1. Tanya Campbell campbell_tanya@surreyschools.ca www.oneschoolroom.ca
Ma classe et moi
Tanya Campbell

2. Ma classe et moi First Peoples Principles of Learning
Learning involves patience and time.
Learning requires exploration of one’s identity.

3. Final Project
In my opinion, it absolutely should include the questions for each answer and NOT ONLY the answers.

4. Final Project
Videos allow students to explore, play and share their creations. I LOVE to use PuppetPalsHD (Not PuppetPals2)
Video 1.mp4
Video 2.mp4
Video 3.mp4

5. Explorons! Bienvenue dans notre classe!
Lesson 1 - 3
Curriculum:
Curricular Competencies:
Comprehend high-frequency vocabulary in slow, clear speech and other simple texts.
Participate, with support, in simple interactions about everyday situations:
ask and answer simple questions in context.
Big Idea:
Reciprocal communication is possible in French using simple, high-frequency words and patterns.
Curricular Competencies:
Comprehend high-frequency vocabulary in slow, clear speech and other simple texts.
Participate, with support, in simple interactions about everyday situations:
ask and answer simple questions in context.
Content
Students are expected to know the following:
common, high-frequency vocabulary and sentence structures for communicating meaning:
asking and responding to simple questions
expressing basic information about themselves and others

6. Lesson 1 Activity’s Instructions: Target Language:
Teacher’s Manual p20-22
Activity’s Instructions:
Target Language:
Stand-up. Form a circle. (Levez-vous. Formez un cercle.)
Toss ball to a student.
Ask “Comment t’appelles-tu?”
Student responds “Je m’appelle ___.”
Class responds Bonjour ___!”
Student tosses ball and game continues
Bonjour
Comment t’appelles-tu?
Je m’appelle ___.

7. Je m’appelle Funny Bear
Je m'appelle Funny Bear.mp4

9. Lesson 2 Target Language: Activity’s Instructions: Bonjour
Teacher’s Manual p23-25
Target Language:
Activity’s Instructions:
Bonjour
Comment t’appelles-tu?
Je m’appelle ___.
Make predictions with the pictures on page 2-3 in the textbook. What do you think is happening? What are we going to hear?
Play the audio. Listen (Écoutez)
Raise your hand. What are familiar words? (Levez la main. Quels sont les mots familiers?)

10. Lesson 3 Target Language: Activity’s Instructions: Il s’appelle ___.
Teacher’s Manual p27-29
Target Language:
Activity’s Instructions:
Il s’appelle ___.
Elle s’appelle___.
Have a girl and a boy stand up.
Ask them “Comment t’appelles-tu?
They respond “Je m’appelle ___”
Introduce them to the class as “Il s’appelle ___” and Elle s’appelle ___.”
Ask do they know what is the grammar rule?
In groups of 3 or 4, have students introduce each other. (Je m’appelle __. Elle s’appelle __. Il s’appelle __.

11. Strategies Big Idea: Curricular Competencies: Content
Listening and viewing with intent helps us acquire French.
Both verbal and non- verbal cues contribute meaning in language.
Reading helps us make connections to what we have already learned through oral language
Understand simple stories
Interpret non-verbal cues to increase understanding
Begin to use strategies to increase understanding
Students are expected to know the following:
common, high- frequency vocabulary and sentence structures for communicating meaning:
asking and responding to simple questions

13. Lesson 3 - Continued Big Idea: Activity’s Instructions:
Teacher’s Manual p28-29
Big Idea:
Activity’s Instructions:
Listening and viewing with intent helps us acquire French.
Both verbal and non-verbal cues contribute meaning in language.
Reading helps us make connections to what we have already learned through oral language
Do a picture walk with the images-only version found on the DVD
Discuss “What is the title? (Quel est le titre?) Look at the images. (Regardez les images) What do you think is happening?”
Play the audio. Ask questions such as “Comment t’appelles-tu?
Play again with textbook. Have students repeat after the French speaker.

14. Numbers 1-13 Target Language:
Not in the Program but needed
Target Language:
Un, Deux,Trois, Quatre, Cinq, Six, Sept, Huit, Neuf, Dix, Onze, Douze, Treize

15. Tanya Campbell campbell_tanya@surreyschools.ca www.oneschoolroom.ca
Merci!
Tanya Campbell