Grade 7: in the Americas Grade 8: in Europe Francophone Culture Grade 7: in the Americas Grade 8: in Europe

Bienvenue à … Grade 7s: Grade 8s: Louisiana 1. Belgium Haiti 2. Switzerland Guadeloupe 3. France St. Barthélemy 4. Luxembourg Martinique 5. Monaco St. Martin

* if you have another idea, just ask! You will work independently and will display your research by choosing one of the following choices:   You are a journalist tasked with writing a blog/article about an interesting French-speaking place to visit and you may include pictures in your blog/article. You will present your blog/article to your “editor and co-workers”. OR You are a student and you are to persuade Mme Houwer to choose your place for the next school trip. Create a PowerPoint presentation/Prezi/digital project that displays information on your chosen place using visuals and text. You will present your work to Mme Houwer and your classmates. OR You work for a travel company and your role is to stand on a street corner and advertise for your chosen place. Create a brochure that lists all important information for your chosen place to distribute while you present your information to “people on the street”. OR You have taken a trip to the country and are presenting all the information you learned while travelling there in a scrapbook, brochure, skit or poster * if you have another idea, just ask!

Flag and national anthem You will be researching at least 6 of the following, providing information and images: Flag and national anthem Special statistics and maps, transportation info Regional accents A brief history Celebrations and festivals, traditions & customs (aspects of life) Food and recipes (cuisine) A special reading/song or legend Artist, author, or celebrity One landmark/place/monument to visit while there Time will be given in class to research and prepare the assignment; however, the students will be required to work at home as well. Keep in mind “les mots interrogatifs”: QUI - who QUAND - where OÙ ­- where QU’EST-CE QUE - what POURQUOI - why COMBIEN DE – how many/much COMMENT - how

Curriculum Expectations Grade 7 Listening A3.1 – Intercultural Awareness: using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities A3.2 – Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (in the Americas outside of Canada) Speaking B3.1 – Intercultural Awareness: communicate information orally about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities B3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) and use them appropriately in spoken interactions Reading C3.1 – Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities C3.2 – Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) Writing D3.1 – Intercultural Awareness: in their written work, communicate information about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities D3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in the Americas outside of Canada) and use them appropriately in their written work

Curriculum Expectations Grade 8 Listening A3.1 – Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities A3.2 – Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (in Europe) Speaking B3.1 – Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities B3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) and use them appropriately in spoken interactions Reading C3.1 – Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities C3.2 – Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) Writing D3.1 – Intercultural Awareness: in their written work, communicate information about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities D3.2 – Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (in Europe) and use them appropriately in their written work

Les objectifs d’apprentissage pour le cycle - Learning Goals for the Unit The students are… learning to listen and give opinions in simple and informal discussions with friends, using familiar words learning to listen respectfully when partner/someone is speaking learning to make connections (compare and contract) from French-speaking communities to their own cultures/personal experiences learning to organize and express ideas of their contributions to la francophonie/the world learning to identify sociolinguistic conventions in the French-speaking communities, compare to their own, and use them in spoken interactions learning to make connections in written work by using familiar words and phrases Les critères d’évaluation pour le cycle - Success Criteria for the Unit I can… organize and present information on the region’s culture in an organized and visually pleasing way include a bibliography listen respectfully when someone is talking make connections of French-speaking communities with my own culture use complete sentences, proper French grammar, punctuation, etc. and revise my work by using POMMES

  Level 1 Level 2 Level 3 Level 4 Research -Less than 4 components included -little information is accurate -no resources mentioned -4-5 components included -some information is accurate -one resource mentioned -6 components included -most information is accurate -includes a bibliography -all/6+ components included -extra information included -all information is accurate -complete bibliography included Language -little information is in full sentences -editing is lacking -few capitals/punctuation used -little to no French used -some information is in full sentences -editing is attempted -some capitals/punctuation used -some French used -most information is in full sentences -editing is evident -considerable use of capitals/punctuation -all in French -all information is in full sentences -editing is clearly evident -excellent use of capitals/punctuation Display -little/no organization -little effort -has no/few headings -little/no colour used -little/no pictures used -some organization shown -some effort -has some headings -some colour used -some pictures used -well organized -visually pleasing -has many headings -considerable colour used -pictures used -very well organized -has all headings -very colourful -a lot of pictures used Participation -little/no connections to own culture -does not listen respectfully -does not speak in presentation -some connections to own culture -shows some respect when listening -speaks once in presentation -several connections to own culture -shows respect when listening -speaks often in presentation -numerous connections to own culture -shows a high degree of respect when listening -speaks frequently in presentation

Pour faire une comparaison / une connexion : ________ est sont similaire à semblable à différent que parce que car “X” “ABC” plus (+) aussi (=) moins (-) que “Y” “XYZ” “X” et “Y” le la les _________.

sont = are / étaient = were est = is / était = was sont = are / étaient = were Bienvenue à … Je vous suggère de visiter ______________________parce que

Le pays / la région Le pays est ____________________. C’est sur le continent _________________. La capitale est ________________. La géographie est … ***image: une carte / un plan***

Les statistiques La population est / était _________________en _____. La superficie est ________________ km2. La langue officielle est ____________________ Les langues officielles sont ____________ et _______________. Le PIB est ___________ (Produit Intérieur brut = Gross Domestic Product/GDP) La plus grande ville est ______________. La devise / La monnaie est _____________. La religion la plus populaire est _____________. …

Le drapeau .... Le drapeau est ________________. Les couleurs représentent ____________________. eg: Le vert représente le pouvoir. Les symboles sont / Le symbole est L’emblème … Il était admis en __________. ___________ a dessiné / conçu le drapeau. ***image***

L’hymne nationale L’hymne nationale s’appelle _________________________. Il était admis en __________. ____________ a écrit l’hymne nationale. *insérer un lien pour écouter la chanson*

Le gouvernement / L’histoire _________ a été établi en ______ par _______________________. Le gouvernement a un système __________________. Le président Le roi La reine s’appelle ___________ La famille royale Le Premier ministre / La Première ministre Il/Elle a été élu en __________. ***les images** Il/Elle a pris le pouvoir en ____________.

La transportation: Les moyens de transport les plus populaires sont … l’autobus le metro l’avion le vélo l’auto le bateau … ***les images*** Les prix … C’est parce que …

La nourriture La nourriture typique en _______________________inclut … Une recette populaire … Il y a des influences ____________ dans la cuisson populaire. *** les images ***

Les arts / La musique / La littérature Un chanson Une légende Une peinture de cette région s’appelle ______________. C’était écrit par ___________ en ____ pour l’occasion de _____________.

Les célébrités Il/Elle est fameux/fameuse parce qu’… un/une athlète un chanteur / une chanteuse un acteur / une actrice un auteur / une auteure un/une artiste … Une personne fameuse est _________________________. Il/Elle est fameux/fameuse parce qu’… ***une image***

Les choses touristiques Un monument (historique) Une statue Une palais Un musée …tu ne veux pas manquer est _____________________. C’était bâti en ____ par ________________ pour _______________. ***une image***