LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
It is recommended that students first
CRAC! Visionner view CRAC! in the original,
(sans narration) unnarrated version to allow them to
appreciate its artistry
Students express their
Attractive on-screen notebook with communicative intent and
blank pages for students to jot down cultural awareness in writing
interesting facts or thoughts that come using language and applying
CARNET Yes
to mind as they do the activities. A general language education
table of contents helps them organize skills in accordance with the
A their work. objectives of their proficiency
L GENERAL level.
L
Interactive dictionary, accessible from
Identifying word families
any screen, offers definitions in French
Using aids, such as in writing
(supported in some cases by images
dictionaries, to assist in the (Beginning 3)
and illustrative sentences).
comprehension or production Selecting and using rules of
DICTIONNAIRE Pronunciation, collocations (words or Yes (Yes)
of a communication grammar to improve their
structures often used with the main
(Intermediate - general learner communication (e.g. through
word), synonyms, antonyms,
expectations) "collocations" and "dérivés")
homonyms and derivatives are also
(Advanced 7)
given for each entry.
* O.C. = Oral Comprehension W.C. = Written Comprehension W.P. = Written Production. Oral production is not included in La chaise berçante activities; however, they readily lend themselves to follow-up
opportunities for oral production.
Myrna Andres
12/29/2011 Page 1 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
Images of key vocabulary from on this of experience.
The components of La chaise berçante described CRAC! page will be useful in various ways to students at all levels and in any fieldVocabulary appropriate to
and the Application activities are fields of experience,
presented. Students click to hear Understanding meaning of awareness of definite and Associating words (oral and
VOCABULAIRE A - F Yes (Yes)
PEOPLE AROUND US (1) pronunciation and optionally to see individual words from narration indefinite articles, plurals of written) to illustrations
WEATHER (1) spelling and/or review relevant section nouns, present tense of -er
B ANIMALS (1) of videoclip and pronominal verbs
E HOLIDAYS AND
Using images, context, key
G CELEBRATIONS (1) CRAC! Visionner
Viewing, listening, reading, focusing Daily life and celebrations in Vocabulary and structures words, previously learned
I (with narration and, Global understanding of main
on key words, pausing videoclip to Yes Yes Quebec at the beginning of the within and beyond the scope of words and interactive
N optionally, texte and culture ideas
read cultural notes 20th century this level dictionary as aids to
N (anglais)
comprehension
I
APPLICATION:
N
Reinforcement of Vocabulaire A - F Negative and affirmative Focusing on key words,
G
( Débutant oral) in contextualized (with image) oral Comprehension of words and sentences, questions: qu'est- associating words and
Yes
Questions orales A - F multiple choice questions, responses simple statements ce que, qui, où est-ce que, illustrations, responding
1
and feedback quel(le) + others voluntarily to a statement
/
COMMUNITY (2) (Débutant écrit)
2
CLOTHING (2) Les animaux
HOUSING (2) Les gens Matching written words from Self-evaluation of vocabulary Associating written words with
Reading comprehension of
Les habits Vocabulaire A - F with images or Yes knowledge, observation of illustrations and previously
individual vocabulary items
Les associations related words definite and indefinite articles learned vocabulary
Les actions
La culture
Myrna Andres
12/29/2011 Page 2 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
CULTURE:
Reading about several French
Canadian traditions and holidays with
Fêtes opportunity to review corresponding
(Notes anglaises) videoclip from CRAC!
Learning about francophone
PEOPLE AROUND US (1)
B groups at the national and
WEATHER (1)
E provincial levels: les fêtes, la
ANIMALS (1)
G décharge du mousquet, la
HOLIDAYS AND
I danse, le carnaval, la Saint-
CELEBRATIONS (1)
N Jean Baptiste
N
Viewing videoclips of folk groups
I performing traditional French
N Danse
Canadian social dances and rhythmic
G (Notes anglaises)
accompaniments. Cultural notes
provide background to each dance.
1
/
2
Learning about francophone
groups at the national level: les
bûcherons, le caribou, la
COMMUNITY (2)
Patrimoine Reading about the origins of certain ceinture fléchée, la chaise
CLOTHING (2)
(Notes anglaises) French Canadian customs berçante, la croix de chemin, le
HOUSING (2)
drapeau du Québec, la drave,
les jurons, la chasse-galerie,
la nostalgie, les sucres
Myrna Andres
12/29/2011 Page 3 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
All activities suggested chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
The components of Lafor
Beginning 1/2 to establish a
context and vocabulary base
APPLICATION: Refinement of elements of
Débutant (écrit) preceding levels:
B
Reinforcement of Vocabulaire A - F in
E Deriving meaning from
contextualized (with images) written Understanding and responding
G Images from CRAC! reflect Affirmative and negative images, context, key words
Compréhension I multiple choice questions, responses Yes Yes to simple oral or written
I film's cultural themes sentences, questions and previously learned
and feedback. Question is spoken as statements
N vocabulary
well.
N ACTIVITIES
I Arranging written phrases and
N sentences into a logical narrative Vocabulary, word order, Voluntarily creating statements
Understanding written and oral
G Casse-tête de phrases about part of CRAC! with the option (Yes) Yes Yes cohesive elements at the word using previously learned
statements
of listening to the paragraph before or level (et, mais, parce que) elements
3 while working
Cloze dictée (a brief narrative of how Understanding written and oral Spelling (animals, tools,
Antoine raconte: les noms
the rocking chair came to be) statements nature)
Cloze dictée (a brief narrative of the Spelling, cohesive elements at Deriving meaning from oral
Antoine raconte: le temps Yes Yes Yes
aging of the rocking chair) the word level cues and context
Cloze dictée (a brief narrative of the
Antoine raconte: la famille Spelling
rocking chair in the family)
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12/29/2011 Page 4 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
DIAPOS:
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Experiencing a virtual visit to
Carnaval, Québec and Montréal
Yes Understanding simple written
Carnaval, Québec, Montréal (people, events, buildings,
statements Deriving meaning from visual
monuments) by means of slides with
French titles Vocabulary context and previously known
vocabulary
Locating the sites shown in the slides
Plans de ville Yes
on a city map of Montreal or Quebec Identifying images (i.e.
concrete facts) that reveal a
francophone presence in
Canada
B Vouloir, pouvoir, devoir and
E refinement of elements of
G Creating an album of favorite photos preceding levels: using definite
I from the virtual visit and writing a word, Writing simple messages in a and indefinite articles, verbs
Album de photos Yes Yes Voluntarily creating statements
N sentence or paragraph caption about structured context (avoir, être, faire, aller in
N VACATIONS each (depending on layout chosen) present tense), negative and
I affirmative sentences,
prepositions of place
N
G
Challenging multiple choice and
Using cognates, key words,
3 matching activity in which students test Understanding cultural
Understanding meaning of Refinement and development word families, context and
Chasse au trésor their observation skills by using Yes significance of people, events
written statements of vocabulary interactive dictionary to derive
information from the slides to complete and places shown
meaning
comments about the scenes
Reading about several French
CULTURE: Fêtes Canadian traditions and holidays with Learning about francophone
(Notes anglaises) opportunity to review corresponding groups at the national level: les
videoclip from CRAC! fêtes, la décharge du
mousquet, la danse, le
Challenging opportunity for global Understanding the gist of a carnaval, la Saint-Jean
Baptiste Refinement and development Using cognates to derive
(Notes françaises) comprehension of a text written for Yes longer series of written
of vocabulary meaning
Intermediate level statements
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12/29/2011 Page 5 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
CRAC! Visionner Awareness of how Canadian
With Culture (anglais) and Viewing (with opportunities to pause painters depicted scenes of life
without narration and texte videoclip allowing time to read a in rural Quebec at the
cultural note about each painting) and beginning of the 20th century
B watching for paintings which inspired Awareness of different focus
E the filmmaker's work and style of modern non-
G With Culture figurative painters Recognizing cognates and Using cognates to derive
Yes Global comprehension
I (français) previously learned vocabulary meaning
N
N FINE ARTS CULTURE:
I
N
G
Awareness of life, style, focus
Art et Artistes - peintres Expanded version of the synchronized
3 and well-known works of
(anglais) cultural notes
Canadian painters
Matching Canadian artists with their Demonstrating factual
Tableaux
paintings knowledge
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12/29/2011 Page 6 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Before doing the activities specific to each field of experience, students should view Crac! and do Vocabulaire and Application (Intermédiaire) as suggested below in Intermediate 4/5/6 (General) to ensure a context and vocabulary base for the
activities. Many activities of La chaise berçante offer a starting point and a rich source of reference material for discussion or research based "projets éducatifs", such as finding out which traditions live on today, how various holidays are celebrated
now, comparing the social life of students and their families past and present to that of French Canadians, or the effectiveness of animated films compared to other media in debating issues such as progress versus the preservation of heritage and the
environment. As students select information relevant to their topic, several general language learning objectives, in addition to those mentioned in the chart, will be met: formulating hypotheses about key points; identifying individual needs by defining
the problem; and selecting strategies, among various choices appropriate to the task at hand, as a means of organizing learning. Students can access an interactive dictionary, as well as an on-screen notebook (Carnet) to jot down notes, and to
prepare and organize all stages of their written production.
It is recommended that students first
CRAC! Visionner view CRAC! in the original,
(sans narration) unnarrated version to allow them to
appreciate its artistry
Refinement of elements of previous levels:
I Images of key vocabulary from CRAC!
and the Application activities are Refinement of beginning level Vocabulary appropriate to
N
presented. Students click to hear skills: understanding meaning fields of experience,
T VOCABULAIRE A - F Yes (Yes)
pronunciation and optionally to see of individual words from awareness of definite and Associating words (oral and
E
spelling and/or review relevant section narration indefinite articles, plurals of written) to illustrations
R
of videoclip nouns, present tense of -er
M
and pronominal verbs
E
Using images, non-verbal
D
Identifying similarities and cues, context, key words,
I Vocabulary and structures
CRAC! Visionner differences between the previously learned words and
A Viewing, listening,reading, focusing on Understanding the meaning of within and beyond the scope of
(with narration and, student's culture and the daily interactive dictionary as aids to
T key words, pausing videoclip to read Yes (Yes) a series of interrrelated ideas this level, cohesive elements at
optionally, texte and culture life and celebrations of people comprehension
E cultural notes in an oral and written text the sentence level, passé
(français) in Quebec at the beginning of Formulating hypotheses about
composé and imparfait
GENERAL the 20th century key points and communicative
intents
4 APPLICATION:
/ Intermédiaire
5
Les Actions Matching infinitives (-er and -re) and
/ Vocabulary, -er and -re verbs,
Les Associations nouns from CRAC! to related words Yes
6 direct object pronouns, y
La maison and phrases
Accepting that errors are a
Refinement of elements of normal part of learning and
Reinforcement of Vocabulaire A - F in preceding levels: vocabulary, correcting them willingly when
contextualized (with images) written Demonstrating comprehension affirmative and negative pointed out by feedback or
Images from CRAC! reflect
Compréhension II multiple choice questions, responses Yes Yes of statements and questions sentences, questions, -er and - when students become aware
film's cultural themes
and feedback. Question is spoken as about scenes from CRAC! re verbs in the present tense, of them on their own
well. pronominal form, direct object
pronouns
Cloze dictée requiring students to fill in Recognizing the song as a Refinement of spelling: -er
Understanding lyrics of a
Il pleut, il pleut bergère present tense of verbs in the first 12 Yes Yes Yes theme from CRAC! as well as and -re verbs in present tense
traditional lullaby
lines of the song a French lullaby and imperative
Myrna Andres
12/29/2011 Page 7 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
APPLICATION:
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Intermédiaire
Vocabulary, word and
I Arranging written phrases and sentence order, cohesive
N Creating meaning from a
sentences into a logical narrative elements at the word and
T Casse-tête de phrases I series of scrambled, but
about part of CRAC!, with the option (Yes) Yes Yes sentence level, imparfait and
E and II interrelated ideas in a written
of listening to the paragraph before or passé composé (sometimes
R text (with oral support)
while working with direct object pronouns),
M pronominal verbs
E
D Cloze dictée requiring students to Spelling, passé composé with Accepting that errors are a
I GENERAL Antoine raconte: les verbes understand and spell nouns, as well as avoir and être (including normal part of learning and
Understanding the meaning of
A Amélie raconte: on verbs in the passé composé and pronominal verbs), imparfait, correcting them willingly when
Yes Yes Yes an oral and written text about a
s'amuse imparfait, to complete narratives by observation of direct object pointed out by feedback or
T familiar topic
Amélie raconte: les verbes Antoine and Amélie about events from pronouns in authentic when students become aware
E
CRAC! discourse of them on their own
5 Spelling (nouns and
/ Understanding the meaning of Recognizing opening theme of adjectives), awareness of
Cloze dictée using lyrics of a well-
6 an oral and written text about a CRAC! as a folk song French Canadian
Marie Calumet known French Canadian folk song Yes Yes Yes
familiar topic (lyrics of a folk appropriate to the beginning of pronunciation and differences
(best suited for Intermediate 6)
song) the story between standard French and
that used in the transcription
I CULTURE:
N
T Reading about several French
E Fêtes Canadian traditions and holidays with
R Yes Identifying similarities and
(Notes françaises) opportunity to review corresponding
M videoclip from CRAC! differences between the
VACATIONS AND Understanding the meaning of
E following elements of French Determining meaning of key
HOLIDAYS / a series of interrrelated ideas
D Canadian culture and student's Refinement and development words in a communication and
CELEBRATIONS in a written text dealing with a
I own culture: les fêtes, la of vocabulary using illustrations to facilitate
familiar topic in a structured
Viewing videoclips of folk groups décharge du mousquet, la understanding
A situation
performing traditional French danse, le Carnaval, la Saint-
T Danse
Canadian social dances and rhythmic Yes Jean Baptiste
E (Notes françaises)
accompaniments. Cultural notes
provide background to each dance.
4
Myrna Andres
12/29/2011 Page 8 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
CULTURE: Fêtes
various (Intermediate 4)
The components of La chaise berçante described on this page will be useful inSee above ways to students at all levels and in any field of experience.
(Notes françaises) Formulate hypotheses about
I key points
(If not previously done)
N VACATIONS AND
T HOLIDAYS/ APPLICATION:
CELEBRATIONS Intermédiaire
Amélie raconte: On See above (Intermediate 4/5/6 - General)
4
s'amuse
(If not previously done)
Identifying similarities and
LA CHASSE-GALERIE: differences between their own
culture and francophone
cultures at the national level:
I
An illustrated narrative of the well-
N known French Canadian legend told in
T standard French (with option of Identifying how the legend
E La chasse-galerie Understanding the meaning of Vocabulary, present tense of Using cognates, illustrations
hearing how a French Canadian illustrates the historical
R (standard French version Yes Yes a series of interrrelated ideas verbs, superlative, cohesive and interactive dictionary to
lumberjack might have told it). importance of their social life to
M with texte) in an oral and written text: elements at the sentence level facilitate comprehension
This activity is also linked to the French Canadians
E contemporary song of the same name
D SOCIAL LIFE (see below).
I
A Contextualized (with images) written
Identifying the legend's cultural
T multiple choice questions responses Demonstrating comprehension Refinement of vocabulary,
Compréhension Yes Yes themes in the images from La
E and feedback. Question is spoken as of key events of the legend verbs, questions
chasse-galerie Accepting that errors are a
well.
normal part of learning and
Arranging written phrases and correcting them willingly when
5 sentences into a logical narrative Vocabulary, word and pointed out by feedback or
Creating meaning from a
about part of La chasse-galerie with sentence order, cohesive when students become aware
Casse-tête de phrases I series of scrambled, but
the option of listening to the paragraph (Yes) Yes Yes elements at the word and of them on their own
and II interrelated ideas in a written
before or while working sentence level, present tense
text (with oral support)
Casse-tête I (the party) of verbs
Casse-tête II (the return voyage)
Myrna Andres
12/29/2011 Page 9 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
CULTURE:
Listening to and reading lyrics of Global comprehension of lyrics Identifying a contemporary Vocabulary, passé composé, Using key words and
Chansons -
Claude Dubois' song, "La chasse- Yes Yes of a contemporary French French Canadian musician imparfait, futur simple (Int.6) interactive dictionary to derive
La chasse-galerie
galerie" Canadian ballad and song and superlative meaning
I
Identifying which paintings
N depict aspects of French
T Understanding the meaning of
Slides of well-known Canadian Canadian social life at the Vocabulary; présent, passé Using key words, illustrations
E Tableaux évoqués dans a series of interrrelated ideas
paintings with a brief biographical note Yes beginning of the 20th century composé and imparfait of and interactive dictionary to
R CRAC! in a written text in an
about each artist and recognizing similarities verbs derive meaning
M unstructured situation
and differences with student's
E own culture
SOCIAL LIFE
D
I CULTURE:
A
Slides and cultural notes about various
T
aspects of French Canadian heritage,
E
Patrimoine of which "le caribou" and "La chasse- Yes
galerie" are relevant to this field of
5 experience Understanding the meaning of Identifying similarities and
Vocabulary; présent, passé Using key words, illustrations
a series of interrrelated ideas differences between elements
composé and imparfait of and interactive dictionary to
in a written text in a structured of French Canadian culture
Viewing videoclips of folk groups verbs derive meaning
situation and student's own culture:
performing traditional French
Danse
Canadian social dances and rhythmic Yes
(Notes françaises)
accompaniments. Cultural notes
provide background to each dance.
Myrna Andres
12/29/2011 Page 10 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
DIAPOS: CARNAVAL
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Identifying similarities and
Using illustrations to facilitate
A virtual visit to the Quebec winter differences between social
comprehension and
Diapos carnaval by means of slides with Yes Understanding slide captions activities in Quebec, such as Vocabulary
formulating hypotheses about
I French titles the winter carnival, and those
key points
N of the student's own culture
T
E Refinement of elements of
R preceding levels as well as
M elements of Int.4/5 as
E determined by teacher
Creating an album of favorite photos Formulating hypotheses about
SOCIAL LIFE Identifying images that reveal depending on the nature of the
D from the virtual visit and writing a word, Producing a series of key points and using
Album de photos Yes Yes the social aspects of the project (e.g. using comparative
I sentence or paragraph caption about interrelated ideas in writing interactive dictionary to
Quebec winter Carnaval forms to discuss similarities
A each (depending on layout chosen) facilitate writing
and differences between
T
Quebec winter carnival and
E social events in student's
culture
5
Challenging multiple choice and
Using cognates, key words,
matching activity in which students test Understanding cultural
Understanding meaning of Refinement and development word families, context,
Chasse au trésor their observation skills by using Yes significance of people, events
written statements of vocabulary illustrations and interactive
information from slides to complete and places shown
dictionary to derive meaning
comments about the scenes
Refinement of elements of
I DIAPOS:
As above (Int.5) with the addition of Identifying similarities and preceding levels, as well as
N Carnaval, Québec, Montréal,
TRIPS, EXCURSIONS OR virtual tours of Quebec City and Refinement of skills of differences between people, elements of Intermediate 6 as Refinement of skills of
T art canadien Plans de ville Yes (Yes)
STUDENT EXCHANGES Montreal and paintings by well-known Intermediate 5 (as above) places and events shown and determined by teacher Intermediate 5 (as above)
Album de photos
Canadian artists those of student's own culture depending on the nature of the
6 Chasse au trésor
project
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12/29/2011 Page 11 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
CULTURE:
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Reading about several French
Fêtes Canadian traditions and holidays with
Yes
(Notes françaises) opportunity to review corresponding
videoclip from CRAC!
Refinement of skills of
Intermediate 5 - researching Understanding vocabulary and Using images, context, key
Understanding the meaning of and identifying similarities and sentence order appropriate to words, previously learned
Viewing videoclips of folk groups
a written text containing simple differences between the simple and complex written words and interactive
performing traditional French
Danse and complex ideas student's cutlure and texts in the present and past dictionary as aids to
Canadian social dances and rhythmic Yes
(Notes françaises) francophone cultures at a tenses comprehension
TRIPS, EXCURSIONS OR accompaniments. Cultural notes
national level:
STUDENT EXCHANGES provide background to each dance.
Slides and cultural notes about various
Patrimoine Yes
I aspects of French Canadian heritage
N
T Accepting that errors are a
E normal part of learning and
R Matching written words from Fêtes Reading comprehension of Identifying French Canadian correcting them willingly when
Culture Yes Recycling vocabulary
M and Patrimoine with images individual vocabulary items symbols pointed out by feedback or
E when students become aware
D of them on their own
I
A RENCONTRES:
T
E
A written introduction to the themes of
sur CRAC! (with CRAC! (optional English available)
6 Yes Yes
texte) with links to an oral interview with Back
in which he discusses his art of
creating animated films Identifying a modern filmmaker
from Quebec who, like the
Formulating hypotheses about
THE ROLE OF THE early 20th century artists
An oral interview with the filmmaker, key points and communicative
MEDIA Global understanding of an before him, reflects and Understanding vocabulary and
Frédéric Back, creator of CRAC!, who intents, as well as refinement
CONSERVATION AND oral and written text containing comments on the society of his sentence order appropriate to
explains how the film was conceived of lntermediate 5 skills: using
THE ENVIRONMENT complex ideas in an time complex oral and written texts
and produced. He also discusses illustrations, non-verbal cues
unstructured situation Recognizing cross-cultural in the present and past tenses
some of its key social, cultural and and linked dictionary to
Frédéric Back concerns about the impact of
environmental themes and his concern Yes Yes facilitate comprehension
(with texte) progress on the environment in
with communicating to youth the need Canada
to balance progress with a respect for
heritage, ecology and nature.
Videoclips of Back and scenes from
some of his other films are shown.
Myrna Andres
12/29/2011 Page 12 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
will also enjoy using La chaise berçante . Prior to starting the activities for a specific field useful in various ways to students and levels and in any field of experience.
Advanced level studentsThe components of La chaise berçante described on this page will be of experience, students should view CRAC!at allwork through Application (Avancé). In doing this they will primarily be refining skills
from previous levels, which will help ensure they have a context and vocabulary base for the activities. The topics of La chaise berçante fit the suggested fields of experience very well and are at a suitably challenging language level. They provide an
excellent introduction to the topics and offer a rich source of reference material for a discussion or a research based "projet éducatif". Students can access an interactive dictionary and on-screen notebook (Carnet) to jot down notes and to prepare and
organize all stages of their written production. Some of the prescribed communication, culture, language and general language education program objectives for this level are beyond the scope of La chaise berçante . However, teachers will be able to
create opportunities to meet these objectives as students explore the topics further through discussion, writing and examining related materials.
It is recommended that students first
CRAC! Visionner view CRAC! in the original,
(sans narration) unnarrated version to allow them to
appreciate its artistry
A APPLICATION :
D Avancé
V Matching animals with descriptions of
Les animaux Yes
A their characteristics Refinement of elements of
N Understanding vocabulary previous levels: using
C appropriate to the field of cognates, context, key words
Enrichissez votre experience and interactive dictionary to
E Matching synonyms Yes
vocabulaire facilitate comprehension
D
7 GENERAL Contextualized (with images) written Lequel (all forms), refinement
/ multiple choice questions, responses Refinement of elements of of elements of previous levels:
8 Compréhension III and feedback. Question is spoken as Yes Yes previous levels: vocabulary, passé composé,
/ well. Emphasis on interpreting scenes understanding the meaning of imparfait, pronominal verbs,
9 from CRAC! an oral or written text inversion
coontaining simple and Accepting that errors are a
Arranging written phrases and complex ideas Understanding vocabulary normal part of learning and
sentences into a logical narrative appropriate to the field of correcting them willingly when
Casse-tête de phrases about part of CRAC!, with the option (Yes) Yes Yes experience pointed out by feedback or
of listening to the paragraph before or Determining the coherence when students become aware
while working appropriate to a written text of them on their own
Refinement of elements of
La chaise raconte:
Cloze dictées read at a rate of normal previous levels: past
les dangers Yes Yes
conversation participles, adjectives,
les verbes
infinitives
Myrna Andres
12/29/2011 Page 13 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
LA CHASSE-GALERIE:
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
An illustrated narrative of the well-
known French Canadian legend told in
Examining the contribution of
standard French (with option of Understanding and interpreting Refinement of elements of Refinement of elements of
francophone cultures to our
hearing how a French Canadian the meaning of the main points previous levels: vocabulary, previous levels and using
La chasse-galerie society by studying the basic
lumberjack might have told it). Yes (Yes) and a few supporting details in present tense of verbs, knowledge of text structure to
(both versions) facts that make it possible to
Optional text available for standard an unfamiliar oral (and written) superlative, cohesive elements facilitate understanding of an
understand information or
version. This activity is also linked to communication at the sentence level unfamiliar text
events:
the contemporary song of the same
name (see below).
A Contextualized (with images) written
D Images from La chasse-
multiple choice questions, responses Refinement of elements of
V Compréhension Yes Yes galerie reflect the legend's
and feedback. Question is spoken as previous levels
A cultural themes
well. Refinement of elements of
N previous levels: accepting that
LEGENDS AND MYTHS Arranging written phrases and Refinement of elements of Understanding vocabulary
C errors are a normal part of
E Casse-tête de phrases sentences into a logical narrative previous levels: understanding appropriate to the field of
learning and correcting them
D I (the party) about part of La chasse-galerie with (Yes) Yes Yes the meaning of an oral or experience and determining
willingly when pointed out by
II (the return voyage) the option of listening to the paragraph written text containing dimple the coherence appropriate to
feedback or when students
before or while working. and complex ideas to a written text
7 become aware of them on their
Matching words and phrases spoken Awareness of existence of Understanding socio-linguistic own
by the lumberjack to their equivalent in language variations variations of vocabulary
Langue Yes Yes
standard written French, (with optional appropriate to different social appropriate to the field of
sound) contexts experience
Understanding and interpreting
Using knowledge of text
CULTURE: Listening to and reading lyrics of the meaning of the main points Examining the contribution of
Vocabulary, recognition of structure (song) to facilitate
Chansons - La chasse- Claude Dubois' song, "La chasse- Yes Yes and a few supporting details in francophone cultures to our
passé simple understanding of an unfamiliar
galerie galerie" an unfamiliar oral (and written) society
text
communication
Myrna Andres
12/29/2011 Page 14 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
Viewing (with opportunities to pause
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
videoclip, allowing time to read a
Crac! Visionner
cultural note about each painting) and Yes
with Culture (français)
watching for paintings which inspired
A the filmmaker's work
D THE ARTS - PLAYS Refinement of elements of
The program of studies CULTURE: Refinement of elements of level 7:
V
seems to suggest plays as Art et Artistes - peintres Expanded version of the synchronized Understanding and interpreting Examining independently and, previous levels Using knowledge of text
A
the focus of this field of Yes the meaning of the main points with the teacher's assistance, Understanding vocabulary structure to facilitate
N (français) cultural notes
experience. If, however, and some supporting details in analyzing the contribution of appropriate to the field of understanding of an unfamiliar
C
teachers have the option of Slides of well-known Canadian unfamiliar oral and written francophone cultures to our experience and determining text Distinguishing
E Tableaux évoqués dans
exploring a different art, La paintings with a brief biographical note Yes communications society the coherence appropriate to between essential and less
D CRAC! oral and written texts important information to
chaise berçante offers a about each artist
rich source of content. understand a communication.
8 Matching Canadian artists with their
Tableaux
paintings
RENCONTRES:
See descriptions given for Advanced 9
sur CRAC!
(Social trends and issues)
Frédéric Back
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LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
CRAC! Visionner
(with and without narration)
RENCONTRES:
A written introduction to the themes of
sur CRAC! CRAC! with links to an oral interview
Yes Yes
(with or without texte) with Back in which he discusses his art
of creating animated films
A
D
V
A Understanding vocabulary
N SOCIAL TRENDS AND appropriate to the field of
An oral interview with the filmmaker, Understanding and interpreting Examining and analyzing
C ISSUES experience and determining
Frédéric Back, creator of CRAC!, who the meaning of the main points independently one Formulating hypotheses and
E the coherence appropriate to
explains how the film was conceived and most supporting details in francophone's contribution to verifying their accuracy by
D and produced. He also discusses oral and written texts of varying
an unfamiliar oral and written our society by interpreting reading a text
some of its key social, cultural and lengths and complexity
Frédéric Back communication information and behaviour
9 environmental themes and his concern Yes Yes Refinement of all elements of
(with or without texte) all preceding levels
with communicating to youth the need
to balance progress with a respect for
heritage, ecology and nature.
Videoclips of Back and scenes from
some of his other films are shown.
Myrna Andres
12/29/2011 Page 16 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Myrna Andres
12/29/2011 Page 17 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Myrna Andres
12/29/2011 Page 18 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Deriving meaning from
images, context, key
words and previously
learned vocabulary
(cognitive)
Myrna Andres
12/29/2011 Page 19 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Myrna Andres
12/29/2011 Page 20 of 21
LA CHAISE BERÇANTE AND THE FRENCH AS A SECOND LANGUAGE PROGRAM OF STUDIES (ALBERTA LEARNING)
PROFICIENCY LA CHAISE BERÇANTE PROCESS* PROGRAM COMPONENT
FIELD OF EXPERIENCE TYPE OF ACTIVITY
LEVEL ACTIVITY GENERAL LANGUAGE
O.C. W.C. W.P. COMMUNICATION CULTURE LANGUAGE EDUCATION
The components of La chaise berçante described on this page will be useful in various ways to students at all levels and in any field of experience.
Myrna Andres
12/29/2011 Page 21 of 21