TrÃ©sor Senior Teacher Resource : simplebooklet.com

TABLE OF CONTENTSThe Trésor Senior SeriesComponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5What Is Literacy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Importance of Teaching Reading Strategies . . . . . . . . . . . . . . . . . . . . . . 7Reading For Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Reading With Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Reflecting on Skills and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Differentiated Instruction — Responding to the Needs of Your Students . . . 10Differentiating the Teaching Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Differentiating for Student Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . 12Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12– Types of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12– Assessment for Learning in Trésor Senior . . . . . . . . . . . . . . . . . . . . . . . . . . 13– Assessment as Learning in Trésor Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . 15– Assessment of Learning in Trésor Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Literacy Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16– Reflection Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16– Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17– Literature Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17– Final Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19– Fluency in the Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Assessment Charts– Formative Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20– Student Reflection Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21–22– Rubrics: Oral, Written . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23–26TEACHERRESOURCEGUIDE3Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 3

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Graphic Organizers– Tableau SVA (KWL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27–Tracer l’histoire (Sequence of Events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28– Développement du personnage (Character Study) . . . . . . . . . . . . . . . . . . 29– Diagramme de Venn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30– Tableau en T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31– Remue-méninges (Concept Map) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32– Diagramme de l’arête d’un poisson (Fishbone) . . . . . . . . . . . . . . . . . . . . . 33– Toile d’araignée . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34– Les étapes de l’histoire (Stages of the Story) . . . . . . . . . . . . . . . . . . . . . . . 35– Je suis capable! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Mes deux amours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37V pour… vampire! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Journal d’un soldat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Les misérables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Les trésors d’Haïti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Summative Assessment Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199TEACHERRESOURCEGUIDE4Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 4

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The Trésor Senior series is a collection of novels for Senior FSL students, designed tohelp teachers and students work within a literacy framework that is familiar tostudents. The series is designed to appeal to students’ interests and fuel their curiosityas they speak, listen, read and write in a context that is non-threatening and wheregood learning takes place.COMPONENTSThe series consists of three full-length novels and this Teacher Guide.Language is about “social practices and relationships”, and learning a language is asocial event. Thus, it is critical that as students develop their language skills in readingand writing, they also have opportunities to speak and learn from each other. TheTrésor Senior novels contain questions in the margins as prompts for discussion; theseare specifically designed for group dialogue in a non-threatening environment. Studentsare encouraged to read with their group and to respond to the discussion questions,using their reading strategies and learning from each other.The Trésor Senior literacy series encourages and indeed rewards risk-taking. Studentswho are willing to take risks ultimately take responsibility for their own learning andshine in an environment where multi-faceted learning takes place. Teachers who followthe Literature Circle approach with their classes soon take pride in the discovery thattheir students experience.TEACHERRESOURCEGUIDE5The TrésorSenior SeriesThe more language students have, the more they will be able to conduct thesediscussions completely in French. It is appropriate that students use someEnglish, especially if they get excited about the conversation. In addition, theFrench used by the students will not be perfect by any means; they will makemistakes, but this improves as they learn more language and as they mature assecond language learners.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 5

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TEACHERRESOURCEGUIDE6WHAT IS LITERACY?As the concept of literacy grew in Canadian schools and was strongly supported byMinistries and Departments of Education nation-wide, FSL teachers were frequentlyleft out of the loop, partly because it was assumed that literacy was only taught inEnglish Language classes, but also because it was assumed that literacy was associatedwith reading, and that oral communication, rather than reading, was the central focusof FSL classrooms. By definition, literacy is a complex subject, but this definitionprovides a clear focus that links literacy to daily practices in the FSL classroom:“…the ability to use language and images in rich and varied forms toread, write, listen, speak, view, represent, and think critically aboutideas. It enables us to share information, to interact with others, and tomake meaning. Literacy is a complex process that involves building onprior knowledge, culture and experiences in order to develop newknowledge and deeper understanding.”Ontario Ministry of Education, 2004It has now become accepted that FSL teachers are also literacy teachers; in fact, FSLteachers have been teaching with a literacy focus for decades. The Trésor Senior literacyseries provides the venue to ensure that students are developing good literacy strategiesand skills in their French classes that can be transferred back to their other classesincluding their English Language classes. One of the goals of Trésor Senior is to showstudents the strong link between L1 and L2, thus ensuring that French is no longerconsidered just a school subject, but a vital skill to be learned and used.There are numerous goals that effective literacy instruction can aim for, but choosingthe goals that are attainable in an FSL classroom is the key to a successful program.CHARACTER EDUCATIONThe role of today’s schools is constantly evolving and expanding. Today, in additionto all their other responsibilities, teachers are being asked to help students becomemorally responsible for their actions. Traits such as honesty, kindness, generosity,courage freedom, equality, and respect can easily be incorporated into daily classroomactivities. Indeed, helping students develop these traits makes for a more disciplinedclassroom and influences the students in a positive way (B. Allman, 1999).Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 6

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The Trésor Senior novels are based on themes that demonstrate responsibility, fairness,consideration for others, respect, and so on. In addition, students involved in LiteratureCircles will use the concepts of teamwork, trust, cooperation and responsibility on aregular basis.THE IMPORTANCE OF TEACHINGREADING STRATEGIESThere are four phases of reading where students use strategies to become efficientlearners: planning, monitoring and problem-solving, evaluating, and reflecting. Withineach, students use a variety of strategies. Using strategies is not an innate quality,although good analytical learners frequently use strategies automatically. For themajority of students, strategies must be learned so that they become internalized.By the time students enter the senior division, they will probably have been expectedto develop learning strategies, and these will have been repeated over the years.Nevertheless, a review of reading strategies is probably worthwhile, given the increasedcomplexity of the materials being presented.TEACHERRESOURCEGUIDE7In the before or planning phase,students:set goalsactivate their prior knowledgepredictorganize themselves to learnIn the during or monitoring andproblem-solving phase, students:determine main ideas andsupporting detailsmake connections to their personalexperiencesask themselves if it makes senseconnect to grammar rulestake notesvisualizerepair misconceptionsguessinferclarifystate their opinions and justify themIn the after or evaluation phase,students:verify predictionssummarize, retellsynthesizemake conclusionsverify whether the strategies wereeffectivedetermine how their group didIn the reflection phase, students:determine how to improve boththeir learning and their work ethicrealistically consider their effortsconsider what they know and havelearnedconsider how to better use theirstrengths in a group settingdetermine what comes nextTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 7

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READING FOR MEANINGThe Trésor Senior series offers a variety of texts, all of which fall into the overall genre ofnovels. However, within this genre, the series offers (at the time of writing) three verydifferent novels. Mes deux amours is a stream of consciousness narration sprinkled withfantasy and scenes coming from the heroine’s imagination. V pour… Vampire is a lovestory and thriller in the style of the extremely popular vampire novels. Journal d’unsoldat weaves together memoirs from World War I and the current military interventionin Afghanistan, telling two seemingly unconnected stories of love and courage.The novels in this series are designed to engage the curiosity of young readers, so thatthey will want to complete them, and the reading will not be simply a classroomexercise or something that they have to do. This is a tall order, given the way in whichmany young people today look upon recreational reading, but we feel that the novelsin this series meet the challenge.Reading strategies are emphasized throughout these novels. The margin questionsoffer opportunities to make connections to prior knowledge and personal experiences.Graphic organizers designed to assist students in using their strategies to increasecomprehension are provided in this Guide.Impress upon students that strategies are not used in isolation. For example, studentsread titles and subtitles, look at the visuals, peruse the text for familiar words andcognates in order to help them predict. Predicting leads to inferring, making judgments,analyzing, and evaluating. Students then repeat the steps many more times again asthe storyline progresses.At the beginning of the year, take some time to review with your students how topredict, relate information to their personal experiences, look for main ideas andsupporting details, monitor their level of comprehension, and so on. Consider providingthem with single paragraph readings to allow them to paraphrase and retell the textin their own words.Provide students with a bank of sentence starters to help them focus on using theirstrategies.TEACHERRESOURCEGUIDE8Je regarde…Je vois…Je cherche…Je lis/relis…Je pense que… parce que…Je me demande si…À mon avis,…Je suis d’accord que… parce que…Je ne suis pas d’accord que…parce que…Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 8

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TEACHERRESOURCEGUIDE9Students are provided with many opportunities to demonstrate their comprehensionof the material through the activities in the novels as well as those suggested in thisGuide. Students also have opportunities to comment on the texts at regular intervals.READING WITH FLUENCYStudents are provided with opportunities to expand their vocabulary and to developvocabulary prediction skills throughout the Trésor Senior series, using context and otherclues. You will also find that new key vocabulary is repeated whenever possible, withthe end result that students become familiar with it, even though they may not usesome of the words except when discussing the novel. An example is un gilet pare-balles,which appears many times in the Afghan sections of Journal d’un soldat. The repetitionof the term will assist students in remembering it.CRITICAL THINKINGAt this stage of your students’ experience in the French class, the development ofhigher-level critical thinking skills should be of prime importance as a response toreading. It is obviously important that students understand and be able to explainwhat they have read. It is, however, even more important that they be able to expandon the material, making links to their own personal experiences, justifying opinions,and contributing to group discussions.The novels in the Trésor Senior series provide ample opportunities for the developmentof higher-level critical thinking skills and fluency in the language.Sidebar questions can be found in every chapter. These ask students to commenton what they have read, predicting outcomes, giving opinions on the actions ofthe characters, and expanding on the information gleaned from the text.Retour en arrière questions, at the end of each chapter, provide students withthe opportunity to re-tell the events of the chapter, selecting the main ideas andcommenting on important details.Regard sur l’avenir questions are also found at the end of each chapter. Studentsuse these questions as a guide for predicting what is going to happen in subsequentchapters. It is important that students be encouraged to give justification for theirpredictions, drawing on what they have read and on their personal experiences.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 9

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Réflexion questions also appear at the end of the chapter. These allow students toreflect on the strategies they have used, on the format of the story, and on howwell they have understood the material.The discussions arising from these questions should, of course, be in French as muchas possible. Students will quickly discover that when their opinions are valued theybecome easier to express.REFLECTING ON SKILLS AND STRATEGIESAt the end of each chapter you will find a reflection question. Students are asked todiscuss the strategies they employed while reading, and in some cases to comment onthe format of the chapter and how they approached it.When the text lends itself to it, you will find photos and artifacts relating to thehistorical period, giving the reader an entry point into the text. In Journal d’un soldat,these include photos of Kandahar city, the Canadian war memorials at Vimy andKandahar, a military funeral in Afghanistan, and a World War I recruiting poster.DIFFERENTIATED INSTRUCTION — RESPONDINGTO THE NEEDS OF YOUR STUDENTSDifferentiated Instruction affords you the opportunity to ensure that the needs of allyour students are met. Students come to class with varying experiences, knowledge,and cultural backgrounds. When differentiated instruction takes place in the classroom,the teacher provides a range of activities; the students are not obligated to do thesame tasks in the same way — they have choice and flexibility.The Trésor Senior series affords you an important means of differentiating yourinstruction. There are many facets to the novels, and they can be used in a multitudeof ways (see Differentiating the Teaching Elements below).Once you create a learning profile of your students, you will be more cognizant oftheir learning styles, their intelligence profiles, and their intelligence preferences (seethe sidebars on pages 11 and 12). This enables you to place students in appropriateheterogeneous or homogeneous groups, as you prefer, and to assign specific LiteratureCircle roles to individual students (see Literature Circles on pages 17–19 of this Guide).In order to make the grouping experience more palatable for students, you might wishto try the following. Plan your groups ahead of time without telling the students.Then, start writing the names of students on the board as you place them in theTEACHERRESOURCEGUIDE10Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 10

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groups; all the while talk out loud to yourself, justifying why you are placing certainstudents together. In this way, students will listen to your reasoning, and will seeahead of time which classmates they are working with, thus averting surprises. Indoing this, you should find students more accepting of the groupings and it will notbe necessary to justify your decisions every time a student expresses disappointment.If, however, students are uneasy about the groupings, then it is preferable to keepthem happy rather than to have a group of disgruntled students who may not work asefficiently, but if you regularly change your groupings for classroom tasks, then studentswill undoubtedly expect the process to continue.DIFFERENTIATING THE TEACHING ELEMENTSThere are four elements of your teaching that you will occasionally wish to differentiatein order to meet your students’ needs:Content – the Trésor Senior series offers three titles (at the moment) so that groupsof students can work on different novels, according to their characteristics (seebelow). Even when students read different novels, you can still plan on commonelements that the students should know, understand, and be able to do.Process – The Trésor Senior series, including the Teacher Guide, contains activitiesto help students develop their own strategies in order to comprehend the novels.Product – The Trésor Senior series contains a variety of tasks so that studentscan demonstrate what they know, understand, and can do, according to theirlearning profile.Learning Environment – The Trésor Senior series can be used in any classroomenvironment, but the small-group format lends itself to space where students feelfree to move around, check the classroom resources (including Internet, if available),speak to the teacher, and so on. This is the least intimidating environment forstudents.TEACHERRESOURCEGUIDE11There are ten recognized learning styles — ways that students prefer to gatherinformation — analytic, global, visual, auditory, intuitive/random, sequential,closure-oriented, open, competitive, and cooperative.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 11

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It is important to make connections to the skills that students use in their first language,while encouraging them to use French in their circles as much as possible. As youprepare this phase of their learning, ensure they know how to formulate questions, uselinking words, speak about their personal experiences, interrupt each other, continuethe conversation, and so on. Be prepared to provide them with sentence starters asthe need arises. In addition, when working in non-threatening and supportive groups,students should feel free to correct and help each other with the language.Some possible questions to encourage higher-order thinking might be:Qu’est-ce que le narrateur or le personnage principal fait ou dit…Que pensez-vous de…Quelle est votre opinion sur…Comment est-ce que c’est semblable à ou différent de…TEACHERRESOURCEGUIDE18Discussion Refers to each sidebar Questioning, repairing misconceptions.director question leading to group Questioning is geared to the main ideas andChargé/e de discussion. supporting details, rather than minute details.la discussionArtist Refers to the illustrations to Visualizing, monitoring.L’illustrateur answer questions, or uses Drawing, or helping others visualize, highlightsou artwork to draw a significant a particular element of the chapter or partsL’illustratrice scene or event from the story. thereof. This can be a graphic organizer, acartoon, a story sequence, a diagram, and so on.Passage Points out interesting Identifying main ideas and supporting details,chooser passages during the reading predicting, and synthesizing.Le critique and leads the discussion on Choice of paragraph or section to be discussedthe passage. should reflect something interesting thatmerits more in-depth discussion, somethingthat appeals to the group, and so on. Thisperson is usually responsible for summarizingthe day’s reading.Connector Finds passages in the story Activating prior knowledge, makingL’analyste andlinks them to personalconnections, and evaluating.experiences,or to other works Making connections helps students identifythat studentshave studiedwith the characters and develop anor worked on in class.understanding of their situation.Word king Finds words that are unusual Visualizing, monitoring.or queen or interesting and may be Stopping to look at words that may be new orL’expert/e en difficult to understand. appear difficult helps students understand thevocabulaire Identifies language patterns concept of “family of words” and making sensethat students have already of the word using the context. This personlearned. Uses the lexique as a consults the lexique as needed, and helps thelast resort. group understand the word.Role Task Comprehension StrategiesTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 18

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Final Assessment TasksA selection of final assessment tasks has been provided at the end of this guide. Thesetasks are designed to provide students with opportunities to use robust critical thinkingskills as they apply, analyze, synthesize, and evaluate the reading material they havecompleted. There are oral and written tasks. Some can be done by individuals; othersare designed to be done with a partner. In the latter case, ensure that both partnersare participating equally in the preparation of the assignment so that they may beassessed equally.Allow students to select a task which appeals to them. You may wish to guide themin the selection, for example, pointing out to a student that he or she should beselecting an oral task if that student does not have sufficient assessment data availablein oral work.Fluency in the languageThrough the Literature Circle process and the final assessment tasks, students willdevelop a greater fluency than is possible in a whole-class situation. Regular practice atexpressing opinions, predicting, and analyzing builds confidence and willingness to takerisks in communication. In addition, listening to and assisting other group members asthey communicate develops those skills that eventually lead to linguistic fluency.INDEPENDENT READINGThe novels in the Trésor Senior series may be used for independent (extensive) reading.You may choose to assign a novel to the whole class or to a group. Whatever the case,the students should also be supplied with the graphic organizers mentioned above,and should be encouraged to maintain a reflection journal. Regular conferencing isalso important to head off potential problems. You may also wish to consider allowingsome class time occasionally for students in groups to discuss their novels and theproblems they have encountered.TEACHERRESOURCEGUIDE19If you prefer not to use Literature Circles, you may wish to read the novels ofthe Trésor Senior series with the whole class or with specific groups. Alternatively,you might prefer to use them occasionally, as a change in routine. Use theresource as you wish, in a way that best suits your teaching methods and meetsthe needs of your students.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 19

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TEACHERRESOURCEGUIDE20BLM 1Copyright 2010 ©RK Publishing Inc.Formative AssessmentDateLiteracy Book TitleChapterCelebrate the students’ work and provide feedback on ways to improve relative to any ofthe following goals:1. Take the lead where appropriate2. Contribute to the group discussion3. Perform the assigned role in the Literature Circle4. Use the graphic organizers to help in understanding5. Identify a variety of reading strategies and use them before, during, and after reading6. Summarize information from the text and their own ideas7. Make connections between their experiences and insight, and the story8. Make predictions about the story and verify them as the story develops9. Make connections between the parts of the story and their personal experiences10. Summarize the events of the story in their own words11. State their opinions and justify them12. Take risks by using French as much as possible, even in unfamiliar situations13. Reflect on their progressStudent Name Areas of Strength Areas to improve Next stepsTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 20

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TEACHERRESOURCEGUIDE23Copyright 2010 ©RK Publishing Inc.BLM 3aTRÉSOR ASSESSMENT CARDS — RUBRIC FOR ORAL PRESENTATION– knowledge of the contentof the story– use of language patterns– understanding of mainideas and supporting details– demonstrates little knowledgeof the content of the story– uses language patterns withconstant major errors– demonstrates littleunderstanding of the mainideas and supporting detailsof the story– requires constant teachersupport– demonstrates someknowledge of the content ofthe story– uses language patterns withmajor errors– demonstrates someunderstanding of the mainideas and supporting details ofthe story– requires frequent teachersupport– demonstrates considerableknowledge of the content ofthe story– uses language patterns withonly occasional errors– demonstrates considerableunderstanding of the mainideas and supporting detailsof the story– requires occasional teachersupport– demonstrates a high degreeof knowledge of the contentof the story and is able toidentify subtle threadsrunning through the story,including clues to resolvingthe conflict– uses language patternseffectively with no errors– demonstrates a high degreeof understanding of the mainideas and supporting details ofthe story, including secondarydetails, and fore-shadowingelements– requires little or no teachersupport– use of planning skills –gathering information,formulating questions– use of processing skills –generating ideas, analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– use of creative/criticalthinking processes – problem-solving, invention, research– demonstrates little effort oreffectiveness in planning thepresentation, and gatheringinformation– demonstrates little effort oreffectiveness in analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– demonstrates little effort oreffectiveness in using creativeand critical thinking processes– requires constant teachersupport– demonstrates some effort oreffectiveness in planning thepresentation, and gatheringinformation– demonstrates some effort oreffectiveness in analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– demonstrates some effort oreffectiveness in using creativeand critical thinking processes– requires frequent teachersupport– demonstrates considerableeffort or effectiveness inplanning the presentation,and gathering information– demonstrates considerableeffort or effectiveness in analy-zing, synthesizing, and evalu-ating characters or eventsin the story and formingconclu-sions about them– demonstrates considerableeffort or effectiveness in usingcreative and critical thinkingprocesses– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inplanning the presentation,and gathering information– demonstrates a high degreeof effort or effectiveness inanalyzing, synthesizing, andevaluating characters or eventsin the story and formingconclusions about them– demonstrates a high degreeof effort or effectiveness inusing creative and criticalthinking processes– requires little or no teachersupportKnowledge/Understanding Level 1 Level 2 Level 3 Level 4ThinkingTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 23

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TEACHERRESOURCEGUIDE24Copyright 2010 ©RK Publishing Inc.BLM 3b– organization of ideas andinformation– use of language patterns andvocabulary– demonstration of presentationskills – clear expression,smooth and natural rate, eyecontact with the audience,gestures and dramaticexpressions, personal touches– demonstrates little effort oreffectiveness in organizingideas and information– demonstrates little effort oreffectiveness in usingappropriate language patternsand vocabulary– demonstrates little effort oreffectiveness in usingappropriate presentation skillsand adds a limited number ofpersonal touches to enhancethe presentation– requires constant teachersupport– demonstrates some effort oreffectiveness in organizingideas and information– demonstrates some effort oreffectiveness in usingappropriate language patternsand vocabulary– demonstrates some effort oreffectiveness in using appro-priate presentation skills andadds some personal touchesto enhance the presentation– requires frequent teachersupport– demonstrates considerableeffort or effectiveness inorganizing ideas andinformation– demonstrates considerableeffort or effectiveness in usingappropriate language patternsand vocabulary– demonstrates considerableeffort or effectiveness in usingappropriate presentation skillsand adds a considerablenumber of personal touchesto enhance the presentation– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inorganizing ideas andinformation– demonstrates a high degreeof effort or effectiveness inusing appropriate languagepatterns and vocabulary– demonstrates a high degreeof effort or effectiveness inusing appropriatepresentation skills, and adds ahigh degree of personaltouches effectively to enhanceand personalize thepresentation– requires little or no teachersupport– use of ideas and informationgathered from processingreading strategies– transfer of skills andknowledge to a new contextfound in the story– making connections betweenthe content of the story andpersonal experiences– demonstrates little effort oreffectiveness in using ideasand information gatheredfrom processing readingstrategies– demonstrates little effort oreffectiveness in transferringskills and knowledge to a newcontext found in the story– demonstrates little effort oreffectiveness in makingconnections between thecontent of the story andpersonal experiences– requires constant teachersupport– demonstrates some effort oreffectiveness in using ideasand information gatheredfrom processing readingstrategies– demonstrates some effort oreffectiveness in transferringskills and knowledge to a newcontext found in the story– demonstrates some effort oreffectiveness in makingconnections between thecontent of the story andpersonal experiences– requires frequent teachersupport– demonstrates considerableeffort or effectiveness in usingideas and informationgathered from processingreading strategies– demonstrates considerableeffort or effectiveness intransferring skills andknowledge to a new contextfound in the story– demonstrates considerableeffort or effectiveness inmaking connections betweenthe content of the story andpersonal experiences– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inusing ideas and informationgathered from processingreading strategies– demonstrates a high degreeof effort or effectiveness intransferring skills andknowledge to a new contextfound in the story– demonstrates a high degreeof effort or effectiveness inmaking connections betweenthe content of the story andpersonal experiences– requires little or no teachersupportCommunicationApplicationNote: This rubric does not take into account the students whose work is below level 1.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 24

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TEACHERRESOURCEGUIDE25Copyright 2010 ©RK Publishing Inc.– use of planning skills –gathering information,formulating questions beforebeginning to write– use of processing skills –generating ideas, analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– use of creative/critical thinkingprocesses – problem-solving,invention, research– use of the steps of the writingprocess: pre-planning, writinga draft, revising, editing andpublishing– demonstrates little effort oreffectiveness in planning theassignment, and gatheringinformation before beginningto write– demonstrates little effort oreffectiveness in analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– demonstrates little effort oreffectiveness in using creativeand critical thinking processes– demonstrates little effort oreffectiveness in using thesteps of the writing process:pre-planning, writing a draft,revising, editing andpublishing– requires constant teachersupport– demonstrates some effort oreffectiveness in planning theassignment, and gatheringinformation before beginningto write– demonstrates some effort oreffectiveness in analyzing,synthesizing, and evaluatingcharacters or events in thestory and forming conclusionsabout them– demonstrates some effort oreffectiveness in using creativeand critical thinking processes– demonstrates some effort oreffectiveness in using thesteps of the writing process:pre-planning, writing a draft,revising, editing andpublishing– requires frequent teachersupport– demonstrates considerableeffort or effectiveness inplanning the presentation,and gathering informationbefore beginning to write– demonstrates considerableeffort or effectiveness inanalyzing, synthesizing, andevaluating characters orevents in the story and for-ming conclusions about them– demonstrates considerableeffort or effectiveness in usingcreative and critical thinkingprocesses– demonstrates considerableeffort or effectiveness in usingthe steps of the writingprocess: pre-planning, writinga draft, revising, editing andpublishing– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inplanning the presentation,and gathering informationbefore beginning to write– demonstrates a high degreeof effort or effectiveness inanalyzing, synthesizing, andevaluating characters or eventsin the story and formingconclusions about them– demonstrates a high degreeof effort or effectiveness inusing creative and criticalthinking processes– demonstrates a high degreeof effort or effectiveness inusing the steps of the writingprocess: pre-planning, writinga draft, revising, editing andpublishing– requires little or no teachersupportBLM 4a– knowledge of the content ofthe story– knowledge of languagepatterns and information– understanding of main ideasand supporting details– demonstrates little knowledgeof the content of the story– uses language patterns withconstant major errors– demonstrates littleunderstanding of the mainideas and supporting detailsof the story– requires constant teachersupport– demonstrates some knowledgeof the content of the story– uses language patterns withmajor errors– demonstrates some under-standing of the main ideasand supporting details ofthe story– requires frequent teachersupport– demonstrates considerableknowledge of the content ofthe story– uses language patterns withonly occasional errors– demonstrates considerableunderstanding of the mainideas and supporting detailsof the story– requires occasional teachersupport– demonstrates a high degreeof knowledge of the contentof the story and is able toidentify subtle threadsrunning through the story,including clues to resolvingthe conflict– uses language patternseffectively with no errors– demonstrates a high degreeof understanding of the mainideas and supporting detailsof the story, includingsecondary details, andforeshadowing elements– requires little or no teachersupportKnowledge/Understanding Level 1 Level 2 Level 3 Level 4ThinkingTRÉSOR ASSESSMENT CARDS — RUBRIC FOR WRITTEN PRESENTATIONTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 25

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TEACHERRESOURCEGUIDE26BLM 4bCopyright 2010 ©RK Publishing Inc.– use of ideas and informationgathered from processingreading strategies– transfer of skills andknowledge to a new contextfor the written assignment– making connections betweenthe content of the story andpersonal experiences– demonstrates little effort oreffectiveness in using ideasand information gatheredfrom processing readingstrategies– demonstrates little effort oreffectiveness in transferringskills and knowledge to a newcontext for the writtenassignment– demonstrates little effort oreffectiveness in makingconnections between thecontent of the story andpersonal experiences– requires constant teachersupport– demonstrates some effort oreffectiveness in using ideasand information gatheredfrom processing readingstrategies– demonstrates some effort oreffectiveness in transferringskills and knowledge to a newcontext for the writtenassignment– demonstrates some effort oreffectiveness in makingconnections between thecontent of the story andpersonal experiences– requires frequent teachersupport– demonstrates considerableeffort or effectiveness in usingideas and informationgathered from processingreading strategies– demonstrates considerableeffort or effectiveness intransferring skills andknowledge to a new contextfor the written assignment– demonstrates considerableeffort or effectiveness inmaking connections betweenthe content of the story andpersonal experiences– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inusing ideas and informationgathered from processingreading strategies– demonstrates a high degreeof effort or effectiveness intransferring skills andknowledge to a new contextfor the written assignment– demonstrates a high degreeof effort or effectiveness inmaking connections betweenthe content of the story andpersonal experiences– requires little or no teachersupport– organization of ideas andinformation in written form– use of appropriate languagepatterns, spelling, punctuationand vocabulary in writtenform– choice of an appropriate texttype for the audience andpurpose– demonstrates little effort oreffectiveness in organizingideas and information inwritten form– demonstrates little effort oreffectiveness in using appro-priate language patterns,spelling, punctuation andvocabulary in written form– demonstrates little effort oreffectiveness in choosing anappropriate text type for theaudience and purpose– requires constant teachersupport– demonstrates some effort oreffectiveness in organizingideas and information inwritten form– demonstrates some effort oreffectiveness in using appro-priate language patterns,spelling, punctuation andvocabulary in written form– demonstrates some effort oreffectiveness in choosing anappropriate text type for theaudience and purpose– requires considerable teachersupport– demonstrates considerableeffort or effectiveness inorganizing ideas andinformation in written form– demonstrates considerableeffort or effectiveness in usingappropriate language patterns,spelling, punctuation andvocabulary in written form– demonstrates considerableeffort or effectiveness inchoosing an appropriate texttype for the audience andpurpose, and adds aconsiderable number ofpersonal touches to enhancethe assignment– requires occasional teachersupport– demonstrates a high degreeof effort or effectiveness inorganizing ideas andinformation in written form– demonstrates a high degreeof effort or effectiveness inusing appropriate languagepatterns, spelling, punctuationand vocabulary in written form– demonstrates a high degreeof effort or effectiveness inchoosing an appropriate texttype for the audience andpurpose, and adds asignificant number of personaltouches to enhance theassignment– requires little or no teachersupportCommunicationApplicationNote: This rubric does not take into account the students whose work is below Level 1.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 26

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BLM 14Je suis capable!Coche les choses que tu es capable de faire maintenant.Lecture : Je suis capable■■de lire et de comprendre un roman en français.■■de répondre aux questions et de faire des prédictions.■■de partager mes opinions avec les membres de mon groupe.■■de contribuer aux activités que le groupe doit faire.Présentation orale : Je suis capable■■de prendre le rôle d’un personnage dans le roman.■■de parler pour le personnage au sujet de sa vie.■■de jouer le rôle de quelqu’un qui s’intéresse au roman.■■de participer à une conversation.■■de répondre à des questions.■■de m’exprimer clairement en français pour que les autres me comprennent.Présentation écrite : Je suis capable■■d’écrire un texte de plusieurs paragraphes en français.■■d’écrire une lettre ou un courriel.■■de communiquer un message par écrit.■■de m’exprimer en français avec un minimum de fautes d’orthographe ou de grammaire.■■d’utiliser le vocabulaire que j’ai appris en lisant le roman.TEACHER RESOURCEGUIDE36Copyright 2010 ©RK Publishing Inc. Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 36

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37TEACHERRESOURCEGUIDEMES DEUX AMOURSJulie is 17. At school, where she is the star of English class, she has been dating Rogerfor a few years. Julie spends her summers working at her parents’ resort hotel, whereshe is in daily contact with Pascal, a village boy, who shares a birthday with her. Shehas always considered Pascal to be the brother she never had, but notices that lastsummer her feelings were starting to change. Julie has plans for the future, and at themoment, love doesn’t figure in them. When we meet Julie, she is struggling to concentrate on a composition due the nextday in English class. (The theme, appropriately enough, is love, about which Juliedecides she knows nothing.) Concentration on the task at hand proves difficult becauseearlier in the day Julie thoughtlessly sabotaged a dramatic improvisation in Englishclass, infuriating both the teacher and Roger, her partner, who will share the poormark they are sure to receive. Julie, whose imagination is in overdrive, presents three scenarios to describe whathappened after English class: a romantic reconciliation with Roger, a bizarre meetingwith Bradley, a handsome but arrogant young man she had met the previous summerat the hotel, and finally Pascal, who proposes marriage. Luckily, these scenarios turnout not to be real. However, the following morning, after making up with Roger, she receives a phone call from Pascal who announces that he is moving to Julie’stown to complete his studies. To make matters worse, both boys close their telephoneconversations by saying “Je t’aime”! How will Julie deal with the presence of twosuitors in her life?At work on Saturday in a restaurant, Julie has an unpleasant encounter with twocustomers who have been drinking. Roger, who is present with a group of friends,does nothing to help her. When Julie speaks to him later, he offers a feeble excuse,and they finish by breaking up. Julie and her parents join Pascal for dinner that night.Julie learns that Pascal has a girlfriend in the village, although it looks as if he too isheading for a break-up. The two decide that it is better to remain friends and to notget romantically involved.A chance comment from her father brings Julie back in contact with Bradley, and asthe story ends, she has accepted his invitation to escort her to her graduation formal.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 37

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TEACHER RESOURCEGUIDE38Observations Key Assessment Questions Assessment ToolsAssessment for LearningReading for Meaning Responding to Text Reflection on ReadingLiteracy OutcomesStudents will:use graphic organizers toaid in comprehensionidentify a variety ofreading strategies and usethem before, during, andafter readingsummarize important ideasand supporting detailsmake connections betweentheir experiences andinsights and the storymake predictions about thestory and verify them as the story evolvescontribute to the groupdiscussionsmake connections betweenthe parts of the story andtheir personal experiencesstate their opinions andjustify themHow did connecting thestory to your personalexperiences help youunderstand the events inthe story and the characterdevelopment?How did periodically re-reading the story helpyou improve yourunderstanding?How did the visuals and thefamiliar words help you?How did the picture in yourmind change when youcontinued your reading?Identify and describe thecultural literacy skills thatfacilitate the learner’s use ofFrench to communicate.BLM 1 – FormativeAssessmentBLMs 2a and 2b –ReflectionBLMs 3a and 3b – Rubric for oral presentationBLMs 4a and 4b – Rubric for written assignmentBLM 5 – Tableau SVABLM 6 – Tracer l’histoireBLM 7 – Développement du personnageBLM 8 – Diagramme de VennBLM 9 – Tableau en TBLM 10 – Remue-méningesBLM 11 – Diagramme del’arête d’un poissonBLM 12 – Toile d’araignéeBLM 13 – Les étapes del’histoireBLM 14 – Je suis capableStudents will :identify a variety ofreading strategies anduse them appropriatelybefore, during, and afterreadingsummarize importantideas and supportingdetailsconnect the ideas in the story to their ownexperiences and insightsmake predictions aboutevents in the storyStudents will:express ideas and opinionsabout the events in the textidentify a variety of textfeatures and explain howthese help them readrapidly solve the meaningof unfamiliar vocabularyusing textual cluesmonitor their comprehen-sion and take steps torepair misconceptionsuse French as much aspossible in group discussionsStudents will:identify in conversations withthe teacher and their peerswhich strategies were mosthelpful before, during, andafter readingrecognize the portions of the text they had problemswith and begin to developstrategies to overcome theirdifficultiesexamine their work during the discussion periods todetermine what they can doto improve their participationand their use of FrenchTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 38

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TEACHERRESOURCEGUIDE39Level of DifficultyThis novel is recommended for students in Grade 11 or 12.Character EducationHonesty both with oneself and others, taking responsibility for one’s actions, respectfor others.BEFORE…Assessing Prior KnowledgeAsk students to discuss how one could go about discovering if another person isinterested in them. Suggestion: If you are working with groups doing different novels, this activity couldbe given as a brainstorming, with a secretary taking notes on suggestions made by thegroup members.PredictingInvite students to tell you what they do when they go into a bookstore or a library tochoose a book to read. Generally, they probably look at the title and the illustrations,they most probably read the story summary on the book jacket or back cover, andthey also probably do a flip test.Direct them to follow the same process with this novel. Students can then jot downwhat they think is the subject of the novel in their reflection journals and refer totheir prediction as they read.If you intend to have the students do this novel in groups, it is appropriate toassess students’ prior knowledge as a whole-class activity before students breakinto groups. On the other hand, if groups are doing different novels, assessstudents’ prior knowledge in individual groups.Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 39

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Strategies and SkillsIf you have not already done so, review a list of strategies that students should followas they read (see The Importance of Teaching Reading Strategies on page 7 of thisGuide). Impress upon students that with time these strategies become internalized. Allgood readers innately know what to do when they do not understand, but they needtime and practice for these strategies to become automatic in French as well.Divide the strategies into Before, During, and After, and direct students to consciouslyfocus on them as they read. In addition, the roles performed by the leaders in theLiterature Circles will greatly facilitate this process.Finally, remind students that developing good strategies and skills helps them tobetter understand the story.DURING…On many occasions, students will be asked what they would do if they were one ofthe characters in the novel. Consider reviewing the formation of the conditional andthe concordance des temps of conditional sentences. During this reading phase, encourage students to ensure that they understand thestory (see BLM 13, Les étapes de l’histoire), and are able to use appropriate strategies tomonitor and evaluate their comprehension level.AFTER…When students have finished reading the novel, they should be prepared to work on asummative assessment task. As they prepare their work, conduct your Teacher-Studentconferences with individual students. They should have completed their reflectionchart (BLMs 2a and 2b in this Guide) and be ready to discuss it with you.CHAPITRE 1In this chapter, Julie is attempting to write a composition on the subject of whetherthe wife truly loves her husband in Macbeth, which she is studying in English. This leadsher in two directions: reliving the scene in English class when she turned a seriousimprovisation into a farce, angering the teacher and her partner (and boyfriend)Roger, and realizing that she really doesn’t know too much about love. We also learnthat she and Roger have a fight in the hall after class. At the end of the chapter, Juliementions that she sees Pascal walking towards her.TEACHER RESOURCEGUIDE40Tresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 40

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TEACHERRESOURCEGUIDE41Provide students with the graphic organizers (see the BLMs beginning at page 27 ofthis Guide they should use as they read the story. Suggestions: la Toile d’araignée, leTableau SVA, le Tableau en T, le Développement du personnage, Les étapes de l’histoire, andTracer l’histoire. Others are also appropriate to distribute, if you feel your studentsmight need them.Page 5: Draw students’ attention to the fact that Julie is writing her composition on her computer. Ask students if they also prepare their work on the computer or ifthey prefer longhand. Ask them to describe the advantages and disadvantages of the computer.Consider asking whether students have studied Macbeth in English class. If they have,ask volunteers to give a summary of the play. (If they have not, be prepared to providethem with a summary.) If sufficient students have read the play, ask them to commenton the subject of Julie’s composition.Pages 5-7: Have students re-read Julie’s list and her comments about it. Provide studentswith a topic associated with your class and invite students to compose a similar listabout themselves. These lists can be compared in the students groups. Ask students torespond to the first side question, comparing themselves to Julie. Page 7: Consider using the side question about love as the subject of an informaldebate.Curriculum Link: Understanding main ideas, Using verbal and visual cues,Making connections to personal experiences.Curriculum Link: Expressing and organizing information and ideas in oral form,Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., analyzing and forming conclusions,Expressing and organizing ideas and information in oral or written form, Makingconnections to personal experiencesTresor Senior TRG p.1-198.2011:job 4/26/12 7:59 PM Page 41

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TEACHERRESOURCEGUIDE105Observations Key Assessment Questions Assessment ToolsAssessment for LearningStudents will:use graphic organizers toaid in comprehensionidentify a variety of readingstrategies and use thembefore, during, and afterreadingsummarize important ideasand supporting detailsmake connections betweentheir experiences andinsights and the storymake predictions about thestory and verify them asthe story evolvescontribute to the groupdiscussionsmake connections betweenthe parts of the story andtheir personal experiencesstate their opinions andjustify themHow did connecting thestory to your personalexperiences help youunderstand the events inthe story and the characterdevelopment?How did periodically re-reading the story help youimprove your understanding?How did the visuals and thefamiliar words help you?How did the picture in yourmind change when youcontinued your reading?BLM 1 – FormativeAssessmentBLMs 2a and 2b –ReflectionBLMs 3a and 3b – Rubric for oral presentationBLMs 4a and 4b – Rubric for written assignmentBLM 5 – Tableau SVABLM 6 – Tracer l’histoireBLM 7 – Développement du personnageBLM 8 – Diagramme de VennBLM 9 – Tableau en TBLM 10 – Remue-méningesBLM 11 – Diagramme del’arête d’un poissonBLM 12 – Toile d’araignéeBLM 13 – Les étapes del’histoireBLM 14 – Je suis capableReading for Meaning Responding to Text Reflection on ReadingLiteracy OutcomesStudents will:identify a variety ofreading strategies anduse them appropriatelybefore, during, andafter readingsummarize importantideas and supportingdetailsconnect the ideas in thestory to their ownexperiences and insightsmake predictions aboutevents in the storyStudents will:express ideas and opinionsabout the events in the textidentify a variety of textfeatures and explain howthese help them readrapidly solve the meaningof unfamiliar vocabularyusing textual cluesmonitor their comprehen-sion and take steps to repairmisconceptionsuse French as much aspossible in group discussionsStudents will:identify in conversations withthe teacher and their peerswhich strategies were mosthelpful before, during, andafter readingrecognize the portions of the text they had problemswith and begin to developstrategies to overcome theirdifficultiesexamine their work during thediscussion periods to determinewhat they can do to improvetheir participation and theiruse of FrenchTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 105

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Level of DifficultyThis novel is recommended for students in Grade 12.Character EducationCourage, respect for others, a desire to help those less fortunate, cooperation, teamwork,loyalty, and patriotism are among the traits emphasized in this novel.BEFORE…Assessing Prior KnowledgeAsk students to discuss what they know about Canada’s participation in World War Iand in the military intervention in Afghanistan.Suggestion: If you are working with groups doing different novels, this activity couldbe given as a brainstorming, with a secretary taking notes on suggestions made by thegroup members.PredictingInvite students to tell you what they do when they go into a bookstore or a library tochoose a book to read. Generally, they probably look at the title and the illustrations,they most probably read the story summary on the book jacket or back cover, andthey also probably do a flip test.Direct them to follow the same process with this novel. Students can then jot downwhat they think is the subject of the novel in their reflection journals and refer totheir prediction as they read.TEACHER RESOURCEGUIDE106If you intend to have the students do this novel in groups, it is appropriate toassess students’ prior knowledge as a whole-class activity before students breakinto groups. On the other hand, if groups are doing different novels, assessstudents’ prior knowledge in individual groups.Tresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 106

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Strategies and SkillsIf you have not already done so, review a list of strategies that students should followas they read (see The Importance of Teaching Reading Strategies on page 7 of thisGuide). Impress upon students that with time these strategies become internalized. Allgood readers innately know what to do when they do not understand, but they needtime and practice for these strategies to become automatic in French as well.Divide the strategies into Before, During, and After, and direct students to consciouslyfocus on them as they read. In addition, the roles performed by the leaders in theLiterature Circles will greatly facilitate this process.Finally, remind students that developing good strategies and skills helps them to betterunderstand the story.DURING…On many occasions, students will be asked what they would do if they were one ofthe characters in the novel. Consider reviewing the formation of the conditional andthe concordance des temps of conditional sentences. During this reading phase, encourage students to ensure that they understand thestory (see BLM 13, Les étapes de l’histoire), and are able to use appropriate strategies tomonitor and evaluate their comprehension level.AFTER…When students have finished reading the novel, they should be prepared to work on asummative assessment task. As they prepare their work, conduct your Teacher-Studentconferences with individual students. They should have completed their reflectionchart (BLMs 2a and 2b in this Guide) and be ready to discuss it with you.CHAPITRE 1This chapter opens with a nightmare Natalie has on the eve of her departure forAfghanistan. She fills in the reader on her background, her training, and herdetermination to succeed in her chosen field.TEACHERRESOURCEGUIDE107Tresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 107

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Provide students with the graphic organizers (see the BLMs beginning at page 27 ofthis Guide they should use as they read the story. Suggestions: la Toile d’araignée, leTableau SVA, le Tableau en T, le Développement du personnage, Les étapes de l’histoire, andTracer l’histoire. Others are also appropriate to distribute, if you feel your studentsmight need them.Page 5: If you have assessed students’ prior knowledge of current events, they shouldhave no difficulty in answering this sidebar question.Page 7: Ask students to brainstorm the issues about which Natalie must be thinkingat this time and to decide which of those would be responsible for provoking thisnightmare.Page 7: Consider asking students to discuss toys that are based on military combat orother violent behaviour and their possible effect on developing children.Page 9: Retour en arrièreSuggest that students re-read the chapter before responding. Consider asking studentsto research the Royal Military College: admission requirements, courses offered, anddiplomas granted.TEACHER RESOURCEGUIDE108Curriculum Link: Expressing and organizing information and ideas in oral form,Making connections to personal experiencesCurriculum Link: Understanding content, Expressing and organizing informationand ideas in oral formCurriculum Link: Using critical/creative processesCurriculum Link: Using processing skills, e.g., analyzing and forming conclusions,Expressing and organizing ideas and information in oral form, Making connectionsto personal experiencesTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 108

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Page 9: Regard sur l’avenirThis question offers students the opportunity to predict future events in the story.Their predictions should be carefully thought-out and written in their journals forfuture verification.Page 9: RéflexionStudents should reflect on and describe the strategies they used to understand thecontent of the chapter, and, particularly, the strategies they employed to separate the nightmare from the real descriptions.CHAPTER 2Natalie describes the departure for Afghanistan and introduces us to René, the soldiershe loves, who is also stationed there.Page 11: Call on students to summarize what they learned in the first chapter. Thisquestion could be used as a written assignment for formative assessment.Page 13: Consider using this question as a topic for a formal or informal debate. Theactivity could be used for formative assessment.TEACHERRESOURCEGUIDE109Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding main ideas, Expressing and organizing ideasand information in oral formCurriculum Link: Using critical/creative processes, Expressing and organizingideas and information in oral formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 109

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Page 14: Ask students to summarize the information Natalie gives us in this chapter.Have them re-read the first paragraph on this page and explain why, based on whatNatalie tells us about herself, her diary is so important.Page 15: Regard sur l’avenirIf students seem unsure, ask them to speculate on the social structure the soldiers willencounter in Afghanistan. With whom will they be spending all their free time? (Nataliewill tell us in a subsequent chapter that socialization with the local population isstrictly forbidden because of the possibility of terrorist attacks.)Page 15: RéflexionAsk students to comment on how trying to visualize the scene described helps themunderstand the written text. CHAPTER 3In Montreal in the early spring of 1915, 18 year-old Louis Lévesque, eldest of sevenchildren, decides to enlist in the army. He has been out of school for a few years anddoing menial jobs, which he usually manages to lose fairly quickly because of his hot temper. TEACHER RESOURCEGUIDE110Curriculum Link: Using planning skills, Using critical/creative processes,Expressing and organizing ideas and information in oral form, Makingconnections to personal experiencesCurriculum Link: Using planning skills, Using critical/creative processes,Expressing and organizing ideas and information in oral formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 110

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Page 17: Using the illustration on page 16 and the date of the diary entry, studentsname the war. Point out to students that the poster shown here is an actual recruitingposter from the period.Page 17: Consider using this second question as a research topic to be presented as awritten activity. This can be used for formative assessment.Page 18: Ask students to compare Canada in 1915 with the country today. What were some of the reasons why many people were like Louis, lacking a secondary-leveleducation? What kind of work would someone in Louis’ position seek? Why is this somuch more difficult today?Page 20: Regard sur l’avenirConsider asking students in pairs to improvise a dialogue either between Louis and arecruiting officer or between Louis and another would-be recruit. If the former, remindstudents that Louis is quite small and looks younger than his 18 years. This activitycould be used for formative assessment.Page 20: RéflexionConsider having the typically Canadian words and expressions used by Louis postedsomewhere in the classroom for ready reference. Ask students to discuss how thislanguage serves to help describe Louis. Consider asking students to create a Venndiagram, comparing expressions used by Louis with their equivalent in standard French.TEACHERRESOURCEGUIDE111Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusions, Making connections to personalexperiencesCurriculum Link: Understanding content, Expressing and organizing ideasand information in oral formCurriculum Link: Using critical/creative processes, Expressing and organizingideas and information in oral formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 111

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CHAPITRE 4Louis describes his experience at the recruiting office, including a horrific medicalexamination.Page 21: Students summarize what they have learned about Louis in the precedingchapter.Page 22: The principal reason students will mention is the pay that Louis will be ableto give his mother. Ask students to re-read chapter 3, in order to learn what kind ofwork Louis’ parents do, and to estimate the household income. Remind them to takeinto account the number of children in the family and the father’s gambling habit.Draw students’ attention to the expression tirer le diable par la queue.Page 23: Remind students of the era in which this chapter takes place. What optionswere available to girls, especially girls from poor families at this time? What kind ofwork could they hope to find? Ask students to discuss whether Louis’ viewpoint abouthis sister reflects his personal thoughts or those of society in general at that time.Consider asking students to discuss what they know about the status of girls the ageof Louis’ sister in other parts of the world.Page 23: Consider asking students to research the term John Bull and to explain it tothe groups or the class.TEACHER RESOURCEGUIDE112Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusions, Making connections to personalexperiencesTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 112

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Page 23: Consider asking students to discuss the reasons for not allowing the recruitssome privacy.Page 24: Explain to students that at this time there were no birth certificates issuedby the government; rather, births were recorded at the parish church to which thefamily belonged.Page 24: Retour en arrièreThe mother’s monologue can be used for formative assessment. If you prefer, thisactivity could be done as a dialogue between Louis and his mother.Page 24: Regard sur l’avenirRemind students to use their prior knowledge of World War I to predict what awaitsLouis in Europe.Page 25: RéflexionIf desired, have students write a character sketch of Louis. This activity could be usedfor formative assessment.CHAPITRE 5Natalie gives her first impressions of the city of Kandahar. At supper, she sees a soldierwho is hungry for action and for revenge on the Taliban insurgents who have beenresponsible for the death of Canadians.Page 27: Before beginning to read the chapter, students are asked to predict howNatalie will react to finally being in Afghanistan. If you deem it necessary, ask studentsto re-read the earlier chapters.TEACHERRESOURCEGUIDE113Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 113

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Page 27: Ask if any of your students have visited foreign destinations. Have themdescribe their first reactions. If you have students who came to Canada from anothercountry, ask them to describe their first reactions to Canada. Consider asking studentsto suggest how an Afghan might react to arriving here.Page 28: Consider dividing the class into groups representing Afghan children aged,say, 8, 11, and 14. Allow the groups time to discuss how children of that age wouldreact, and then have them present their findings. If desired, the presentations couldtake the form of sketches.Page 31: Before students read the section beginning Pendant le dîner…, ask them tolook at the illustration and to predict the topic of conversation and why the others donot appear to have the same sentiments. They then read the final part of the chapterto verify their predictions.Page 32: Retour en arrièreSuggest that students re-read the descriptions on pages 27 through 29. Consider askingstudents to comment on the effect that a modern base with all the “luxuries” mighthave on the local population, especially in a country as poor as Afghanistan. Studentsmight enjoy debating this issue.TEACHER RESOURCEGUIDE114Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 114

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CHAPITRE 6Natalie’s first mission takes place in the desert, where the Canadian convoy is attackedby snipers. She is happy that she can make use of her medical talents by treating thewounded, Canadians and Afghans alike.Consider providing some of the key military vocabulary before students begin readingthis chapter. Students will encounter the following words many times throughout thecourse of the novel:Un gilet pare-balles Une mitrailleuseUn char d’assaut blindé Une balleUne tourellePage 33: Before beginning to read the chapter, students are asked to predict the typeof mission in which Natalie will be involved. If students require assistance, considersuggesting, for example, un bombardement de l’air, une attaque par des talibans cachés,une mission pour libérer des prisonniers, and so on. Page 34: Suggest that students re-read the description of the military provisionsbefore responding. Page 35: Students should draw on prior knowledge of current events to describe therole and place of women in Afghan society in order to understand how the Afghansoldiers would view a female soldier from the west. They should also remember thatthe soldiers Natalie is describing are allies of the Canadian forces.TEACHERRESOURCEGUIDE115Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 115

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Page 36: Ask students how they and people they know deal with stressful situations. Page 38: Ask students to identify the blessés that Natalie is describing and theirposition vis-à-vis the Taliban insurgents. What would be the attitude of the Talibantowards anyone helping the government soldiers?Page 42: Retour en arrièreSuggest that students re-read the chapter and attempt to visualize the scene. What has Natalie accomplished that would change the feelings she had starting out on the mission?Page 42: Regard sur l’avenirSuggest that students make a list of things that could happen to Natalie in the futureand how her feelings might change as a result. Students should write down and retainthese predictions for verification as they continue to read the story.Page 42: RéflexionAsk students to describe the portions of the story that they were able to visualize most clearly. Have them describe how this action helps them to understand what theyare reading.CHAPITRE 7Louis describes his experiences at the army training camp at Valcartier. He also tellshow his attitudes about the war have strengthened as a result of hearing about the gasattacks in Europe.TEACHER RESOURCEGUIDE116Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 116

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Page 43: Call on students to predict the kinds of experiences Louis will have at thecamp, and, basing their conclusions on what they have previously read about Louis’character, how he will react to the army discipline.Page 44: Consider beginning this activity by asking students to suggest weatherconditions that have a strong effect on them, e.g., extremes of hot and coldtemperatures, heavy rain or snow. Page 44: Ask students to recall what they have learned in other classes about the publicattitude towards wars, and how these attitudes have changed, from the patriotism ofWorld Wars 1 and 2, to the protests against involvement in Viet Nam and the MiddleEast. Why do they think these attitudes have changed? This topic could be used asthe basis for formal or informal debates, and used for formative assessment.Page 45: Regard sur l’avenirAsk students to consider what Louis is not taking into account when he plans toavenge the victims of the war.TEACHERRESOURCEGUIDE117Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Expressing and organizing ideas and information in oral form,Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 117

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Page 45: RéflexionConsider asking students to tell what they can learn about a character through eachkind of narration. CHAPITRE 8Louis describes the positive effects the training camp is having on him. We areintroduced to Louis’ new friend, Serge. Louis receives a surprise visit from his father, a man of few words, who reveals how proud he is of his son.Students may suggest both personal and political reactions on the part of Louis’ father.Consider asking students to research the reaction of French Canadians to participationin the war and their reasons. If students suggest that conscription was an issue, remindthem that Louis’ story is taking place in 1915, and conscription was not declared until 1917. Page 48: Suggest that students re-read the paragraph facing the question beforeresponding.Page 52: Retour en arrièreLouis’ friendship with Serge could be assigned as a written activity and used forformative assessment.TEACHER RESOURCEGUIDE118Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 118

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CHAPITRE 9René’s tank rolls over while he is swerving to avoid a missile, but he is not seriouslyinjured. However, Natalie is unable to maintain her usual secretive calm, and themembers of her team let her know that they are aware of the relationship betweenher and René. Later, the convoy is caught in a sandstorm. It is essential that theambulance return to the base with the seriously wounded, and Bruno, the driver, isable to make his way through the storm.Page 53: Have students write out their predictions and retain them for verification asthey read the chapter.Page 53: Consider asking students to name their favourite hot drink. Have the resultscompiled and ask students to prepare bar or pie graphs showing the class preferences.An alternative activity could be to assign students in groups to prepare and present acommercial for a new chain of coffee shops.Page 57: Ensure that students re-read the brief conversation between Bruno and theother soldier. TEACHERRESOURCEGUIDE119Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Expressing and organizing ideas and information in oral form,Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 119

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Page 60: Retour en arrièreMake use of this question to elicit a summary of the events in the chapter.Page 60: RéflexionHave students re-read the chapter in order to create a list of the important soundsthey encountered.CHAPITRE 10Natalie spends a day working in a makeshift clinic in an Afghan village. She meetsFarida, an Afghan-born interpreter, who has returned from her new home in Canadato assist. She treats many people, and is touched by the situation of the women andchildren especially. Late in the afternoon, everyone disappears, as the rumour spreadsthat the Taliban insurgents are approaching, but they return to their base withoutincident.Page 61: Suggest that students write their predictions and retain them for verificationas they read the chapter.Page 62: Suggest that students re-read and attempt to visualize the situations thatNatalie describes in the first part of the chapter. Students should then select one ortwo of these situations and consider their personal reactions. They should be asked tooffer a justification for their choice.TEACHER RESOURCEGUIDE120Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 120

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Page 63: Students make use of prior knowledge about other societies in order toanswer this question. Consider asking students to comment on the appropriateness of public shows of affection in any society.Page 64: Ask students to summarize the dangerous situations in which Natalie hasalready found herself. Consider asking students to divide themselves into two groups:one that feels that Natalie is a soldier and can therefore expect to find herself indangerous situations, and the other taking the point of view that René’s personalfeelings for Natalie override the question of duty.Page 71: Retour en arrièreStudents may use the first question to prepare a summary of the earlier missions anda comparison with the one described in this chapter.Page 71: Regard sur l’avenirStudents should write down their predictions and retain them for verification as theycontinue to read.CHAPITRE 11Louis and his friend Serge are now members of the 22ndbattalion and are stationednear the village of Ypres. Louis describes life in the trenches and how he and his friendcope with the terrors by such activities as contests to see who can kill the most fleas.He describes the first time he has to kill an enemy soldier.Students might be amused to learn that Canadians had great difficulty with thepronunciation of Ypres. It usually came out as “Wipers”.TEACHERRESOURCEGUIDE121Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 121

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Page 73: Consider assigning a research project to learn about the 22ndbattalion (the“Vandoos”) and their role in both world wars. This activity could be presented orallyor treated as a written assignment and used for formative assessment.Page 74: Following the discussion of why the soldiers persisted, consider askingstudents to write an original poem about life in the trenches. After students havewritten their own poems, consider providing the class with a copy of a famous warpoem such as Rimbaud’s Le dormeur du val.Page 75: Consider beginning by asking students to brainstorm items that could beplaced under each heading, refuge and horreur. After groups have compared their lists,ask them to decide whether the horror outweighs the security offered by the trenches.Page 75: Call on students to describe what they see, hear, and smell when they closetheir eyes and imagine themselves in the trenches. Page 77: Call on students to summarize what Louis is experiencing in the trenchesand in his role as a soldier. Ask students to imagine the German trenches. What is thesituation there? Is it possible that Louis has a German counterpart who enlisted forthe same reasons?TEACHER RESOURCEGUIDE122Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 122

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Page 78: Ask students to think of books they have read or films they have seen dealingwith more recent conflicts (The Hurt Locker would be a good example). Are the feelingsof the soldiers in these works substantially different from those of Louis? In whatways are they similar or different?Page 78: Regard sur l’avenirSince it is unlikely that an author would allow her principal character to become asort of robot, it is probable that Louis will change. Ask students to predict what couldcause these changes, and to write their predictions for verification as they continuereading. (If they are unable to make predictions, suggest they look at the title of thenext chapter!)CHAPITRE 12Louis is wounded in a skirmish and taken to a field hospital where he meets and fallsin love with Marie-Jeanne, an Acadian nurse.Page 79: Suggest that students write down their predictions and retain them forverification as they read the chapter.Page 79: Ensure that students understand that they are to compare two hospitals, andnot to describe why they were hospitalized.TEACHERRESOURCEGUIDE123Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral form, Making connections to personal experiencesTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 123

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Page 83: Regard sur l’avenirEncourage students to write down their predictions and to retain them for verificationas they continue reading.Page 83: RéflexionAfter discussing the question, consider assigning a formal or informal debate on thequestion “Une histoire d’amour n’a pas de place dans une histoire de guerre”.CHAPITRE 13Natalie describes her time in a camp in the mountains near the Afghanistan-Pakistanborder. The heat is unbearable, and the soldiers must deal constantly with snipers andaccidents caused by the rocky terrain.Page 85: Encourage students to write down their predictions and to retain them forverification as they continue reading.Encourage students to explain how they deal with extreme heat (or cold, if youprefer). This could be treated as a written activity, and used for formative assessment.TEACHER RESOURCEGUIDE124Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 124

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Page 88: Consider asking students to research the illicit trade in opium and heroin.Students could also be encouraged to discuss why the Taliban, a group that claims tobe highly moral, supports this trade. Page 88: Concerning the fire in the marijuana field, consider suggesting that studentsconsult with a biology teacher or with the local police department to determinewhether the story is true or is a sort of urban legend.Page 91: Regard sur l’avenirConsider asking students to suggest incidents that could take place en route and howNatalie and the others will react to them.Page 91: RéflexionIf students do not mention visualizing and attempting to “hear” the same sounds asNatalie, ask them to comment on these strategies.CHAPITRE 14The convoy has just left the mountain camp when Natalie sees a car coming towardsthem. She alerts the others, who identify it as a probable suicide bomber. Renésucceeds in avoiding the car, but a second tank driver is not so fortunate, and all thesoldiers in the second tank are killed when the car explodes.TEACHERRESOURCEGUIDE125Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 125

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Page 93: Encourage students to write down their predictions and to retain them forverification as they continue reading.Page 94: Students may be aware from other readings or viewings of the presence ofsuicide bombers in cars. Have them retain their prediction for verification as theycontinue reading.Page 96: Retour en arrièreConsider using this question as a written activity, to be used for formative assessment.CHAPITRE 15After attending the funeral of the soldiers killed by the suicide bomber, Natalie andRené discuss the situation. René surprises Natalie by announcing that he wants themto become engaged and presents her with a ring.Page 97: Students summarize the events of the preceding chapter and relate what ishappening in Afghanistan to Natalie’s personal situation.Page 98: Consider asking students to research the inukshuk. What is its purpose? Whyis it appropriate as a memorial?Page 100: Students will probably guess quickly that the box contains a ring. Askstudents to debate whether René has chosen an appropriate moment to propose.TEACHER RESOURCEGUIDE126Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 126

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Page 102: RéflexionConsider asking students to write in their reflection journals all the reasons supportingre-reading of a chapter or a passage. They can then share their ideas with other groupmembers or with the class. Ask students to name portions of this novel which becameclearer to them when they read them a second time.CHAPITRE 16Louis marks the first anniversary of his arrival at the European front in a field hospital.He is happy because Marie-Jeanne is stationed at that hospital and they have bothreceived a few days leave in England. Louis is sad, however, because his friend Sergehas lost an arm and is being sent home.Page 103: Suggest that students write down their predictions and retain them forverification as they continue reading the chapter.Page 103: Suggest that students re-read chapter 11 where Louis describes life in thetrenches.Page 104: If students have forgotten the details, suggest that they re-read chapter 12,where Marie-Jeanne is introduced.Page 105: Suggest that students write down their predictions and retain them forverification as they continue reading. They will find the correct information in thenext chapter.TEACHERRESOURCEGUIDE127Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 127

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Page 106: Retour en arrière“Ce qui est arrivé à Serge” refers to the loss of his arm, not how it happened. Ask studentsto comment on Serge’s reactions on pages 105 and 106. In their opinion, is he puttingon a happy face for his friend’s benefit or is he sincere?Page 107: RéflexionEnsure that students read the final paragraph on page 106 carefully and that they areable to use it to predict the events that will be described next.CHAPITRE 17Louis describes the battle of Courcelette, in which more than 24,000 Canadiansperished, but successfully took a village away from the enemy. Page 109: Ask students to summarize what they learned in the preceding chapterabout the results of this battle as applied to Louis and Serge. Remind students of thedescription given by Louis at the end of chapter 16.Page 111: Remind students to use the illustration on page 110 to assist them invisualizing the scene. Consider asking them to jot down key words that describe whatthey visualized and to compare their lists of key words with other students.TEACHER RESOURCEGUIDE128Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 128

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Page 115: Retour en arrièreConsider asking students to discuss what choice Louis and the other soldiers (on bothsides) had. To whom was the victory worth the losses of lives?Page 115: RéflexionConsider asking students to write a response to this question in their reflection journals.CHAPITRE 18Natalie and René celebrate their engagement by attending a rock concert at the basein Kandahar. They are soon back in action, helping the local population who are inneed of medical attention. Natalie meets Farida again, but discovers that the youngwoman has been singled out by the Taliban terrorists and seriously wounded. She hasdecided to stop assisting the Canadians.Page 117: Ask students to orally summarize what has taken place in Natalie’s life recently.Page 119: Consider asking students to do some research on terrorism and civil wars inthe Third World. Page 122: Regard sur l’avenirConsider dividing students into groups ranging from extremely optimistic to extremelypessimistic. Each group then predicts Natalie’s future based on the overall philosophyof the group. The groups then come together with a representative of each in eachgroup to share and debate their ideas.TEACHERRESOURCEGUIDE129Curriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 129

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CHAPITRE 19Natalie and René spend a two week vacation in Cyprus.Page 123: Students should write down their predictions and retain them for verificationas they read the chapter.Page 124: Suggest that students re-read the paragraph facing this question beforeresponding. Consider asking students to describe how the six weeks must be passed inorder to guarantee a happy ending, and, if desired, what could go wrong.Page 126: Consider using this question as a topic for a formal or informal debate. Theresults could be used for formative assessment.Page 127: RéflexionAsk students to describe the strategies they use when they encounter unknownvocabulary.TEACHER RESOURCEGUIDE130Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written formCurriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 130

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CHAPITRE 20Louis has made a new friend, Yves, a rather bizarre soldier who trains rats he finds inthe trenches. Serge writes to Louis to tell him that things are going very well for himand his family in Montreal. Louis’ regiment is advised that their next task in to captureVimy. Check with your resource centre or the school’s history department to see ifthey have a film clip about Vimy or the Canadian war memorial.Page 129: Students should write down their predictions and retain them for verificationas they read the chapter.Page 131: Students should consider Serge’s probable lack of education, the size of thefamily, and the lack of opportunities for working-class families at the time whenresponding to this question.Page 134: RéflexionAsk students to think about other similar stories they have read or viewed. Did theycontain such scenes? Would students rather have the main story progress withoutinterruption? Why?CHAPITRE 21Louis describes how the Canadians won the battle of Vimy.Page 135: Students present their research findings about the battle.TEACHERRESOURCEGUIDE131Curriculum Link: Using processing skills, e.g., generating, analyzing, integrating,synthesizing, evaluating, forming conclusionsCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesCurriculum Link: Understanding content, Expressing and organizing ideas andinformation in oral or written form, Making connections to personal experiencesTresor Senior TRG p.1-198.2011:job 4/26/12 8:00 PM Page 131