Experiential Goal: Students will create and present a class travel album.
The students will:
In discussing the various vacation spots locally, in Canada and in different parts of the world, the students will become aware of different cultures and customs. (PSVS) In order to develop their album page, students may wish to work in small groups or pairs. (PSVS) During the discussions of the different vacations, students may wish to focus on how technology has changed the frequency and the ease with which people travel. (TL)
The album page gives the students the opportunity to describe the vacation spot in great detail. Students with artistic abilities will also have the opportunity to focus on the visual aspect of the page.
Students with varying language abilities will be able to make adaptations to the experiential goal. Those with strong written skills will have theopportunity to give detailed written descriptions of their vacation spot. Students with limited abilities will be able to incorporate material from the unit and still meet the requirements of the experiential goal.
Saskatchewan is rich in Indian and Métis historical sites. Students should be aware of the locations as well as the contributions of these historical sites to Saskatchewan heritage.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what criteria will be included in the experiential goal.
Experiential Goal: Students will create and present a class travel album.
Experiential Goal: Students will create and present a class travel album.
1. Become familiar with places that the students have visited.
Activities
| 1.1 | Show various pictures of holiday vacation spots such as the beach, mountains, countryside, cities, etc. Students choose their favourite spots. (Adaptation - Students could also state the reason for choosing the spot. A list of reasons could be provided for the students if necessary.) Students may also predict the choices of the rest of the class. |
| 1.2 | Have the students share the names of places that they have visited. On a large chart, categorize the places according to city, province, state or country. Students will begin to see that there is a difference with some of the prepositions such as "en Alberta", "au Québec", "à Saskatoon", "aux États-Unis". |
| 1.3 | Have each student write down any three places. In turn, each student calls out one of their three places. "J'ai voyagé en Alberta." Whoever has chosen Alberta crosses Alberta from the list. The students try to be the first to cross off all three places. The winner may also be the last person to cross the names from the list. |
2. Become familiar with places the students would like to visit.
Activities
| 2.1 | Have the students share the names of the places that they would one day like to visit. Categorize these places as in Step 1.2. |
| 2.2 | Working in pairs, the students choose any 10 places. They then ask each other if they would like to visit these places. The students then report back to the main group regarding one place that their partner would or would not like to visit. |
3. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 3.1 | Determine the possible contents of each page of the album. e.g. photos, maps, brochures, post cards, match covers, activities, descriptions, etc. |
| 3.2 | Do a sample outline of one album page to give the students an idea of what the album page might look like. |
| 3.3 | Working in pairs, have the students do a web of what they think might be included on their album page. At this point the students may wish to choose the place that they are going to describe and find a partner who wishes to work on the same page. |
4. Examine various photo albums, travel brochures and maps, etc.
Activities
| 4.1 | Have the students study a number of pictures and geographical locations and predict where the pictures were taken. Pictures may be found in magazines or travel brochures. These may be posted on the bulletin board for future reference. |
| 4.2 | 8.2 Annex 1 Have the students read a number of sentences and decide if the individual is at the beach, in the mountains, in the country, in a small village or in the city. What are the key words in the sentences that give the hints? |
| 4.3 | 8.2 Annex 2 Match locations with geography. e.g. le Mexique - les montagnes. Have the students do this activity in pairs and report to the rest of the group. If possible, add more locations and their geographical characteristics. |
| 4.4 | If possible, have the students bring personal vacation photo albums to school. If students do not have vacation albums, they could bring 10 pictures (photos, magazine pictures, etc.) and make up a small album. Use one album as a model and note as many things as possible that the vacationer saw or did. Add to this list from the other students' albums or experiences. |
| 4.5 | Have each student write down one activity that they have done on vacation or on a trip. Put all of the activities into a hat. One by one the papers are pulled and the students try to guess to whom the activity belongs. |
| 4.6 | In pairs, have the students look at their personal albums and note 10 activities that the vacationer saw or did. Make a list of 5 of these activities and hand in for evaluation. (To assist the students with their lists, the main group could brainstorm a list of activities and then the students could choose from that list.) |
5. Discuss the different types of trips that people take.
Activities
| 5.1 | 8.2 Annex 3 Have the students survey each other (using a bingo format) to see which types of vacations have been taken by the class. Students may survey each other to try to find a blackout bingo, a line bingo or fill a specific number of squares depending on how much the students have travelled. Do percentages. What percentage of the class has visited the different places? |
| 5.2 | 8.2 Annex 4 Have the students determine when and why people travel. Read through the annex with the students. Add other times and reasons. Working in pairs, students can ask each other when and why they travel. Report findings to the main group. |
| 5.3 | 8.2 Annex 5 To familiarize the students with the different methods of transport the teacher could first choose a secret square and have the students try to guess which phrase or square was chosen by asking questions. |
| 5.4 | 8.2 Annex 5 Working in pairs, the students each choose a secret sentence and then try to guess the sentence that their partner has chosen. |
| 5.5 | 8.2 Annex 5 Survey the students to determine their favourite methods of transportation. Each student then checks off the favourite method of transportation in the appropriate square and compares the answer with a partner. The results of the class may also be graphed. Which type is most popular? |
OR
| 5.5 | The students may individually predict what type of transportation the majority of the other students prefer. Each student then surveys 10 different students for their favourite modes of transportation and verifies their predictions. |
| 5.6 | Have the students survey each other to determine who has used the different types of transportation. Which type is most common? |
| 5.7 | 8.2 Annex 6 Have the students list the different methods of travel to other countries. |
| 5.8 | Determine with whom the students have travelled. List all possible people that the students could travel with. Ask students whom they prefer to travel with. As the people are listed, categorize them into masculine and feminine columns. |
6. Become familiar with different vacation spots.
Activities
| 6.1 | 8.2 Annex 7 Have the students keep their own album page in mind as they add to the list of historic sites, activities and food. They should then check off which sites, activities and food apply to their individual album page. |
| 6.2 | 8.2 Annex 8 Have the students read the sentences describing different vacation spots and determine whether or not any of the sentences correspond to the places that the students have chosen for their album pages. |
| 6.3 | 8.2 Annex 8 Have the students create short radio advertisements about a vacation spot and one of its qualities, characteristics or possible activities. Use the annex as a reference. e.g. "Visitez le Japon et mangez de la nourriture exotique". |
| 6.4 | Survey the students to determine if there are specific foods that they have eaten while visiting different places. e.g. "Au Mexique, j'ai mangé des tacos". Determine if most of these foods can be found in their neighbourhood grocery stores. |
| 6.5 | 8.2 Annex 9 Have the students try to determine the location of various buildings or landmarks. Use the buildings and landmarks from the annex or if possible, use the places that have been previously mentioned by the students. |
| 6.6 | When visiting different places in the province, country or world, what are some of the activities that can be done? What are some of the foods that can be eaten? Have the students follow the model, "Si je voyage au Mexique, je peux visiter les ruines, je peux nager dans l'océan, et je peux manger des tacos." |
7. Describe popular trip activities
Activities
| 7.1 | List the many activities that people can do on vacation without ever leaving their home, town or village. Discuss the most popular activities that people can do in their own areas. e.g. "Je peux aller au parc, au musée et à la piscine." |
| 7.2 | 8.2 Annex 10 Brainstorm activities that families do on trips or vacations. Add these activities to Annex 10. |
| 7.3 | The students choose three activities that their families like to do on trips or vacations, the activities are written down and handed in for evaluation. |
| 7.4 | Working in pairs, have the students share the name of an activity that they enjoy doing as a family and the name of an activity that they do not enjoy doing. Each partner then relays this information to the rest of the class. |
| 7.5 | 8.2 Annex 11 Look at a number of activities and decide which family members like to do them. Add different activities to the list if possible. |
8. Identify some common souvenirs that are bought on trips.
Activities
| 8.1 | Bring souvenirs to class and using a maximum of 10 adjectives each, the students describe the souvenir to the rest of the class or group. The rest of the group tries to guess what it is. |
OR
| 8.1 | Bring souvenirs to class and the students try to guess the place of origin of the souvenir. |
OR
| 8.1 | Students are placed in groups of 4 or 5. A souvenir is shown to all of the students. Each small group tries to describe the object using as many descriptive sentences as possible. |
9. Determine what the students learned on their trips.
| 9.1 | 8.2 Annex 12 Have the students look at a number of activities and determine if these were activities or experiences that they have done on trips or vacations. |
| 9.2 | Students describe one thing that they learned or experienced on any of their trips and the rest of the class notes if this was an experience for them as well. |
10. Prepare and present the album page.
Activities
| 10.1 | Review the components and the type of information to be included on the album page. |
| 10.2 | Review different sentences, vocabulary and descriptions that could be included on the album page. |
11. Reflect on the unit. What was learned from this unit? Where would students like to travel now? What French did they learn?