maison.

Toi

Toi

Il y a une chane-stro dans le

salon


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LAmnagement B

Directions: This is your partners new house new house. Listen to your partners

explanations and try to recreate his/her house below.

Indications : Voici la nouvelle maison de ton partenaire. coutez les explicationsde ton partenaire et essayez de recrer sa maison.


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Meublez la maison A

Directions: This is your house new house. Start furnishing the house the way

you would like by drawing furniture in the rooms. Then tell you partnerwhere you put things. Your partner will try to recreate your house on hispaper.

Indications : Voici ta nouvelle maison. Meublez la maison comme tu veux endessinant des meubles dans les pices. Puis avertis ton partenaire o tu as misles meubles. Ton partenaire va essayer de recrer ta maison.

Toi

Il y a un frigo

dans la cuisine.


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Meublez la maison B

Directions: This is your partners new house new house. Listen to your partners

explanations and try to recreate his/her house below.

Indications : Voici la nouvelle maison de ton partenaire. coutez les explicationsde ton partenaire et essayez de recrer sa maison.


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Dicte Illustre : Le salon dAlbert Alligator

Directions: Explain the importance of the dictation in the French education

system. If appropriate share a personal anecdote. Explain that this is amodified form of the dictation to help them gain more success. They are towrite exactly the short paragraph that you say describing an illustration.They may use the illustration to give them a context for the paragraph.You will read each sentence three times: At normal speed Pausing at the natural phrasing of the sentence Pausing briefly after every wordWhen finished they are to correct the dictation with you. They will be

graded on their final corrected copy. This encourages them to do a verycareful job of correcting and to learn from their mistakes. You can adaptthis activity for your students who have difficulty processing auditoryinformation or writing but giving them a spot dictation version (a copy ofthe paragraph with some of the words missing) Note that only specialneeds students with a specific concern to the learning mode require thismodification.

Indications : Exposez limportance de la dicte dans lducation franaise. Vouspourriez raconter une histoire personnelle au sujet dune dicte que vous

avez d faire. Expliquez aux lves que ceci est en fait une forme modifiede la dicte traditionnelle afin de leur aider mieux russir. Ils vont crirele paragraphe que vous allez lire. Ils peuvent regarder une image qui donneun contexte au paragraphe. Vous allez lire chaque phrase trois fois : une allure normale avec des pauses aux endroits naturels avec des pauses aprs chaque mot, en respectant des enchanements

vocaliques et des liaisons.Quand ils auront fini, ils vont corriger la dicte avec vous. Ils seront cts

sur leur copie corrige. Cela les encourage mieux corriger et apprendre.Vous pouvez modifier lactivit pour ceux qui ont des difficults dcouterou dcrire en leur donnant une version du paragraphe ou certains motsmanquent. Notez bien que cette modification sapplique uniquement certains lves qui ont des difficults de comprhension orale.


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La dicte : Le salon dAlbert Alligator

Voici le salon dAlbert Alligator. Albert aime le salon. Il y a un canap orange.Albert est devant le canap. Derrire le canap il y a une photo de loncle mile lecrocodile. Il y a aussi une table et une tlvision. Il y a une lampe un peu bizarre. droite, il y a un fauteuil jaune et marron. Cest la chaise favorite dAlbert.Albert est toujours content quand il peut regarder la tl dans son fauteuilprfr.


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Les meubles

Directions: Copy the words from the word bank next to the illustrations that

they name. Note that there are more words in the word bank than you willneed.

Indications : crivez les noms des objets ci-dessous. Notez bien quil y adavantage de mots que dimages.

une baignoire un bidet une chaiseun canap une chane-stro une commodeun frigo un fauteuil un lit

une lampe un magntoscope un ordinateurune table un tlphone une tlvisionles toilettes

1. __________________ 2._________________

3. _________________ 4. ________________

5. __________________ 6. _______________


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Conversation guide : Jai peur

Directions: Before beginning take 30 seconds to silently reflect on your reactions

to the following fears. Then using the model share these fears in French.

Indications :Pendant 30 secondes rflchissez en silence aux peurs suivantes.Puis discutez vos peurs avec votre partenaire selon le modle.

du noir des fantmes

des serpents

des monstres des insectes

des souris

de lincendie

daccident

dautre chose

Jai assez peurJai peur Je nai pas peur


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Contrle : Il y a un all igator sous mon l i t

Directions: Match the captions to the appropriate illustration from the story.

Indications :Trouvez la lgende qui dcrit les illustration de lhistoire

1. Parce que je sais quil est l !

2.Je descends dans la cuisine pour choisir des appts.

3.Je sme des biscuits au chocolat dans le hall

4. et, sur chaque marche de lescalier je dpose un lgume frais.5.Juste ct de mon lit je mets une bouteille dorangeade et des

bonbons. Puis jattends.

6. Ensuite dans le hall.

A. B. C.

D. E. F.


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Reading Action Chain: Il y a un alligator sous mon lit

Directions: The teacher retells the story as the students read directions to act itout. The teacher passes out several index cards (below) with directionsand props listed in French. Students listen for their cue to participate inthe story. Teacher assembles the beginning scene on the board: the bed,the fridge, the boy, the stairs, the sack, and the garage.

Indications : Pendant que les lves suivent des indications pour crer lhistoire,le professeur la raconte nouveau. cette fin le professeur distribue descartes (ci-dessous) qui indiquent les actions et les accessoires requis. Leslves coutent et au moment appropri, ils participent dans lhistoire. Le

professeur tale la scne au tableau : le lit, le frigo, le garon, lescalier, lesac et le garage.

Teachers script

Professeur: Il y a un alligator sous mon lit. lve A: met lalligator sous le litProfesseur : Quand je vais me coucher, je dois faire trs attention lve B : met la planche sur le litProfesseur : parce que je SAIS quil est l ! Pourtant, ds que je me penche

pour le voir, il se cache. lve C: couvre lalligator avec le tissuProfesseur : Alors, jappelle Papa et Maman lve D: crie, PapaMaman Professeur : Ils viennent dans ma chambre mais ils ne voient rien du tout.

Je dois donc rsoudre tout seul ce problme dalligator. Jedescends dans la cuisine pour choisir des appts.

lve E : met le garon ct du frigoProfesseur : Je remplis un grand sac en papier de choses que les alligators

aiment manger lve F : met les fruits dans le sacProfesseur : Dans le garage, je dpose un sandwich au beurre de

cacahutes, des fruits et de la tarte aux pommes. lve G : met le sandwich dans le garageProfesseur : Je sme des biscuits au chocolat dans le hall et, sur chaque

marche de lescalier je dpose un lgume frais.


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Quand vous entendez, Jedescends dans la cuisine pourchoisir des appts. mettez legaron ct du frigo.

(le garon est dj dans le lit)

Quand vous entendez Je remplis ungrand sac en papier de choses queles alligators aiment manger mettez les fruits dans le sac.

(les fruits)

Quand vous entendez des fruits etde la tarte aux pommes. mettez lesandwich dans le garage.

(le sandwich)

Quand vous entendez, surchaque marche de lescalier jedpose un lgume frais. mettez les carottes et la saladesur lescalier.

(les carottes et la salade)

Quand vous entendez desbonbons. mettez les bonbons ct du lit.

(les bonbons)

Quand vous entendez, Il vachercher manger. trouvezlalligator et aidez-le manger lesbonbons

Quand vous entendez puis je lesuis jusquen bas. mettez

lalligator sur lescalier.

Quand vous entendez faufile dansle garage. mettez lalligator dans le

garage.

Quand vous entendez Vite, jeclaque la porte derrire lui et jelenferme double tour. claque laporte de la salle de classe.

Quand ,m./m ;p vous entendez Vite, je claque la porte derrire luiet je lenferme double tour. mettez la porte sur le garage.

(la porte)

Quand vous entendez, Papa

voudra prendre la voiture demainmatin. mettez le garon dans le lit.

Quand vous entendez, Mieux vaux

lui laisser un message attachez lemessage la porte du garage.

(le message)


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Plan des Personnages

Directions: Inside the outlines write words that describe characters.

Indications :crivez dans les dessins les mots qui caractrisent les personnagesreprsents.

Papa et Maman Le garon

Lalligator


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Lhistoire errone : Il y a un alligator sous mon lit

Directions: The teacher retells the story making slight changes. Students listen

carefully to detect errors. All students show this by signaling thumbs up orthumbs down.

Indications : Le professeur raconte lhistoire avec quelques petites modifications.Les lves coutent attentivement pour dtecter les erreurs. Tous les lvesindiquent les erreurs avec le pouce en bas.

Texte de lhistoire errone

Il y a un alligatorsur mon lit.Quand je vais me couche, je dois faire trs attention,

parce que je SAIS quil est l !Pourtant, ds que je me penche pour le voir, il se cache.

Alors, jappelle la police.

Ils viennent dans ma cuisine mais ils ne voient rien du tout.Je dois donc rsoudre tout seul ce problme dalligator.

Je descends dans le salonpour choisir des appts.

Je remplis un grand sac en papier de choses que les alligators aiment manger.Dans lejardin, je dpose un sandwich au beurre de cacahutes, des fruits et de la tarte aux

pommes.

Je sme des biscuits au chocolat dans le hallet, sur chaque marche de lescalier, je dpose un lgume frais.Juste ct de mon ordinateur, je mets une bouteille dorangeade et de bonbons. Puis

jattends

Le voil ! Cest lui ! Il va chercher manger.Je me cache dans le vestiaire,

puis, je le suis jusquen bas.

Ensuite dans la salle de bain.Il traverse la cuisine et faufile dans le garage.

Vite, je claque la porte derrire lui et je lenferme double tour.

Voil ! Je peux retourner me coucher. Il ne reste pas la moindre miette nettoyer.

Mais, maintenant, il y a un fantme dans le garage. Je me demande ce qui va se passer quandPapa voudra prendre la voiture demain matin.

Mieux vaut lui laisser un croissant !


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Laissez un message

Directions: Make a message on a poster for a teacher in the school warning them

of some danger. Use the model below. Then post it on the teachers door andrecord their reaction.

Indications :Crez un message pour un professeur dans lcole pour lui avertirdun danger. Utilisez le modle ci-dessous. Puis laffichez la porte duprofesseur et enregistrer leur raction.

1. Rough Draft: Create your own warning by replacing: Papa, alligator,andgarage.


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2. Edit your note checking for

errors

r note onto butcher paper. For once you can be sloppy!Make your note look as though a child wrote it. Add some childish

it is written.

their reaction.

7. Report the reaction to the class.

Le professeur tait

surpris

a. Copying

b.

Spelling3. Recopy you

drawings.

4. Get the note approved by the French teacher

5. Post the note on the door of the teacher to whom

6. Mark the box that best describes

peureux

colreen

amus


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Un problme rsolu

Directions: You are now going to create your own original story following the

basic outline of Mercer Mayers Il y a un alligator sous mon lit. Follow thedirections below.

Indications :Vous allez maintenant crire votre propre histoire originale selonlesquisse gnrale de Il y a un alligator sous le lit de Mercer Mayer.

8. Fill in the blank story scaffold.

Il y a un ______________ sou mon ______________.monstre meubleJai (un peu assez extrmement) peur.

choissiez un

Je remplis un sac en papier avec ______________.nourriture

Je dpose ______________ dans le jardin.nourriture

______________ mange les appts.monstre

Je claque la porte. Youpi !9. Ask some one who knows French to edit. The editor should sign here:

____________________________________

10.Copy each sentence carefully onto a page in the blank story booklet.There should be one sentence per page.

11.Illustrate the Story in color.

12.Read to your partner. Your partner should sign here:____________________________________


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Un problme rsolu

Directions: The teacher will grade your story based on the following criterion.

Indications : Le professeur va noter votre histoire selon les critres suivants.

The studentsoriginal story

5 4 3 2 1 0

StoryCohesive,

logical,

sequential,clear, and

compelling.

Logical,

sequential, clear

Clear but lacks

logic

There are gaps

The sequence ishard to follow

Illustrations Colorful, clear,complete, stylishand original

Colorful, clearand complete

Incomplete Missing

Communication

A native

speaker could

easilyunderstand the

story

The teacher can

easilyunderstand.

The teacher can

guess at themeaning.

Difficult to

understand.

Total: ____/15

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