KS2 Year 3 French Scheme of Work - Download as DOC

							KS2 Year 5 French Scheme of Work
Lessons 11 - 12 Reading and writing based unit to consolidate lessons 3-
10.

Framework Learning Objectives:
Lesson 11: L5.1 Re-read frequently a variety of short texts.
Lesson 12: L5.2 Make simple sentences and short texts



New vocabulary and         Pronunciation:              English:
structures:

Grenouille                 Gre nooh-ee                 Frog
Gros (m)                   Groh                        Fat
Grosse (f)                 Gross
Joli (m)                   Joh-lee                     Pretty
Jolie (f)                  Johlee
Laid (m)                   Lay                         Ugly
Laide (f)                  Led
Tu es                      Too eh                      You are
Vorace                     Vorass                      Voracious
Quel…?                     Kel                         Which…?
Ce                         Suh                         This

Félicitations                                          Congratulations

Extra Resources:
Smart Notebook for lessons 11 and 12
Comic: Les deux grenouilles (on the Camden website as a word document)
with thanks to Babelzone (www.lcfclubs.com)
Differentiated empty comic strips for children
You will need 15 bilingual dictionaries e.g. Collins First time French.
                      Suggested Teaching Sequence:

                 Lesson Eleven – independent reading focus

      Using the Smart Notebook for lesson 11, slide 1, share the learning
       objective with the class.
      Explain that by the end of the lesson they will have read their first
       comic in French all by themselves, with very little need for teacher
       support. Dole out the praise! This is a marker of just how far they
    have come this term thanks to all their hard work in French
    lessons!
   Using slide 2, introduce children to bilingual dictionaries. Make sure
    you show them how they work. e.g. French to English one end,
    English to French the other. Test their alphabetical skills by asking
    them to look up a few words e.g. ballon (ball), mince (thin) and
    partager (to share). Give them the French and ask them to tell you
    the English. Discuss what the letters adj, vb, nf and nm stand for
    (adjective, verb, noun feminine, noun masculine).
   Give each child a copy of the French comic strip provided: Les deux
    grenouilles. Tell them that they are now in a position to read it
    independently. There will be very few words that they do not know.
    They should circle these words, then look them up in the dictionary
    and write the translation underneath. Slide 3 has instructions that
    you can leave up for the children to refer to.
   Note: the word ‘vorace’ may not be in a junior dictionary but the
    others should.
   The adjectives ‘grosse’, ‘jolie’ and ‘laide’ will appear in the masculine
    form in the dictionaries (gros, joli and laid). When the first child
    questions you about this. Stop the class and invite comments from
    the children about why they think the spelling differs.
   Those who finish early could practise reading the text in French,
    putting in lots of expression.
   After the class has had time to work through the text in pairs,
    invite them to read and translate it as a class.
   Using the Smart Notebook, slides 4 – 8, go through the text
    section by section, asking one child to read the French and another
    to translate (English is hidden under coloured rectangles).
   Celebrate the fact that, with very little adult support, the class
    were able to read a French comic!

                Lesson Two – independent writing focus

   Using Smart Notebook for lesson 12, slide 1, share the learning
    objective.
   Using slide 2, ask the class to remind you how a bilingual dictionary
    works. Ask them to practise their skills again. This time give them
    English words and ask them to look up the French. e.g. a whale (la
    baleine), silver (en argent) and kind (gentil/le). Ask the children to
    tell you whether the words given are nouns, adjectives or verbs.
    Discuss how they can tell from the dictionary whether they are
   masculine or feminine. If I wanted to use the words ‘silver’ and
   ‘kind’ to describe the whale, which spelling would I need to choose?
   (feminine adjectival = une gentille balaine en argent). Remind
   children that adjectives may need to change their spellings to
   agree with a feminine noun. Does the dictionary help them with
   this?
 Explain that the class are going to make their own version of the
   comic through a system of substitutions. Practise together e.g.
   take the first box: Je suis une grosse grenouille. (slide 3)
 Using slide 4, ask the class ‘How could we change this to make our
   own comic?’
 Class could substitute with a known animal or a known adjective or
   class could use bilingual dictionaries to look up new
   animals/adjectives to use as substitutes.
 Give children two minutes to make substitutions on mini white
   boards.
 Take examples from class. This should throw up the following
   issues:
1) The need to retain word order.
2) The need to make articles (le/la/un/une) and adjectives agree with
   the noun.
 Using slides 5 and 6, repeat process with sentence from second
   box: Je suis une grenouille verte. Remind class of word order
   (colour adjectives go after the noun in French).
 Allow them a further two minutes to practise on mini white boards.
 When confident that children understand their task, hand out
   empty comic strips provided.
 Using the empty comic strip provided, allow higher attainers the
   freedom to make many substitutions and use dictionaries.
 Using the differentiated comic strip provided, direct middle
   attainers by telling them which substitutions you wish them to
   make e.g. just animals or just adjectives. Also point out to them
   that there are animal and colour word banks in the centre of the
   dictionaries – if using Collins.
 Lower attainers should use the simple comic strip provided which
   includes a comprehensive word bank. They should draw animals and
   focus on describing them with words of the right gender in the
   right order.
 Plenary, slide 8: A few children read out sections or the whole of
   their new comic in French. If there is time to scan their comics
   into the computer, the class can use the pictures to help them work
      out the meaning of new words or have a race to find their meanings
      in the dictionaries.

Notes on activities and resources:
    It is helpful to most children to have the animal, colours and size
      adjectives flash cards on display during the literacy lesson. It gives
      them a quick point of reference and the colour coding will support
      noun/adjectival agreement – if you don’t have flash cards the key
      vocabulary is grouped together in overview slide number 7, Smart
      Notebook 12.
    If your school has Kar2ouche this would be a good programme to
      build the comic strips on.
Follow-up and consolidation
Children could work up their comics into dramatic performance for an
assembly.