Alt. 1 (K-3)
| Field of Experience: | Family |
| Topic to be developed: | The Inuit |
| Experiential Goal: | Do a class mural portraying various aspects of the Inuit way of life. |
| Suggested Steps: | |
| 1. | Review the names of the members
of the family by viewing a photo album of an Inuit family. (Dimoitou 2, Volume 2, Lesson 1, Activity 1) Activity Sheet C, Dimoitou 2, Volume 2, Lesson 4, Activity 3 |
| 2. | Draw a family tree. (Lesson
2, Activity 3) Activity Sheet, Lesson 1, Activity 3 |
| 3. | Present the song "Akaluk". (Lesson 1, Activity 2) |
| 4. | Discuss the things the students enjoy doing. |
| As a result of the discussion, have the students draw a picture. Divide the paper in half and on one side have the students draw what they like to do and on the other half draw something that Akaluk likes to do. | |
| 5. | Present various aspects of Inuit life. (Lesson 6, Activity 3) |
| 6. | Present the poem "Le grand-papa
d'Akaluk". (Lesson 3, Activity 1) |
| 7. | Identify similarities and differences in Akaluk's grandfather's time and the way things are now. (Lesson 4, Activity 1) |
| 8. | As a whole class, do the handout, "Notre mode de vie" on the board or on chart paper. I1 |
| 9. | Do a class mural portraying
the various aspects of the Inuit way of life. (Lesson 10, Activity 2) |
Post - Activity.
Teaching Notes:
| This unit has been developed using Dimoitou 2 Volume 2 as its primary resource, however, teachers are encouraged to try this unit if other resources are available to them. | |
| The following are various subjects and goals that could also be used in alternative family units. |
| Topic: Goal: |
Families in other parts of the
world Discuss similarities and differences... |
| Topic: Goal: |
Origins of the students Create a Heritage World Map and plot the origins of the students. |
| Topic: Goal: |
Other families in Canada Survey of the different immigrants found in Canada |
| Topic: | Animal Families |
| Topic: | Customs and celebrations |
| Topic: | My family on vacation |
| Because of the delicate nature of this topic, many suggestions are provided for teachers so that they are able to make the best choice for their students. However, the following are simply suggestions of various ways to include this Field of experience in the Core French curriculum and have not been developed to date, with the exception of "The Inuit". |
| The Social Studies Curriculum Guide defines a family as follows: | ||||
| · · · · |
a family is a group to which
we belong a family is the "world" one comes home to the following are some characteristics of families: families can
|
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Resources
Dimoitou 2, Volume 2
Indian and Northern Affairs
2110 Hamilton Street
Regina, Saskatchewan
S4P 4K4
Activities
Dimoitou 2, Volume 2, Centre Rouge, p. 121
Stories
Baby William: Changing Times
Byron and his Balloon: An English-Chipewyan Counting Book
A Promise is a Promise - Robert Munsch
Lexicon
| igloo - l'igloo tent - la tente harpoon - le harpon kayak - le kayak spear - le harpon skin clothes - les vêtements (m) en peau seal oil lamp - la lampe à (l') huile de phoque snowmobile - la motoneige fishing rod - la canne à pêche airplane - l'avion rifle - le fusil motorboat - le bateau à moteur/le hors bord |
fishermen - les pêcheurs craftsmen (beadwork) - les artisans (broderie perlée) hunters - les chasseurs trappers - les trappeurs oil rig workers - les ouvriers (employés) pétroliers stone carvers - les sculpteurs sur pierre cards - les cartes hunting - la chasse dog team races - les courses d'attelages de chiens (f) fishing - la pêche harpoon throwing - harponner spearing (fish) - attraper à coup de harpon (du poisson) |
Alt. 2a (K-3)
| Field of Experience: | Home |
| Topic to be developed: | My Family/Our Home |
| Experiential Goal: | Make a booklet incorporating members of the family, rooms of the house, interests etc. |
| Suggested Steps: | |
| 1. | Read a story to the class such as "Bonjour Marc" from the Le Français chez nous Series. |
| 2. | Discuss the book in terms of the family members, their ages, where they live, things about them etc. |
| 3. | Include into the discussion,
dialogue on the students' families and what kind of homes they live in.
(Exploration Series: Families Have Needs, p. 9) Optional - Graph the results of the discussion. (eg. Images, Teacher's Resource Book p. 34) eg. une maison, un appartement, une maison mobile (une caravane) |
| 4. | Introduce the rooms of a house
through the use of pictures or a story or song. J1, J2 eg. picture charts Le Français en Action, Chez moi "Dans quelle salle?" Matt Maxwell (Refer to Resources in this section) |
| 5. | Discuss the rooms in a house. "Alain, est-ce qu'il y a un salon dans ta maison?" "Sharon, combien de pièces y a-t-il dans ta maison?" |
| 6. | Make a booklet. J3-J5 The degree
of difficulty of the booklets will depend on the grade the teacher has chosen
to do this unit as well as the level of the students. Copies have been included
should teachers wish to use them either as handouts or a guide. With very
young or weaker students, teachers may wish to simply make picture books
and discuss them as a class. Students may draw pictures or bring photos. eg. Bonjour je m'appelle Pia. J'habite une maison mobile. Dans le salon est ma mère. Elle joue du piano. Mon frère est dans la cuisine. Il adore la pizza. Mes soeurs jouent au ping-pong dans la salle de jeu. Et voici ma chambre à coucher. Voila mon chat, Misti. |
Post - Activity.
Teaching Notes:
| Design a dream home | |
| Use legos or blocks to build a home | |
| Use a doll house with furniture. | |
| An alternate activity could be, "Une journée dans la vie de...". | |
| The construction of a picture graph by the students will help them understand what a graph is, how it is made, what it represents and how to interpret the information it provides. The very "hands-on" and personal nature of this activity makes it suitable for young students. (NUM) | |
| Have the students plan their own booklets (with the guidance of the teacher as necessary). They could submit a plan to the teacher briefly describing how it will be organized, what will be included and when it will be finished. They could also include the criteria on which the evaluation should be based. (IL) |
Resources
See Master Resource List
Alt. 2b (K-3)
| Field of Experience: | Home |
| Topic to be developed: | Me in My Home |
| Experiential Goal: | Explore and compare different types of homes and prepare a booklet of the students' own homes. |
| Suggested Steps: | |
| 1. | Collect pictures of different types of homes. |
| 2. | View films/read stories of different types of homes. |
| 3. | Discuss and compare these with the homes of the students. |
| 4. | Explore similarities and differences of houses, apartments, mobile homes etc.. |
| 5. | Compare with homes around the
world. i.e. grass huts, shanties, tents, igloos etc.. |
| 6. | Discuss: "What is in a home?" (rooms, furniture etc.). J1-J2 |
| 7. | Discuss where the objects in a home belong. |
| 8. | Prepare a booklet of their own home. |
Post - Activity.
Teaching Notes:
| Prepare a booklet of homes around the world. | |
| Students could role play "Les trois petits cochons". | |
| If students study homes around the world, they could categorize them according to climate. | |
| Students may design their own homes complete with furniture rather than making a booklet. | |
| Have the students plan their own booklets (with the guidance of the teacher as necessary). They could submit a plan to the teacher briefly describing how it will be organized, what will be included and when it will be finished. They could also include the criteria on which the evaluation should be based. (IL) |
Resources
See Master Resource List