SAMPLE Chapitre 1 : Édi le talentueux€¦ · sheet as the students color on theirs. ... Je sais jouer du piano = ‘I know how to play the piano’. In, Édi we are reading about

TEACHER’S GUIDE

By Emily Ibrahim, Erica Peplinski

& Anny Ewing

Copyright © 2018 Fluency Matters • FluencyMatters.com

Chapitre 1 : Édi le talentueux

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Table des matières

TEACHER’S GUIDE By Emily Ibrahim, Erica Peplinski

& Anny Ewing

Chapitre 1 : Édi le talentueuxTable des matières

Gestures 3 Pre-Reading : Grand ou petit ? 3 Vocabulary introduction 4 Color the animal instructions and script 4 Colorie l’animal worksheet 5 Peut / Qui peut … ? Slideshow 6 Je peux … activity 8 Qui peut … ? Game 9 Les animaux échapper au zoo ! activity / game 10 Post-Reading – Reader’s Theater: TPR 12 Post-Reading – Reader’s Theater: Re-enactment 13 Post-Reading – Reader’s Theater: All the world’s a stage 14 Post-Reading – Comprehension quizzes 15 Informal / Formal Assessments 16 Activity – Draw a Line 17 Activity – Draw a Line Answer Key 18 Activity – Listen and Circle 19 Activity – Listen and Circle – Answer Key 20 Activity – Grand ou petit ? 21 Activity – Grand ou petit ? – Answer Key 22 Activity – Describe each character 23 Activity – Describe each character – Answer Key 24 Quel animal est-ce ? Card game 25

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Gestures

grand - hands stretched out wide OR stand up super tall

petit - hands with palms close together as if holding something small OR crouch down super small

intelligent - Point to your head a couple of times with your pointer finger.

sportif - Do a few quick stretches

poétique - Put your left hand on your hip, dramatically stretch out your right hand and tilt your chin up as if reciting a poem

peut - 1. The ASL sign for ‘can’ is to make both hands into fists, hold them next to each other in

front of your body and move them down about 6 inches.2. Hold up one hand in a fist next to the head and extend the entire arm upward, as if

cheering for someone.

Pre-Reading

Grand ou petit? (Large or small?)

Establish meaning of grand and petit using gestures, writing the words in French and English on the board if necessary.

Slideshow - Grand ou petit?1. C'est un hippopotame. C'est un grand animal.

2. C'est une souris. C'est un petit animal.

3. C'est un dauphin. C'est un grand animal.

4. C'est un iguane. C'est un petit animal.

5. C'est un éléphant. C'est un grand animal.

6. C'est un caméléon. C'est un petit animal.

7. C'est un chameau. C'est un grand animal.

8. C'est un bison. C'est un grand animal.

9. C'est un hamster. C'est un petit animal.

10. C'est une girafe. C'est un grand animal.

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Vocabulary introductionShow Grand ou petit slideshow presentation of animals and for each slide ask the question, “ C'est un

grand animal ou c’est un petit animal ? ” If it is a small animal, students crouch down and make

themselves small. If it is a big animal, students stand up very tall. Give and model instructions in French. Perform the action with the children, while saying the given sentences describing each slide.

Colorie l’animal (Color the Animal) Give each student a copy of the worksheet Colorie l’animal. Show the matching slideshow presentation, Colorie l’animal. As an introduction to vocabulary, complete the worksheet together as a

class. As you go through the given dialogue with the students, point to each animal on the screen as

you talk about them. Also use the gestures for grand and petit to reinforce the meaning. Allow the students time to answer your questions. Feel free to change it up a bit by asking the questions in a

different way. As an example, if you have an interactive whiteboard, use the given slideshow

presentation and color with your students on the interactive whiteboard. If not, color on your own

sheet as the students color on theirs.

Teacher Script:

“ Regarde numéro un, il y a un chat et un éléphant. Le chat est un petit animal. (Est-ce que) Le chat est un animal grand ou petit ? L'éléphant est un grand animal. L'éléphant est un animal grand ou petit ?

Quel est le grand animal, le chat ou l’éléphant ? Colorie le grand animal. Colorie l’éléphant. L'éléphant

est le grand animal. Colorie le grand animal : l’éléphant. ”

“ Regarde numéro deux, il y a une girafe et un poussin. La girafe est un grand animal. La girafe est un

animal grand ou petit ? Le poussin est un petit animal. Le poussin, c'est un animal grand ou petit ?

Quel est le petit animal, la girafe ou le poussin ? Colorie le petit animal. Colorie le poussin. Le poussin

est le petit animal. Colorie le petit animal : le poussin. ”

“ Regarde numéro trois, il y a une souris et une baleine. La souris, c'est un petit animal. (Est-ce que) La

souris est un animal grand ou petit ? La baleine est un grand animal. La baleine est un animal petit ou grand ? Quel est le petit animal, la souris ou la baleine ? Colorie le petit animal. La souris est le petit

animal. Colorie la souris. Colorie le petit animal : la souris. ”

“ Regarde numéro quatre, il y a un lapin et un bison. Le lapin est un petit animal. Le lapin, c'est un animal petit ou grand? Le bison est un grand animal. (Est-ce que) Le bison est un animal petit ou

grand ? Quel est le grand animal, le lapin ou le bison ? Colorie le grand animal. Le bison est le grand

animal. Colorie le bison. Colorie le grand animal : le bison. ”

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Nom ______________________ Date __________

COLORIE L’ANIMAL

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Slideshow - Qui peut… ?

Establish meaning of peut by telling students the meaning in English and writing it on the board. You can also use a gesture to help students remember what peut means.

When we talk about things we can do in French, we usually use the verb savoir, ‘know (how to)’:

Je sais jouer du piano = ‘I know how to play the piano’.

In, Édi we are reading about things that Édi can do even though he thinks he can’t. So we use the verb peut with the sense of ‘he is able’.

In the following activity based on the slideshow Qui peut…? You are not asking simply ‘Who knows how to do X?’ You are asking ‘Who can do X’, even in unusual circumstances.

Show Qui peut… ? slideshow. For each slide, ask a question combining the action shown in the picture and listed in the left column, with one of the challenges suggested in the right column. Or one of your own..

Those students that CAN do that thing should stand up and pretend to do the action. You may wish to have students ‘freeze’ while you discuss the action and ask questions about it to the class.

Listen to answers and ask:

Combien de personnes peuvent… ? Il y a plus de personnes qui peuvent … ou qui peuvent … ? Qui peut…? Qui NE peut PAS…?

To help reinforce the meaning of peut, point to the meaning on the board and/or use the gesture.

Qui peut…

1. jouer du violon2. jouer du piano3. jouer de la guitare4. jouer de la trompette5. jouer de la flute6. faire des photos7. faire de la gymnastique8. faire une peinture9. faire du karaté10. faire des origamis11. jouer au golf12. jouer au tennis13. jouer au baseball14. jouer au volleyball15. jouer au football

sur la jambe avec l’oreille sur la tête avec le pied et sauter et marcher et danser et chanter dans la piscine sur la plage dans le garage avec une batte de baseball avec une raquette de tennis avec une pastèque avec une boule de papier

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Slideshow - Qui peut… ? (continued)

Provide students with the sheet on the following page. Help students finish their sentences in French and have them then draw pictures of themselves doing the activity. For example Je peux jouer du piano avec le nez with a picture of the student playing the piano with their nose. These can be shared using a document camera or you could snap photos and upload to a Google slideshow, to be discussed during the next class. They might also be hung in the hall or gathered and put into a book for your classroom library (or all of the above!).

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NOM ______________________________

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Slideshow – Qui peut former… ? – Game

Materials: pipe cleaners

Establish meaning of peut by telling students the meaning and writing it on the board. You can also use an action to help students remember what peut means.

A.  Show one slide at a time and ask the given question.

Qui peut former un cercle? Qui peut former un triangle? Qui peut former un rectangle? Qui peut former un ovale? Qui peut former un coeur? Qui peut former une étoile?

As an example for the first slide point to yourself and say, “ Je peux former un cercle ” and make a circle with the pipe cleaner. Ask the given question again and choose a volunteer to come to the front of the class and make the shape with the pipe cleaner.

Ask: “ Tout le monde, [Name of volunteer] peut former un cercle ? ”

A positive answer you can teach the students is “ Oui, il/elle peut ! ” Teach the students this like a chant, and have them hold up one hand in a fist next to the head and extend the entire arm upward, as if cheering for someone as they say the chant.

When the student finishes making the shape say, “ Excellent, [Name of volunteer], tu peux former un cercle ! Tout le monde, [Name of volunteer] peut former un cercle ! ”

B. Give every student a pipe cleaner.

Show one slide at a time and ask the given question.

Make it a competition to see who can make the shape the quickest, or simply give everyone the time and help they need to make the shape. To make it extra challenging for older students, see who can make the shape with their eyes closed.

Comment on those students that make the shape. Hold up a completed shape and say, “ [Name of student] peut former un cercle ”.

Variation:

The shapes can be made using a pipe cleaner, or with the finger in the air. Just change the expression to “ … peut dessiner… dans l’air ”.

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Les animaux s’échappent du zoo !

Materials: Printed animal pictures to be used as ‘masks’.

Try the following to get students moving: Hang a sign on each side of the playing space. One sign says ‘grand’ and the other sign says ‘petit’. Make a ‘cage’ by taping a large square on the floor under each sign (using masking tape).

Print enough animal pictures for each student in your class (except two) to be an animal. Students can use them like a mask or a name tag. Two students are le gardien / la gardienne, or zookeeper.

Pass a student an animal card and have them come to the front of the class. Say:

Tout le monde, Kevin n’est pas un garçon. Kevin est un hippopotame. (Kevin acts like hippopotamus, classmates laugh.)

While pointing at the grand and petit signs, ask:

Kevin est un grand animal … ou un petit animal ?

Students may respond by showing grand or petit with their arms as described in Gestures above, by pointing at the correct sign, or by speaking. Not all students will be ready for output, but some will be eager for it and will want to shout out the answer in French. After students have indicated Kevin is un grand animal ask Kevin to go stand in the corresponding ‘cage’.

Pass another student an animal card and have them come to the front of the class. Say:

Tout le monde, Sara n’est pas une fille. Sara est une souris. (Sara acts like a mouse.)

Ask:

Sara est un grand animal … ou un petit animal ?

Have her go to the petit ‘cage’ when the students indicate she is petit.

Continue to sort the students this way until they grow bored of the activity. Some classes may be able to sort all of the students, but if students are bored after sorting several students, it’s time to play Les animaux s’échappent du zoo ! This is a great game to play as a cross-curricular class with the gym teacher or in a larger space. It can be played in the classroom if you clarify that students must walk – Marchez ! – at all times.

Designate two students as le gardien / la gardienne. One student must capture les grands animaux and the other les petits animaux. You can indicate the zookeeper roles with the sign.

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Les animaux s’échappent du zoo ! (continued)

The rest of the students are big or small animals. It is important to have an equal number of big and small animals. If you have an uneven number of students, the teacher can play to make an even number. You could also designate a special role like ‘counter’ for an extra student.

Tell students that late at night, les animaux s’échappent du zoo ! Act like you are an animal and escape from the cage. Clarify the meaning with students. Tell students that there are 2 zookeepers. One zookeeper needs to trap all the big animals – attrape les grands animaux – and the other needs to trap all the small animals – attrape les petits animaux – (trap/catch- show catching motion and clarify meaning with students). The zookeepers will ‘trap’ an animal by tapping them on the shoulder and saying “ attrapé ! “

When this happens, the ‘animal’ must freeze. The zookeeper then must check the sign on the student to see if they caught the right size animal. If they caught the right size animal they can send it to its cage. If not, the animal escapes for the other zookeeper to catch. The teacher must know how many of each animal are ‘free’ (i.e. if you have 24 students there are 2 zookeepers, 11 big animals and 11 small animals).

The winner of the game is the first zookeeper to trap all of the correct size animals. Every so often freeze the game and count the animals in each cage in French.

The last two animals ‘captured’ can be zookeepers the next time you play.

After playing this game the first time you can try adding a new element by designating a special role. Give a student a pretend set of keys. This student has the ability to sneak up to a ‘cage’ and set the animals free. This can make the game a bit more competitive and cause it to go on for longer.

This game can be used whenever you have extra time at the end of a lesson, or whenever students need to move.

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Post-Reading: Reader´s Theater

Reader´s Theater: TPR

Review these key terms and help students by giving them some gestures to go with them:

intelligent bon sportif poétique

Read the text sentence by sentence and allow students to act it out individually. Encourage students to be very dramatic so that you know they understand what you are saying.

Édi est un éléphant super petit.

Édi est petit et il est intelligent.

Édi est intelligent et bon en mathématiques.

Édi peut compter...

1 2 3 4 5 6 7 8 9 10

Édi peut compter à l’envers...

10 9 8 7 6 5 4 3 2 1

Édi est sportif.

Il est bon en gymnastique.

Édi est poétique.

Édi peut inventer des poèmes.

« Je suis Édi, je ne suis pas Frédi.

Je suis poétique et je suis sportif. »

If students don’t feel ready to speak when Édi speaks, encourage them to move their lips while the teacher reads Édi’s lines, like a ventriloquist’s puppet.

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Reader´s Theater: Re-enactment



Choose student actors. To make it fair, choose names with popsicle sticks, a hat, or some other unbiased method.

Actors: Édi, Maman, Papa

Introduce the actors to the class:

Voilà (Voici) Édi. Voilà (Voici) la maman d’Édi. Voilà (Voici) le papa d’Édi.

Read the script slowly and encourage student actors to be very dramatic. Allow the entire class to join in (or repeat, depending on the level) with the counting and the poem at the end.





1 2 3 4 5 6 7 8 9 10


10 9 8 7 6 5 4 3 2 1

Édi est sportif.


Édi est poétique.




This can be done multiple times with new student actors, as long as it is interesting and compelling to the students.

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Reader´s Theater: Group Re-enactment – “All the World’s a Stage”



Divide students into groups of three and assign roles.

Actors: Édi, maman, papa

Read the script slowly and encourage student actors to be very dramatic. Allow the entire class to join in (or repeat, depending on the level) with the counting and the poem at the end.





1 2 3 4 5 6 7 8 9 10


10 9 8 7 6 5 4 3 2 1

Édi est sportif.


Édi est poétique.




This can be done multiple times, allowing each student to act in each role, as long as it is interesting and compelling to the students.

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Post-reading: Comprehension Quizzes

Slideshow - Grand ou petit 1. C'est un hippopotame. C'est un grand animal.2. C'est une souris. C'est un petit animal.3. C'est un dauphin. C'est un grand animal.4. C'est un iguane. C'est un petit animal.5. C'est un éléphant. C'est un grand animal.6. C'est un caméléon. C'est un petit animal.7. C'est un chameau. C'est un grand animal.8. C'est un bison. C'est un grand animal.9. C'est un hamster. C'est un petit animal.10. C'est une girafe. C'est un grand animal.

Informal AssessmentShow Grand ou petit slideshow presentation of animals. For each slide ask, “ C'est un grand animal ou c'est un petit animal ? ” If it is a small animal, students walk in place. If it is a big animal, students jump (or other actions of your choice). Observe students to assess informally how well they understand. Before moving on to the next slide, model the correct action and say the given sentences describing the slide.

Show Grand ou petit slideshow presentation of animals. For each slide ask, “ C'est un grand animal ou c'est un petit animal ? ” On individual whiteboards, students number 1-10 and write their answer (G for grand / P for petit) for each question. The class will go back through all slides at the end to self check. During this time of self-assessment, say the sentences describing each slide. For an even less formal assessment, students see one slide, write the answer and turn the board around to show the teacher. The class is given the correct answer to self check before erasing and moving on to the next slide.

Formal AssessmentShow Grand ou petit slideshow presentation of animals. For each slide ask, “ C'est un grand animal ou c'est un petit animal ? ” On a sheet numbered 1-10, students will write G for grand (or write out the whole word, depending on level) and P for petit (or write out the whole word, depending on level).

Give each student the C'est un animal grand ou petit ? worksheet. Instruct them to circle the correct word which describes each animal.

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Formal Assessment

Color the Animal (colorie l’animal)

Give each student a new copy of the Colorie l’animal worksheet that was used earlier. Students will listen to your question and color the appropriate animal.

1. Numéro un, quel est le grand animal ? Le chat ou l’éléphant ? Colorie le grand animal.

2. Numéro deux, quel est le petit animal ? La girafe ou le poussin ? Colorie le petit animal.

3. Numéro trois, quel est le petit animal ? La souris ou la baleine ? Colorie le petit animal.

4. Numéro quatre, quel est le grand animal ? Le lapin ou le bison ? Colorie le grand animal.

Draw a LineStudents read the sentences and draw a line from the picture to the correct sentence on the Draw a Line worksheet.

Listen and circleUsing the Listen and Circle worksheet, read each sentence slowly several times and have students circle the picture which best illustrates each sentence they hear.

1. Édi est bon en gymnastique.

2. Édi peut compter.

3. Le papa d'Édi est super grand.

4. Édi est un éléphant super petit.

Describe Each Character Using the Describe each character worksheet, students circle the words which best describe Édi, his

mom and his dad.

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Nom ______________________ Date __________

DRAW A LINE

A.  Le papa d'Édi est super grand.

B.  Édi peut compter.

C.  Édi est bon en gymnastique.

D.  Édi est un éléphant super petit.

1.

2.

3.

4.

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DRAW A LINE

A.  Le papa d'Édi est super grand.

B.  Édi peut compter.

C.  Édi est bon en gymnastique.

D.  Édi est un éléphant super petit.

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Nom ______________________ Date __________

LISTEN AND CIRCLE 1.

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LISTEN AND CIRCLE 1.

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grand petit grand petit grand petit grand petit




Nom ______________________ Date __________

C’est un animal grand ou petit?

1. 2.

5. 6. 7. 8.

3. 4.

12. 11. 10. 9.

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C’est un animal grand ou petit?

1. 2.

5. 6. 7. 8.

3. 4.

12. 11. 10. 9.

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Nom ______________________ Date __________

DESCRIBE EACH CHARACTER

1. Édi estintelligent talentueux grand super grand

petit super petit sportif poète

CIRCLE the words or phrases that BEST describe each character. You may use more than one word or phrase.

2. Le papa d’Édi estintelligent talentueux grand super grand


3. La maman d’Édi estintelligente talentueuse grande super grande

petite super petite sportive poète

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3. La maman d’Édi estintelligente talentueuse grande super grande

petite super petite sportive poète

1. Édi estintelligent talentueux grand super grand



Nom ______________________ Date __________

DESCRIBE EACH CHARACTER

CIRCLE the words or phrases that BEST describe each character. You may use more than one word or phrase.

2. Le papa d’Édi estintelligent talentueux grand super grand


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Game: Quel animal est-ce ?

Grab the animal playing cards. These will serve as ‘charades’ cards. Tell students to sit in a circle.

“ Tout le monde s’assied en cercle. “

Designate one student as the animal. Show this student one of the cards from the deck, but don’t let the other students see it.

After they are seated in a circle, have the student that is ‘it’ go into the middle and act like the animal on the card they chose. The other students must guess what animal it is, in the TL or by other strategies suggested below. They may only guess by raising their hand (blurting out doesn’t count). The teacher can narrate the actions in the TL, and vary language based on what students have already acquired. You can talk about grand ou petit, introduce or practice colors by pointing to a color in the room and saying what color the animal is, practice body parts by describing them as big or little, or practice counting by counting the number of body parts (all depending on your students’ level of French). The way students respond to what type of animal it is can vary based on students proficiency level as well.

For example: A class of true beginners might hear:

C'est un grand animal. Cet animal est de couleur grise. (as you point at something grey, and clarify that couleur means ‘color’ the first few times).

For games with true beginners, students may make sound effects as they act like the animal.

When true beginners guess they can guess in English or by pointing at the correct animal. Lay out 5 or 6 different possible charade cards for students guessing to see (include the card for the animal being acted out in the center in the choices). Students can guess by pointing to the correct animal, which you can then name, describe, and circle in the TL. If students have already learned numbers, you can number the cards and students can say the number of the correct picture in the TL.

Suzie est un grand animal. Suzie est de couleur grise. Suzie a une trompe longue (indicate a long trunk). Suzie a de grandes oreilles (indicating big ears). Suzie est un éléphant.

Older students or students with higher proficiency can guess the animals in the TL or even answer questions about them.

Est-ce que Suzie est un animal grand ou petit ? Suzie est de couleur grise ou rouge ? Suzie a huit yeux ou deux yeux ? Etc.

Students who are ready can even practice using tu es / je suis with this game.

– Tu es un éléphant ?

– Oui ! Je suis un éléphant. 25

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unhamsterCopyright © 2019 Fluency Matters • FluencyMatters.com

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unzèbre


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unchien


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uniguane


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unéléphant


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unserpentCopyright © 2019 Fluency Matters • FluencyMatters.com

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unrat


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unlion


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unkoala


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unchat


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Documents

SAMPLE Chapitre 1 : Édi le talentueux€¦ · sheet as the students color on theirs. ... Je sais jouer du piano = ‘I know how to play the piano’. In, Édi we are reading about