Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class and school
| Leçon 1 | Contenu linguistique (possible) | |
Motivation
| Do a quick review of classroom objects by
playing the game, "Le pendu" or "Hang Man".
The teacher or a student chooses a classroom
object and the rest of the class tries to guess
the letters in the word. The last word should
be "calendrier".
1.1 Think about the calendars in the school and predict where they may be found. For next day's class, have the students determine how many calendars can be found in the school, where they are found and to whom or to what class they belong. | Est-ce qu'il y a la lettre "B"?
Non, il n'y a pas de "B". Je dessine la tête. |
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Révision
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Contenu d'apprentissage
| 1.2 Annex 1 Look at a list of people and
professions and decide if each would
absolutely need a calendar (daily, weekly,
and/or monthly) to survive.
2.1 Survey the students to determine how different events are remembered in their homes. (e.g. a calendar, notes on the fridge, memory, etc.) Which method is most popular? | Qui a besoin d'un calendrier?
Est-ce que le médecin a besoin d'un calendrier? Comment est-ce que la famille se rappelle la date et l'heure des événements? Qui utilise un calendrier pour se rappeller les événements? |
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Évaluation
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Ressources
| Annex 1 | |
| Notes pédagogiques |
Evaluation strategies have not been developed to any great extent in these lesson plans. Refer to the section on Evaluation in the curriculum guide for additional information on doing evaluation in a communicative/ experiential classroom. Unité 8.2 also gives an example of how to develop an evaluation plan throughout the unit. The preparation and the presentations of the unit project as well as the reflective part of the unit are not included in the lesson plans. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the
class and school
| Leçon 2 | Contenu linguistique (possible) | |
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Motivation
| Share information about calendars found in the school. Which classrooms have calendars? Is there a calendar in the principal's office? Is there a calendar in the library? Does the caretaker have a calendar? Whose calendar is the largest, has the most information, etc.? | Est-ce que c'est un grandcalendrier?
Est-ce qu'il y a beaucoup d'informations sur le calendrier? Où se trouvent les calendriers? |
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Révision
| Try to remember the ways that parents and students remember daily activities in the home. | Dans la famille de Monique,
on utilise un calendrier et les notes sur le frigo.
Qu'est-ce qu'on fait dans la famille de Marc? Chez Nicole? |
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Contenu d'apprentissage
| 2.2 Annex 2 Look at a list of activities and items
that could be put on a calendar and note
whether or not these are put on the students'
home calendars. Add to the list if possible.
3.1 Discuss the experiential goal and some of the steps that lead to the goal. Examine some of the possibilities for creating a school calendar. It could be an individual, pair or class project. 3.2 On chart paper, web all of the possible elements that could be included in a class calendar. This may be done either as one group or within smaller groups. The end result should be a large chart including as much information as possible. | Qu'est-ce qu'on trouve dans
un calendrier?
On trouve les dates, les jours, les activités... |
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Évaluation
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Ressources
| 6.1 Annex 2 | |
| Notes pédagogiques | Students should begin to keep an ongoing list
of phrases and vocabulary that will assist
them with the final project. They should be
encouraged to update this list daily.
Have students bring calendars to school for next class. They need not be the current year's calendar. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 3 | Contenu linguistique (possible) | |
Motivation
| Have the class look at a calendar. Give the date and have the students give the name of the day for that date. | Quel jour est-ce le 19?
C'est jeudi. |
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Révision
| Review the final project. Decide whether or not it will be an individual, pair or group project. Review some of the elements that will be included in the calendar. | |
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Contenu d'apprentissage
| 4.1 Annex 3 Study a list of different places and
determine if the students have ever seen a
calendar in these places. Add to the list if
possible.
5.1 Look at a few of the calendars that the students have brought to school. Discuss the similarities and differences. 5.2 Lay out the calendars in a row. Give each calendar a number. Make a statement about one of the calendars and have the students try to guess to which calendar the statement applies. 5.3 Identify some of the elements that are common to many calendars. | Il y a un calendrier chez le médecin.
C'est le plus grandcalendrier. Il y a des images de chats dans ce calendrier. Tous les calendriers ont des dates. |
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Évaluation
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Ressources
| 6.1 Annex 3
Sample calendars | |
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Notes pédagogiques |
If possible, for next class have students bring calendars from other countries or other unusual calendars. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 4 | Contenu linguistique (possible) | |
Motivation
| Activity: Secretly choose one of the dates and have the students try to guess which date it is. | Est-ce que c'est le 9?
C'est le 9? Est-ce le 8? Non, ce n'est pas le... |
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Révision
| 5.2 Review some of the statements made about
the calendars that the students have brought
to school. Working in groups of four, have the
students come up with four descriptive
phrases about one of the calendars. Share the
descriptions and have the other students try
to guess where each descriptive phrase
belongs.
5.3 Review some of the elements that are common to most of the calendars. | C'est un grand calendrier.
C'est un calendrier de chats. Il y a les dates. Il y a les mois. Il y a les jours de la semaine. Il y a beaucoup d'images. |
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Contenu d'apprentissage
| 5.4 If possible, look at calendars from other
countries and note the similarities and
differences. Can the students guess what
some of the information on the calendars
might be?
5.5 Annex 4 Survey the students to see what they like and dislike about the calendars. Use one or two calendars as examples and from the questions in the annex, determine what they like to see in a calendar. Then, working in groups, have each group choose a calendar, and decide if they like or dislike the elements of the calendar. 5.5 Adaptation: If groups are advanced, one of the students may collate the information about their preferences and present it to the class. |
J'aime... Je n'aime pas... Trois personnes dans notre groupe aiment le thème, les images, etc. Une personne n'aime pas le thème. |
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Évaluation
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Ressources
| calendars from other countries
6.1 Annex 4 | |
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Notes pédagogiques
| Are the students adding to their list of useful phrases and vocabulary? |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 5 | Contenu linguistique (possible) | |
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Motivation
| 5.6 Chanson: "Combien de jours dans la semaine", Matt Maxwell, Quand tu seras grand. Review the days of the week and the months of the year using Matt's song. Write out the days, months and seasons on different pieces of paper. Hand out the pieces of paper to as many of the students as possible. As the song is playing, the students line themselves up in the correct order. The object is to see if they can be lined up before that part of the song is finished. (When Matt sings about the days of the week, those students holding the days of the week line up as quickly as possible. If there are not enough pieces of paper, the other students should watch to see that the students perform the activity correctly.) | Les jours de la semaine
Les mois de l'année Les saisons |
Révision
| 5.5 Take one calendar as an example. Review what the students like and dislike about it. | J'aime des couleurs.
J'aime des images. |
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Contenu d'apprentissage
| 5.7 Annex 5 In pairs, answer questions regarding
the number of days, weeks, months in a year,
etc.
5.8 Survey the students to determine their favourite school day and the reason why they like this day. Make a large chart and list the five school days. As the students give their reasons, list them under the days in question. Put the student's name beside the reason that is given. | Combien de jours est-ce qu'il
y a dans une semaine?
Qui aime le lundi? Pourquoi est-ce que tu aimes le lundi? Ma journée préférée est le lundi, parce que j'aime l'éducation physique. |
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Évaluation
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Ressources
| Chanson: "Combien de jours dans la semaine?"
Matt Maxwell, Quand tu seras grand
Annex 5 | |
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Notes pédagogiques
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If the Matt Maxwell cassette is not available, use any song that involves the days of the week and the months of the year. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the
class and school
| Leçon 6 | Contenu linguistique (possible) | |
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Motivation
| Chanson: "Combien de jours dans la semaine?" Matt Maxwell, Quand tu seras grand | Le samedi, j'aime faire du shopping. |
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Révision
| 5.8 Look at the chart made up from the previous
class and ask questions regarding who likes
what school day and why.
Discuss week-end activities. What weekend activities are the students" favourites? | Pourquoi est-ce qu'on aime le
lundi?
Qui aime le lundi? Pourquoi est-ce que Jan aime le mardi? Le samedi, j'aime faire du shopping. |
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Contenu d'apprentissage
| 6.1 List the dates of a number of holidays and celebrations for the year. | Noël, c'est le 25 décembre.
Pâques, c'est au mois d'avril. |
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Évaluation
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Ressources
| Chanson: "Combien de jours dans la semaine?" Matt Maxwell, Quand tu seras grand | |
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Notes pédagogiques
| Be sure to include the holidays and celebrations of a variety of cultural and religious groups, especially those represented in the class. French cultural dates should also be included. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 7 | Contenu linguistique (possible) | |
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Motivation
| Activity: "C'est dommage". The object of the activity is to practise saying the days of the week in order. The activity begins with one student saying "lundi" or "lundi, mardi". Each student takes a turn and is allowed to say one or two days. The student who ends up with "dimanche" must sit down and the rest of the class says, "C'est dommage". This activity could go on until there is only one person left. Months of the year could also be done. | Les jours de la semaine
Les mois de l'année |
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Révision
| Survey students to determine what holiday they like best. | Je préfère Noël.
Il préfère les vacances d'été. Qui aime les vacances de Noël? |
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Contenu d'apprentissage
| 6.2 Annex 6 Match the holidays and the different
activities that often take place during these
holidays. There may be more than one
holiday for each activity.
6.3 Discuss the birthdates of the students. Have students predict what month has the most birth dates of the students in the class. As students call out their birthdates, write the dates on pieces of paper. Put all birthdates into a hat and as each birthdate is pulled, the student belonging to the birthdate must say, "C'est mon anniversaire". Graph the birthdates to determine the month with the most and least birthdates. |
Mon anniversaire, c'est le 5 avril. C'est mon anniversaire. |
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Évaluation
| Using a checklist, note whether students are able to say their birthdate and recognize it when someone calls it out. | |
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Ressources
| 6.1 Annex 6 | |
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Notes pédagogiques
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Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 8 | Contenu linguistique (possible) | |
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Motivation
| "Questions personnelles" On the overhead
projector or on the chalk board, write the
following questions:
1. Quand est ton anniversaire? 2. Quand est l'anniversaire de ta mère? 3. Quand est l'anniversaire de ton frère? 4. Quel temps fait-il au mois de ton anniversaire? Have one of the students come to the front of the room and ask a different question to each of three students. The student asking the question can change the underlined part of the word. | |
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Révision
| 6.3 Call out birthdates of the students and see
who can remember whose birthday is on that
date.
Determine if anyone knows someone who is born on Christmas Day, New Year's Day, Hallowe'en, June 30 or any other day that is often celebrated. | Qui a son anniversaire le 25 décembre?
La fête de mon père est le 31 octobre. |
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Contenu d'apprentissage
| 6.4 Include birthdates of well-known people and
celebrities. If students are making their own
individual calendars, they may also include
birthdates of their family and friends.
6.5 Annex 7 Include weather information. Categorize weather into seasons. Associate weather with the various months. Include dates for the new moon if possible. | L'anniversaire de ma mère est le 5 mai.
Son anniversaire est le 9 mars. En été, il fait chaud. En avril, il fait frais. Il pleut. |
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Évaluation
| "Questions personnelles" can be used as part of the students' evaluation. The student who is asking the questions as well as those that are answering can be evaluated on their responses. If this activity were done a few times, all of the students would have a chance to ask and answer the questions. | |
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Ressources
| 6.1 Annex 7 | |
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Notes pédagogiques
| "Questions personnelles" is a motivational activity to get the class started but the activity could also be done in small groups. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 9 | Contenu linguistique (possible) | |
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Motivation
| Have students work in small groups. Write out the months of the year and have each group choose a month. Each group is responsible for three weather descriptions for that month. | Au mois de janvier, il fait froid, il neige et il fait du soleil. |
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Révision
| 6.5 Review the weather that occurs during the
different months. Name a holiday and
describe what the weather may be like.
Describe what the weather is often like on the students' birthdays. | À Noël, il fait froid et il neige.
L'anniversaire de Paul est le 21 mai. Souvent, il fait chaud et il fait du vent. Il ne neige pas. |
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Contenu d'apprentissage
| 7.1 Annex 8 Look at the list of sporting events
and determine if any of them would apply to
this calendar. Add to the list. Include the
dates of school intra-murals, inter-school
sports and possible camping trips or
excursions.
7.2 Annex 9 Look at a list of academic-related events and decide what academic deadlines could be included. | Quand est le match de volleyball?
Est-ce qu'il y a un tournoi de basketball? |
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Évaluation
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Ressources
| 6.1 Annex 8
6.1 Annex 9 | |
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Notes pédagogiques
| Include dates for other extra-curricular events (plays, concerts, oratory contests) to cover the full range of interests of the students in the class. |
Field of experience: The Calendar
Topic to be developed: The school year calendar
Experiential Goal: Students will create a calendar relating to the class
and school
| Leçon 10 | Contenu linguistique (possible) | |
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Motivation
| List the seasons and the sports that are often
associated with each season.
Choose a month and a sport that is often played during that month. | le hockey--l'hiver
(On joue au hockey pendant l'hiver.) mars--le hockey (On joue au hockey au mois de mars.) |
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Révision
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Contenu d'apprentissage
| 7.3 If possible, list the school based holidays and
staff meeting days (if the staff meetings occur
during regular school hours).
7.4 Include the dates for school assemblies if possible. 8.1 Look at the sample calendars and discuss the possible themes of the calendars 9 Discuss the different pictures or art work to be included on the flip side of each of the months. | |
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Évaluation
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Ressources
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Notes pédagogiques
| During the next few classes, the students prepare their calendars and do their presentations. They are aware of the information that they must include in their written and oral presentations. |
| Field: The Calendar
Topic: Creating a School Calendar Goal: The students will create and present a school calendar. | ||
| Functions | Linguistic Content | |
| Suggested Structures | Possible Vocabulary | |
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