CFL_LP_S01_BI_L11_I11_02 by fjzhangweiqun

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									                          Bienvenue, mon petit chou!
                         Welcome, Little One! – Grade 11

      Ohio Standards            Lesson Summary: Pre-Advanced Level Proficiency
       Connection:
                                In this student-directed simulation, the teacher serves as a
Foreign Language                facilitator, enabling students to take center stage and direct
                                the action. Students will research, create and present a
Communication                   simulation of an African baby welcoming and naming
                                ceremony. Before the simulation, they will research
Benchmark I
Create presentations on a
                                different aspects of this subject and make presentations on
range of original or            what they have discovered. They will also create and
authentic expressive            perform a culturally appropriate form of artistic expression
products.                       during the simulation to welcome the baby to the world.
Indicator 11
                                Estimated Duration: Ten hours and 30 minutes
Create texts (e.g., short       The foreign language academic content standards were
stories, poems, skits) based
on themes/perspectives          written with the assumption that elementary programs meet
(e.g., family, dating,          for 90 minutes a week and that secondary programs meet
careers, music) from the        the equivalent of 50 minutes per day throughout the year.
target culture.                 Time and intensity do matter, and programs that meet for
                                fewer minutes/less often will need more time to review
Communities
                                previously introduced material before moving forward.
Benchmark B
Perform original or
authentic works for a           Commentary:
school or community             From the writer: This simulation enables students to
event.                          practice speaking and listening skills in a culturally
Indicator 2
                                authentic context. Moreover, requiring students to create a
Perform original or             piece of artistic expression as part of the lesson challenges
authentic works for a           them to manipulate the target language creatively and
school or community event       considerably raises the assignment’s level of rigor.
(e.g., sing, dance, act).       Additionally, the theme of cultural identity, heritage and
Benchmark E
                                belonging is timely and relevant for many adolescents as
Attend, participate in or       they begin to separate from the family, transition to college
view target culture events      and work and make new relationships in a diverse society.
and describe to others.         From the field: Interesting topic – would appeal to students.
                                It shows the diversity of the French-speaking world.
Indicator 7
Attend, participate in or
view via media, target
culture events (e.g., fairs,    Pre-Assessment:
festivals, exhibits and         Divide students into two teams. Ask each team to
performances; programs          Fr
                                brainstorm as many French words as they can that
given by Japanese /
                                describe family in three minutes. Then, have each team
American Society, Red
Cross, consulates) and          take turns saying one of the words they brainstormed. If
describe to others.             they repeat a word that the other team has already
                                mentioned or they run out of words, their team is out.


                                                                                                 1
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
Scoring Guidelines:
This assessment is not formally scored except for participation. Revise instruction based on
student responses.

Post-Assessment:
Students will participate in a simulation of an African baby welcoming and naming
ceremony. Student presentations may be assessed at a different time from the actual school or
community event.

Scoring Guidelines:
Evaluate student participation in the simulation using Attachment A, Simulation Rubric.

Instructional Procedures:
Day One
1. Conduct the Pre-Assessment. Divide students into two teams. Ask each team to
    brainstorm as many French words describing family as they can in three minutes. Then,
    have each team take turns to say one of the words they brainstormed. If they repeat a
    word that the other team has already mentioned or they run out of words, their team is
    out.
2. Have students read Attachment B, Interview, in which a French-speaking individual
    describes a baby welcoming and naming ceremony in Mali. They should also read the
    text about the different forms of this ceremony in Morocco by accessing this web site:
    www.minicom.gov.ma/french/generalites/culture/akika.htm. Have students work in
    groups of two or three to complete the accompanying worksheet, Attachment C, Graphic
    Organizer. Have a representative from each group share the group’s results with the
    whole class.

Instructional Tips:
 Remind students that French-speaking Africa is culturally and ethnically diverse.
   Therefore, there is not one single African birth tradition or rite, but rather a wide range of
   practices that reflect the continent’s diversity and cultural richness.
 To view a naming ceremony in the tradition of the Yoruba people of Nigeria and Bénin,
   go to http://www.folklife.si.edu/index.html. Click on on-line exhibitions. Click on A
   Nigerian Yoruba Naming Ceremony in the Washington, DC Area.
 Additional texts in French describing birth rites and traditions in Africa may be found on
   the Internet. See Technology Connections for web addresses and Internet key search
   words.
 For homework, students could find out how they were named.

Day Two
3. Assign students to groups of two or three. Have each group assign the following roles to
   its members: project leader/recorder, lead researcher, presenter.
4. Review Attachment D, Research and Planning Directions, and Attachment E,
   Presentation Rubric.


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                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
5. Have a representative from each group draw a slip of paper with one of the following
   topics to be researched on it: ceremony (procedures and artifacts) and baby’s name; food;
   props (clothes, typical gifts for the baby); music (songs and dances).
6. Have each group brainstorm what information they think they will need to research the
   topic, possible sources for the information and key words needed to do an Internet search.
   Have the recorder turn in the following information by the end of class today: (a) names of
   group members and topic; (b) key words.
7. Have groups begin research.

Instructional Tip:
For students who have trouble with time management, post a daily checklist to help them
pace themselves and meet deadlines.

Days Three and Four
8. Have the groups continue their research. The project leader should make sure the research
   work is shared evenly by all group members and that the group will be ready to start
   working on the presentation on day five.

Days Five and Six
9. Have each group prepare a multimedia presentation (10 – 15 slides) showing the results of
   its research and prepare a handout. Have students print handouts of their presentations and
   submit to you for reproduction. The presentation must be in the target language and must
   contain:
   a.) Title slide (topic and names of group members).
   b.) Key points (What would parents need to know in order to prepare for this aspect of
         the ceremony?).
   c.) Any problems anticipated. For example, can all the ingredients or supplies be
         obtained in the country of residence?
   d.) Suggestions for overcoming these problems.

Instructional Tips:
 Reserve the computer lab, or reserve the library computer cart depending on computer
   availability in your school. Speak to your media specialist or technology specialist and
   ask for assistance in teaching the technology components of the lesson. This includes
   teaching students not only how to scan pictures, add sound, crop pictures, and add text,
   but also how to make thoughtful decisions about when to use these tools. Also, discuss
   with students the responsible use of copyrighted graphics, sound and text.
 When students meet with the technology teacher or media specialist to work on their
   projects, encourage him or her to engage students in a discussion (in English) of why
   certain technologies and materials may be more appropriate than others. For example, ask
   students:
        What is the information that you want to communicate to your audience?
        Who will view your presentation? What is the purpose of your presentation?
        Are particular presentation formats better suited for your content, audience and


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                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
        goals than others? Are there certain benefits to making a web page rather than a
        multimedia presentation or vice versa?
       What information is communicated by a particular image, sound or passage? What is
        gained by adding a particular image or sound to your presentation? Does the
        inclusion of an authentic photo from the target country have the same effect as the
        inclusion of a picture from the U.S.?

Day Seven
10. Have groups present multimedia slideshows in the target language. Have group
    presenters facilitate this activity.
11. Review Attachment A, Simulation Rubric and Attachment F, Simulation Directions. Set a
    date for the simulation.

Instructional Tips:
 Student presentations may be assessed at a different time from the actual school or
   community event. Remember to coordinate with colleagues and administrators regarding
   presentations at a school or community event.
 Remind students to hold on to the handouts from the presentations. They will need to
   refer to them when preparing for the simulation.

Days Eight and Nine
12. To prepare for the simulation, have students stay in the same groups they were in for the
     multimedia presentations. Ask them to review Attachment F, Simulation Directions. To
     determine the group’s roles, have a representative from each group draw a slip of paper
     with one of the following assignments on it:
      Group 1: Parents, grandparents of baby
      Group 2: Cousins
      Group 3: Neighbors
      Group 4: Friends
13. Have students assign roles within groups and begin organizing the group’s work so that
    everyone knows what to bring, say or do per Attachment F, Simulation Directions, and
    per Attachment G, Checklist for Expressive Art Form.

Instructional Tips:
 Remind Group 1 that they will need to have the order of ceremony sheet ready at least a
   day before the simulation so that you have time to reproduce it.
 Remind Groups 2, 3 and 4 that their groups are responsible for bringing a baby gift (one
   per group, no more than $5). Emphasize that the gift does not have to be new. It could
   come from a garage sale, charity or thrift store, or could be handmade.
 Remind all groups to prepare a culturally appropriate dish to share on the day of the
   simulation. Ask them to bring a list of ingredients for students who may be allergic to
   certain foods or diabetic.




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                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
   Remind students to practice their song, music, dance, story or other form of artistic
    expression.
   For students having difficulty creating the song, dance, story or other form of artistic
    expression for the ceremony, suggest that they create graphic organizers or webs.
   Have resources (books, web sites, CDs, etc.) available to students to help them find
    culturally appropriate names, recipes, music, dance or other kind of artistic expression
    and dress. Information in French is most easily found on-line. See Technology
    Connections for Internet key search words and suggested web sites. Consider reserving
    additional time in the computer lab or library for additional research.

Day Ten
14. Have the students present the simulation.

Instructional Tip:
Have someone record the simulation. Use the recording to debrief the assignment (see Day
Eleven). You could also exchange the recording with another class or school as an alternative
to live performance.

Day Eleven (the day after the simulation)
15. Debrief the assignment by watching the recording of the simulation as a class. Hold a
    class discussion. Ask students to consider the following questions:
    Dans quelle mesure était la simulation authentique du point de vue culturelle? (How
       culturally authentic was the simulation?)
    Est-ce qu’il y avait quelques aspects de la simulation qu’il vous a fallus
       occidentaliser? Si oui, pourquoi? (Did any aspect of the simulation have to be
       “Westernized”? If so, why?)
    Quelles différences culturelles est-ce que vous avez noté? (What cultural differences
       did you observe?)
    Comment est-ce que vous changeriez la simulation, si l’on le refaisait? (What would
       you do differently next time?)

Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 When grouping students for instruction, use different strategies to optimize learning for
     all students. For example, while many students benefit from being grouped
     heterogeneously, recent research suggests that gifted and talented students benefit from
     working in homogeneous groups.
 For students who have trouble with time management, post a daily checklist to help them
     pace themselves and meet deadlines.




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                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
Extensions:
 Have students perform their song, dance, story or other form of artistic expression at
    multicultural assemblies or community events.
 Have students research naming ceremonies in other African countries to determine
    similarities and differences.

Home Connections:
 Ask family members, friends or neighbors when they named their newborn and whether
  they had any kind of celebration to welcome the baby. Ask them if they have ever
  attended a ceremony different from those typical of their cultural background. If so, what
  were their reactions?
 Have students discuss with older adults if certain ceremonies or rituals have changed over
  time.

Interdisciplinary Connections:
Technology
Standard 4: Technology and Communication Applications
Benchmark A: Apply appropriate communication design principles in published and
presented projects.
Indicator 4: Select and evaluate message-appropriate designs for print, multimedia, video
and web pages for curricular and personal needs (e.g., silly graphics may not be appropriate
for academic projects).

Students use multimedia technology to design a message-appropriate slide show using
presentational software.

Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement
of that particular resource or its contents by the Ohio Department of Education. Please note
that information published on the Internet changes over time and that links may no longer
contain the specific information related to a given lesson. Therefore, teachers are advised to
preview all sites before using them with students.
Note: Some web sites contain material that is protected by copyright. Teachers should ensure
that any use of material from the Web does not infringe upon the content owner's copyright.

For the teacher:               copies of all attachments, bilingual dictionary, map of Africa,
                               resources (books, Web sites, CDs, etc.) to help students find
                               culturally appropriate names, recipes, music, dance or other
                               kind of artistic expression and dress

For the student:               bilingual dictionary




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                     Bienvenue, mon petit chou!
                    Welcome, Little One! – Grade 11
Vocabulary and Structures:
Naming ceremony
 La marraine                             Godmother
 Le parrain                              Godfather
 immigré(e)                              immigrant
 la cérémonie                            ceremony
 la fête                                 festival, celebration
 fêter                                   to celebrate
 le baptême                              baptism
 la naissance                            birth
 accueillir                              to welcome
 les traditions                          traditions
 les coûtumes                            customs
 le cadeau                               gift
 l’aqiqa, la akika (sic)                 Muslim baby naming ceremony
 L’Iman                                  Muslim prayer leader
 La griotte                              woman who belongs a caste of storytellers and
                                          singers from West Africa
   Le tam-tam                            drum (beat with the hand)
   égorger un mouton                     to cut the throat of a sheep

Africa
 francophone                             French-speaking
 arabe                                   Arabic
 musulmane                               Muslim
 chrétien                                Christian

Social conversation
 Greeting and introducing others
 “Small talk”
 Asking and answering questions

Structures
 Transitions (needed by multimedia presenter)
 Location prepositions

Technology Connections:
 Use the Internet to find a text in French about traditional African baby naming and
   practices.
 Using a French version of an Internet search engine and combining some of the following
   terms may help you locate a text more quickly. Key search words: prénom, nom, bébé,
   enfant, naissance, cérémonie, fête, Afrique, africain, arabe, musulmane, aqiqa, akika,


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                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
    pays francophones africains: Maroc, Tunisie, Algérie, Mauritanie, Mali, Sénégal, Niger,
    Tchad, Guinée, Burkino-Fasa, Côte d’Ivoire, Togo, Bénin, Cameroun, République
    Centrafricaine, Congo, Gabon, République Démocratique du Congo, Ruanda, Burundi,
    Madagascar.
   For different forms of the baby naming and welcoming ceremony in Morocco: go to
    http://www.gov.ma. Click on Français. Click on Culture on the sidebar. Move cursor to
    click on culture on the page itself. Scroll down to the big blue box and click on Akika.
   To read about a new father seeking information about Akika (the naming ceremony that
    takes place on the seventh day after birth) and the replies he receives on a French web
    forum, go to http://www.yabiladi.com. Click on Forum. In the box marked “Chercher”,
    type in akika, highlight “toutes les dates” and click on “chercher”. Scroll down to “Re:
    Naissance” and click on the link.
   For pictures and a description in English of an African naming ceremony, go to
    http://www.folklife.si.edu/index.html. Click on on-line exhibitions. Click on A Nigerian
    Yoruba Naming Ceremony in the Washington, DC Area.
   For information about food, go to http://www.gov.ma. Click on Culture on the sidebar.
    Scroll down to the big blue box and click on Cuisine marocaine. Click on Index des
    recettes.
   For information about music, go to go to http://www.gov.ma. Click on Culture on the
    sidebar. Scroll down to the big blue box and click on Musique marocaine. From this site
    you can download music for free (MP3 format only).
   For many more links to French-speaking Africa, go to the following web site:
    http://library.unp.ac.za/SubjectLinksFrench.htm. Scroll down and click on Afrique
    francophone (in French). Also, go to http://dl.lib.brown.edu.francophone. This site is in
    French and English. Click on Entrez and click on your specific area of interest.

Research Connections:
Lewis, Rena B., and Donald H. Doorlag. Teaching Special Students in General Education
    Classrooms. 5th edition. Upper Saddle River, NJ: Prentice-Hall, 1995.

    When any student has difficulty acquiring skills, the teacher adapts instruction to better
    meet the student’s needs. Adaptations can include:
     Clarifying task directions.
     Adding prompts to assist students in task performance.
     Correcting specific student errors.

    As an alternative to grouping students of similar ability or with similar skills, teachers
    may group students heterogeneously. This has the advantage of providing students who
    have not acquired the desired skills with peer models who have, and gives all students an
    opportunity to learn how to work with different kinds of people and improve their social
    skills.




                                                                                                 8
                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
    Helping students manage their time and meet deadlines is important for academic
    success and can include the following:
     Providing a daily schedule.
     Providing time cues.

Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom: Strategies and
   Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and
   Talented. Minneapolis, MN: Free Spirit Publishing, 2000.

    Depending on the type of learning task assigned, gifted students benefit from working
    with each other in homogeneous learning groups even if other students in the same class
    do better in heterogeneous groups.

General Tip:
The estimated duration includes time for four groups to present on day seven. Adjust
accordingly if you have more or less than four presentations.

Attachments:
Attachment A, Simulation Rubric
Attachment B, Interview
Attachment C, Graphic Organizer
Attachment D, Research and Planning Directions
Attachment E, Presentation Rubric
Attachment F, Simulation Directions
Attachment G, Checklist for Expressive Art Form




                                                                                          9
                     Bienvenue, mon petit chou!
                    Welcome, Little One! – Grade 11
                                      Attachment A
                                    Simulation Rubric

                 Excellent (4)       Bon (3)            Moyen (2)          Peu
Nom                                                                        satisfaisant (1)
                 Tous produits       Tous produits      Tous produits      Un produit
Produits         nécessaires         nécessaires        nécessaires        manque;
culturels        evidents;           evidents; pour     evidents;          quelquesuns
                 authentiques du     la plupart,        quelquesuns        pas
                 point de vue        authentiques du    pas                authentiques du
                 culturelle,         point de vue       authentiques du    point de vue
                 précis et           culturelle,        point de vue       culturelle ou
                 achevés.            précis et          culturelle ou      inachevés
                                     achevés.           inachevés.
Compréhensibi- Compréhensi-          Compréhensi-       Compréhensi-       Nombreuses
lité           ble; très peu de      ble; peu de        ble, mais il       erreurs de
               petites erreurs       petites erreurs    existe d’erreurs   grammaire, de
               gramatiques, de       gramatiques, de    évidentes de       vocabulaire, de
               vocabulaire, de       vocabulaire, de    grammaire, de      prononciation,
               prononciation,        prononciation,     vocabulaire, de    d’intonation,
               d’intonation,         d’intonation,      prononciation,     d’aisance; pas
               d’aisance;            d’aisance;         d’intonation,      compréhensible
               compréhensible        compréhensible     d’aisance;         par une
               par une               pour la plupart    compréhensible     personne de la
               personne de la        par une            quelquefois par    langue
               langue                personne de la     une personne       maternelle
               maternelle            langue             de la langue       française.
               française.            maternelle         maternelle
                                     française.         française.
Participation    Parle aisément      Pour la plupart,   Pas toujours       Pas disposé du
(Individuelle)   aux autres; est     parle aisément     disposé à parler   tout à parler
                 attentif, pose      aux autres, est    aisément aux       aux autres, à
                 des questions et    attentif, pose     autres, à poser    poser des
                 répond aux          des questions et   des questions et   questions et à
                 autres; parle en    répond aux         à répondre aux     répondre aux
                 français sans       autres; parle en   autres; parle en   autres; parle en
                 exception.          français la        français la        anglais la
                                     plupart du         plupart du         plupart du
                                     temps.             temps;             temps.
                                                        quelquefois en
                                                        anglais.




                                                                                              10
                   Bienvenue, mon petit chou!
                  Welcome, Little One! – Grade 11
                          Attachment A - Translation
                              Simulation Rubric

                Excellent (4)    Good (3)          Average (2)       Needs
Name                                                                 Improvement
                                                                     (1)
                All required     All required     All required       One or more
Cultural        products         products         products           required
products        evident,         evident; mostly evident; some       products
                culturally       culturally       incomplete or      missing; some
                accurate and     accurate and     culturally         products
                complete.        complete.        inaccurate.        incomplete or
                                                                     culturally
                                                                     inaccurate.
Comprehensi-    Comprehensi-     Comprehensi-     Comprehensi-       High number of
bility          ble with very    ble with         ble but            errors in
                few minor        infrequent       noticeable         grammar,
                errors in        errors in        errors in          vocabulary,
                grammar,         grammar,         grammar,           pronunciation,
                vocabulary,      vocabulary,      vocabulary,        intonation,
                pronunciation,   pronunciation,   pronunciation,     fluency limit
                intonation,      intonation,      intonation,        comprehensibi-
                fluency; would fluency; would fluency; would lity; would not
                be easily        be mostly        be somewhat        be understood
                understood by    understood by a understood by a by a native
                native speaker. native speaker. native speaker. speaker.
Participation   Frequently       Mostly initiates May not            Rarely initiates
(Individual)    initiates and    and sustains     initiate, but will or sustains
                sustains         appropriate      sustain            appropriate
                appropriate      communication appropriate           communication
                communication by questioning, communication by questioning,
                by questioning, listening and     by questioning, listening and
                listening and    answering        listening and      answering
                answering        others; mostly   answering          others; uses
                others;          uses target      others; mostly     more English
                consistently     language, rarely uses target        than target
                uses target      uses English.    language but       language.
                language, does                    also some
                not use English.                  English.




                                                                                        11
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                                       Attachment B
                                         Interview
Cet article est le sommaire d’une interview avec une personne francophone de Mali qui
habite maintenant dans l’Ohio. L’interview a eu lieu en 2005 dans l’Ohio. Cette personne
décrit la cérémonie du septième jour de la naissance selon les traditions de son village natale.

“La naissance d’un bébé est une très grande joie. Une nouvelle naissance, c’est une nouvelle
chance. Le baptême a lieu une semaine après la naissance, c’est-à-dire sept jours après la
naissance. Toute la famille se retrouve. On égorge un mouton. Chacun contribute de l’argent,
des vêtements, un peu de tout.

C’est le père qui donne le nom. Le choix du nom est souvent fonction de la reconnaissance.
Par exemple, mon père était élevé par son oncle. Pour reconnaître ça, il m’a donné son nom,
Diawoye. Les facteurs religieux sont importants aussi. Mon père a donné ma soeur le nom de
Fatoumata, d’après la femme du prophète Mohammed.

Le jour du baptême, les hommes se réunissent dans la famille pour prier. L’Iman* vient de la
mosque. Il demande le nom de l’enfant au père qui le donne. Puis, l’Iman récite les versets
coraniques, bênit l’enfant et l’accueille. Quand on annonce le nom, la griotte** commence à
chanter les louanges et on égorge le mouton. Ensuite, on donne à manger aux gens. Si c’est le
matin, on boit du café au lait.

Dans l’après-midi, les gens reviennent pour manger le mouton et boit du thé. Vers seize
heures, c’est les femmes qui se réunissent autour du tam-tam***. Elles dansent et la griotte
chante. Puis, elles donnent leurs contributions à la mere. Généralement, c’est du savon, les
habits pour le bébé , les couvertures et de l’argent aussi.”

*L’Iman – un leader des prières de la foi musulmane.

**La griotte (le griot) - une femme qui appartient à une caste spécialisée de musiciens et de
conteurs de l'Afrique de l'Ouest.

***Le tam-tam - un tambour qu’on frappe à la main.




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                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                              Attachment B - Translation
                                     Interview
This article summarizes an interview with a French speaker from Mali who now lives in
Ohio. The interview took place in 2005 in Ohio. This person describes the baby welcoming
and naming ceremony that takes place on the seventh day after birth according to local
tradition.

“A baby’s birth is a great joy. A new arrival is good luck. The baptism (Sic.) takes place a
week after the birth, that is to say, seven days after the birth. All the family comes together.
We slaughter a sheep. Everyone gives money, clothes, a bit of everything.

The father names the child. The choice of the name is often an acknowledgement of
gratitude. For example, my father was raised by his uncle. He gave me his name, Diawoye,
out of gratitude. Religious reasons are important too. My father gave my sister the name of
Fatoumata, after the wife of the prophet, Mohammed.

On the day of the baptism, the men gather together to pray. The Iman* comes from the
mosque. He asks the name from the father who gives it to him. Next, the Iman recites verses
from the Koran, blesses the child and welcomes him or her. When the baby’s name is
announced, the griotte** begins to sing songs of praise and we slaughter the sheep. Then, we
give people food. If it’s in the morning, we drink coffee with milk.

In the afternoon, people return to eat the sheep and drink tea. Around 16.00 hours, the
women gather around the tam-tam***. They dance and the griotte sings. Then, they give
their gifts to the mother. Generally, it’s soap, clothes for the baby , blankets or money.

*The Iman – a prayer leader in the Muslim faith.

**The griotte (the griot) – a woman who belongs to a caste of musicians and storytellers
from West Africa.

***The tam-tam – a drum that you beat with your hand.




                                                                                             13
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                                      Attachment C
                                    Graphic Organizer
Directives:
A. Vous êtes nouveau papa ou nouvelle mama. Vous voulez faire une fête familiale pour
    accueillir votre nouveau-né et pour le prénommer selon les coûtumes et les traditions
    africaines, mais vous ne savez pas quoi faire. Travaillez en groupes (2 – 3 personnes).
    Lisez l’article sur la cérémonie traditionelle de la naissance et répondez aux questions ci-
    dessous. Attention: il est possible qu’il vous reste encore des questions après avoir lu le
    texte. Dans la boîte, expliquez ce que vous voulez savoir encore.


1. Quel est le but de la cérémonie?




2. Décrivez ce qui se passe.




3. Décrivez les produits culturels (les objects fabriqués, la nourriture, la musique, etc.)
et leur usage pendant la cérémonie.




4. Si vous essayiez de faire une telle cérémonie dans un pays francophone au-dehors
d’Afrique, quels problèmes se présenteraient? Comment les résoudre?




5. Pour faire une cérémonie comparable, il vous faut quelles informations
supplémentaires? Comment les chercher?




                                                                                              14
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                              Attachment C - Translation
                                  Graphic Organizer
Directions:
A. You are the parents of a new baby and want to create an African baby naming and
welcoming ceremony to honor your cultural heritage, but you’re not sure what to do. In your
group, read the text about African birth traditions and complete the graphic organizer. Note:
the text may not give you all the information you need. In the space provided at the end of
the organizer, tell what else you might need to know.


1. What is the purpose of the ceremony?




2. Describe what happens.




3. Describe the cultural products used (artifacts, food, music, etc.) and how they are
used during the ceremony.




4. If you try to have such a ceremony in a French-speaking country outside of Africa,
what problems will you have? How might one resolve them?




5. If you were to do such a ceremony, what additional information would you need?
How would you find it?




                                                                                          15
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                                   Attachment D
                          Research and Planning Directions
Objectif: Faire des recherches et un plan d’organisation.

Mise en scène: Un bébé est né en France. Ses parents viennent d’un pays africain
   francophone. Ils voudraient faire une célébration traditionelle du septième jour de la
   naissance du bébé, mais, ils ne savent pas quoi faire. Aidés par la famille et des amis, ils
   recherchent les coûtumes et font une célébration traditionelle pour prénommer le bébé et
   pour fêter son arrivée.

Premier Jour
1. Travaillez en groupes de trois ou quatre. Décidez qui va jouer les rôles suivants: directeur
   du projet/ secrétaire, directeur de recherches, présentateur.
2. Un représentant de chaque group tire un morceau de papier sur lequel est écrit des sujets
   de recherches suivants: la cérémonie (les rites, les produits) et le prénom de l’enfant; la
   cuisine; les accessoires (le costume, des cadeaux typiques pour l’enfant); la musique (des
   chansons et des danses).
3. Les membres du groupe décident quelles informations il leur faut pour rechercher leur
   sujet. Ils suggèrent des sources possibles pour ces informations et des mots-clés pour
   chercher à l’Internet. A la fin de la classe, le secrétaire rend les informations suivantes au
   professeur: (a) les noms des membres du groupe; (b) le sujet de recherches (c) les
   informations dont vous avez besoin; (d) des sources possibles; (e) des mots-clés.
4. Le groupe commence à faire des recherches.

Deuxième et Troisième Jours
5. On continue à faire les recherches. Le directeur de recherches doit vérifier que tous les
   membres de son groupe prennent part d’une manière équitable et que le groupe est prêt à
   préparer la présentation.

Quatrième et Cinquième Jours
6. Chaque groupe crée une présentation de multimédia (10 – 15 diapositives) qui montre les
   résultats de leurs recherches. Le groupe prépare une brochure aussi (une polycopie des
   diapositives suffit). Il faut que la présentation et la brochure soient en français. La
   présentation doit aussi comporter:
   a.) Le sujet des recherches et les noms des membres du groupe.
   b.) Les points importants – quelles informations faut-il savoir pour réaliser cet aspect de
       la cérémonie?
   c.) Des problèmes prévus. Par exemple, est-ce qu’on peut acheter tous ce qu’il faut dans
       le pays de résidence?
   d.) Comment résoudre ces problèmes.

Sixième Jour
7. Les groupes font les présentations.


                                                                                              16
                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
                           Attachment D - Translation
                         Research and Planning Directions
Objective: Research and plan a traditional baptism or naming ceremony for a new baby.

Scenario –A baby is born in France. His or her parents have recently arrived from a French-
speaking African country and wish to hold a traditional baptism or naming ceremony on the
seventh day after the child’s birth. However, they are not sure of the procedures. With the
help of friends and family, they research, plan and hold a traditional ceremony to name the
baby and celebrate the newborn’s safe arrival.

Day One
1. Work in groups of three or four. Assign the following roles: project leader/recorder, lead
    researcher, presenter.
2. A representative from each group draws a slip of paper with one of the following topics
    to be researched on it: ceremony (procedures, artifacts) and baby’s name, food, props
    (clothes, typical gifts for the baby), music (songs and dances).
3. The group brainstorms what information they think they will need to research the topic,
    possible sources for the information and key words needed to find information on the
    Internet. Recorder turns in to teacher the following information by the end of class
    today: (a) names of group members; (b) topic your group is researching; (c) information
    needed; (d) possible sources; (e) key words.
4. The group begins research.

Days Two and Three
5. The group continues research. The project leader should make sure the research work is
   shared evenly by all group members and that the group will be ready to start working on
   the presentation tomorrow.

Days Four and Five
6. The group prepares a multimedia presentation (10 – 15 slides) showing the results of its
   research and prepares a handout. The presentation must be in the target language and
   must contain:
    a.) Title slide (topic and names of group members);
    b.) Key points (what would parents need to know in order to prepare this aspect of the
   ceremony?);
    c.) Any problems anticipated (for example, can all the ingredients or supplies be
   obtained in the country of residence?);
    d.) Suggestions for overcoming these problems.

Day Six
7. Groups present multimedia slideshows.




                                                                                           17
                     Bienvenue, mon petit chou!
                    Welcome, Little One! – Grade 11
                                        Attachment E
                                     Presentation Rubric

               Excellent (4)          Bon (3)               Moyen (2)          Peu
                                                                               satisfaisant (1)
Style de       Le présentateur        Pour la plupart,      Le présentateur    Le présentateur
présentation   fait des               le présentateur       fait des           ne fait pas des
               transitions            fait des              transitions        transitions
               logiques d’une         transitions           assez logiques     logiques d’une
               diapos à une           logiques d’une        d’une diapos à     diapos à une
               autre;                 diapos à une          une autre;         autre; difficile à
               compréhensible;        autre;                compréhensible     comprendre à
               très peu de            compréhensible;       mais il existe     cause de
               petites erreurs        peu de petites        d’erreurs          grandes erreurs
               gramatiques, de        erreurs               évidentes de       de grammaire,
               vocabulaire, de        gramatiques, de       grammaire, de      de vocabulaire,
               prononciation et       vocabulaire, de       vocabulaire, de    de
               d’intonation;          prononciation et      prononciation      prononciation
               regarde les            d’intonation; en      et d’intonation;   et d’intonation;
               spectateurs            général, regarde      regarde les        ne regarde pas
               regulièrement;         les spectateurs       spectateurs        les spectateurs
               ne parle ni trop       regulièrement;        quelquefois; en    souvent; parle
               vite, ni trop          ne parle ni trop      général, ne        trop vite ou trop
               lentement, ne          vite, ni trop         parle ni trop      lentement; parle
               parle ni trop fort,    lentement; ne         vite, ni trop      trop fort ou trop
               ni trop                parle ni trop fort,   lentement; ne      doucement.
               doucement.             ni trop               parle ni trop
                                      doucement.            fort, ni trop
                                                            doucement.
Contenu        Toutes exigences       Toutes                Toutes             Une exigence
               satisfaites; le        exigences             exigences          manque.
               contenu est            satisfaites; pour     satisfaites;
               précis et achevé.      la plupart, le        quelquefois, le
                                      contenu est           contenu n’est
                                      précis et achevé.     pas précis ou
                                                            achevé.




                                                                                                    18
                    Bienvenue, mon petit chou!
                   Welcome, Little One! – Grade 11
                           Attachment E (Continued)
                              Presentation Rubric

Réalisation   Utilisation des     Pour la plupart,  Utilisation de     Utilisation des
              graphiques et des   l’utilisation des quelques           graphiques et
              sons est            graphiques et     graphiques de      des sons n’est
              convenable;         des sons est      quelques sons      pas convenable;
              compréhensible;     convenable;       est convenable;    difficile à
              pas d’erreurs;      compréhensible;   compréhensible     comprendre à
              l’ordre des         peu d’erreurs; en malgré de          cause de
              diapos est          général, l’ordre  erreurs            grandes erreurs;
              logique.            des diapos est    évidentes;         l’ordre des
                                  assez logique.    l’ordre des        diapos n’est pas
                                                    diapos n’est pas   logique.
                                                    toujours
                                                    logique.
Partipation   Tous membres        La plupart des    Quelquefois, le    Absence de
(groupe)      ont travaillé       membres ont       professeur a dû    coopération
              ensemble d’une      travaillé         s’interposer       parmi les
              manière efficace.   ensemble d’une    dans le groupe     membres du
                                  manière efficace. pour améliorer     groupe.
                                                    le
                                                    fonctionnement
                                                    du groupe.




                                                                                          19
                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
                                Attachment E - Translation
                                   Presentation Rubric

                Excellent (4)        Good (3)         Average (2)         Improvement
                                                                          Needed (1)
Presentation    Speaker           Speaker             Speaker             Speaker
Style           transitions       transitions         transitions         transitions
(overall)       smoothly          between slides      between slides      between slides
                between slides;   mostly smooth;      fairly smooth;      are awkward;
                comprehensible    comprehensible      comprehensible      hard to
                with very few     with infrequent     with noticeable     understand due
                minor errors in   errors in           errors in           to major errors
                grammar,          grammar,            grammar,            in grammar,
                vocabulary,       vocabulary,         vocabulary,         vocabulary,
                pronunciation;    pronunciation;      pronunciation;      pronunciation;
                consistently      usually             eye contact,        eye contact,
                maintains good    maintains good      speech rate,        speech rate,
                eye contact,      eye contact,        intonation and      intonation and
                appropriate       appropriate         volume              volume
                speech rate,      speech rate,        adequate.           inconsistently
                intonation and    intonation and                          maintained.
                volume.           volume.
Content (of     All required      All required        All required        One or more
slide show)     elements present, elements            elements            elements
                accurate and      present; mostly     present; some       missing.
                complete.         accurate and        incomplete or
                                  complete.           inaccurate.
Layout (of      Uses graphics     Mostly uses         Makes               Graphics and
slide show)     and sounds        graphics and        appropriate use     sounds not used
                appropriately;    sounds              of some             or used
                text is           appropriately;      graphics and        inappropriately;
                comprehensible    text is             sounds; text        text hard to
                with no errors;   comprehensible      comprehensible      understand due
                slides follow     with infrequent     but with            to major errors;
                logical sequence. errors; slides      noticeable          slide
                                  mostly follow       errors;             arrangement
                                  logical sequence.   slides arranged     illogical.
                                                      fairly logically.
Group           All members         Most members      Some teacher        Little or no
Participation   worked together     worked together   assistance          group
                efficiently and     efficiently and   needed to work      interaction.
                effectively.        effectively.      well as a team.




                                                                                             20
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                                     Attachment F
                                  Simulation Directions

Objectif: Créer une simulation d’une fête de la naissance d’un bébé.

Mise en scène: Un bébé est né en France. Ses parents viennent d’un pays africain
francophone. Ils voudraient faire une célébration traditionelle du septième jour de la
naissance du bébé, mais, ils ne savent pas quoi faire. Aidés par la famille et les amis, ils
recherchent les coûtumes et font une célébration traditionelle pour prénommer le bébé et à
fêter son arrivée.

Notes. Voir Attachment A, Rubrique de la Simulation

Renseignements: Convenez ensemble une date pour la simulation. Travaillez avec les mêmes
personnes avec qui vous avez travaillé quand vous avez fait les recherches pour la
simulation. Un représentant de chaque groupe tire un morceau de papier sur lequel est écrit
les informations suivantes:

Groupe 1: Les parents, les grandparents du bébé. Il vous faut aussi une poupée.
Groupe 2: les cousins
Groupe 3: les voisins
Groupe 4: les amis

Prénommez-vous en français!

La cérémonie: Groupe 1, donnez un nom au bébé. Créez une programme pour les invités
pour leur expliquer ce qu’ils doivent faire et dire pendant la cérémonie. C’est le grand-père
du groupe 1 qui dirige la cérémonie et célèbre les rites.

Le Costume: Chaque personne doit porter quelquechose d’authentique pour la simulation.

Les Mets: Chaque groupe apporte un plat typique de la région.

Les Boissons: Groupe 1 apporte des tasses et des assiettes en plastique, des serviettes, des
fourchettes et des cuillères.

Les Cadeaux: Groupes 2, 3 et 4 apportent des cadeaux pour le bébé. Ne dépensez pas plus de
$5 par cadeau. Vous pouvez aussi faire un cadeau. Après la simulation, on les donnera à une
fondation charitable.

La Célébration: Chaque groupe doit créer et présenter une oeuvre artistique (par exemple,
une chanson, un poème, un jeu de rôle, etc.) pour accueillir le nouveau-né.



                                                                                                21
                        Bienvenue, mon petit chou!
                       Welcome, Little One! – Grade 11
                                  Attachment F (Continued)
                                    Simulation Directions

Le jour de la simulation
Pendant la simulation, il faut:

Groupe 1 (les parents, les grandparents):
a.) Accueillir les invités.
     Montrer-leur le bébé qui n’a pas de prénom avant la cérémonie.
     Distribuer les programmes.
b.) Recevoir les cadeaux.
c.) Montrer les invités ou ils mettent les mets.
Instruire les invités pendant la cérémonie ce qu’il faut faire et dire et quand il faut le faire ou
     le dire. Par exemple, réciter les expressions cérémoniales chanter, prier, manger.
     N’oublier pas de prénommer l’enfant!
e.) Représenter une oeuvre artistique originale pour fêter la naissance du bébé.
f.) Bavarder avec les invités après la cérémonie. Il faut poser beaucoup de questions aux
     autres, les écouter, et leur répondre.

Groupes 2, 3 and 4 (les cousins, les voisins, les amis)
a.) Saluer les hôtes.
b.) Faire un compliment à la nouvelle mère et au bébé.
c.) Donner aux hôtes les cadeaux et les mets.
d.) Faire part à la cérémonie.
e.) Suivre les directives.
f.) Représenter une oeuvre artistique originale pour fêter la naissance du bébé.
g.) Bavarder avec les invités après la cérémonie. Il faut poser beaucoup de questions aux
    autres, les écouter, et leur répondre.




                                                                                                 22
                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11
                              Attachment F - Translation
                                 Simulation Directions
Objective: Simulate a traditional baptism or naming ceremony for a new baby.

Scenario: A baby is born in France. His or her parents have recently arrived from a French-
speaking African country and wish to hold a traditional baptism or naming ceremony on the
seventh day after the child’s birth. However, they are not sure of the procedures. After
careful planning and research with help from friends and family, they hold a traditional
ceremony to name the baby and celebrate the newborn’s safe arrival.

Grading: see Attachment A, Simulation Rubric.

Directions: Work in the same groups you were in to do the research for the simulation. Each
person will have a role to play. A representative from each group draws a slip of paper with
the following roles on it:

Group 1: Parents, grandparents of baby. You will also need a baby doll.
Group 2: Cousins
Group 3: Neighbors
Group 4: Friends

Be sure to give yourself a culturally authentic name!

Ceremony: Group 1 members choose the baby’s name. They also create an order of
ceremony sheet to pass out to the guests so they know what to do and say at the appropriate
time. The grandfather in Group 1 leads the ceremony and performs the rituals.

Costumes: Group members are individually responsible for creating culturally appropriate
clothing to wear on the day of the simulation.

Food: Each group brings a culturally appropriate dish to share.

Beverages: Group 1 brings cups, napkins, plates and plastic forks and spoons.

Gifts: Groups 2, 3 and 4 bring gifts (one per group) for the baby. Do not spend more than $5
per gift. The gifts can also be homemade. Gifts will be donated to charity.

Celebration: All groups create and perform a culturally appropriate original song,
Dance, puppet play, story or other kind of artistic expression that can be
performed to welcome the baby to the world. It must contain words!




                                                                                           23
                      Bienvenue, mon petit chou!
                     Welcome, Little One! – Grade 11

The day of the simulation: Everyone helps set up the room. During the ceremony, you are
required to do the following in the target language:

Group 1 members (parents, grandparents):
(a) Greet guests as they arrive, pass out the order of ceremony sheet and introduce the baby
    who is unnamed before the ceremony.
(b) Receive the gifts and show guests where to put the food.
(c) Lead the ceremony, including providing cues to the guests about what to do and say (for
    example, repeat ceremonial phrases, sing, pray, eat). Remember to name the baby.
(d) Perform original art to celebrate the baby’s arrival.
(e) Socialize with guests afterwards. This involves frequent questioning, listening and
    responding to others.

Groups 2, 3 and 4 (cousins, neighbors, friends)
a.) Greet hosts.
b.) Compliment the new mother and the baby
c.) Give gifts and food to the hosts.
d.) Participate in ceremony.
e.) Follow the directions.
f.) Perform original art to celebrate the baby’s arrival.
g.) Socialize with the hosts and other guests afterwards. This involves frequent questioning,
    listening and responding to others.




                                                                                           24
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                                   Attachment G
                         Check List for Expressive Art Form

Chaque groupe crée une oeuvre artistique telle qu’une chanson, un poème, un jeu de rôle, un
chant ou un spectacle des marionettes, qui s’exprime en paroles la joie de la naissance. On
représente l’oeuvre artistique à la cérémonie. Vous ne savez pas si votre choix du genre est
convenable? Demandez-moi! Utilisez cette liste pour cocher les exigences suivantes:

□ Il faut s’exprimer en français.

□ Tous membres du groupe doivent faire ou dire quelquechose.

□ Il faut représenter l’oeuvre artistique du mémoire.

□ L’oeuvre artistique doit être compréhensible.

□ Elle doit durer pas plus longue que cinq minutes.

□ Elle doit convenir à la culture francophone.

□ Elle doit avoir rapport à la célébration traditionelle du septième jour de la naissance.




                                                                                             25
                       Bienvenue, mon petit chou!
                      Welcome, Little One! – Grade 11
                           Attachment G - Translation
                         Checklist for Expressive Art Form

Your group will create a form of linguistically expressive art to perform at the naming
ceremony. Examples of expressive art are: song, poetry, story, skit, chant, puppet show. If
you are not sure if the genre you select is appropriate, ask me. Use this checklist to make sure
you have all the required elements.

□ Must be in the target language.

□ Everyone must say or do something.

□ Must be performed from memory.

□ Must be comprehensible.

□ Must be at least three minutes long, no longer than five.

□ Must be culturally appropriate.

□ Must be relevant to the baby naming and welcoming ceremony.




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