Tu parles ! 1 Teacher Resource : simplebooklet.com

The choice between Units 2 or 3 and 4 or 5 will allow for:• variety from year to year for the teacher • the opportunity to choose a unit which will best interest the students• provide additional material for students in need of enrichment or variety• a reasonable pace in a semestered course, allowing time for assessment and evaluation and school activities.Each Unit is divided into three Modules (A, B and C). Teachers will recognize a pattern to the layout of the Modules. This pattern will be outlined in the Context for Learning.As students use the resource, they will be introduced to recurring characters. These teenagers have been chosen carefully in order to represent a rich cross-section of our demographic population. Our two main characters, Antonio (Tony) and Mélanie, will meet and interact with many other young people and adults as they explore their environment, their cultures, their interests, and participate in a variety of authentic social situations. Please see pages viii and ix in the Student Book for a listing of all the characters, with their photos.Tu parles ! 1 encourages students to listen, speak, read, and write in French as they explore the language in typical scenarios of teenage life. This resource has been designed with input from instructional leaders and teachers in classrooms throughout Ontario. The resource is comprised of the following:• Student Book• Teacher’s Resource• Student Workbook (Cahier)• BLMs (Black Line Masters – supplementary materials)• Video Program (18 clips)• Audio Program (up to 15 clips per unit)• Interactive games and activities for use with SMART Boards/media.The Student Book is comprised of 6 units, although only 4 units are taught in order to meet the essential Ontario Ministry expectations and content. • Unit 1 must be covered in order to create a clean introduction to the resource. • Teachers and students may choose Units 2 or 3.• Teachers and students may choose Units 4 or 5. • Unit 6 must be covered in order to provide closure and reflection at the end. Please see pages iv to vii in the Student Book for further detail. iiIntroduction Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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Pedagogy of the ResourceTu parles ! 1 provides the opportunity for students to feel accomplishment as they learn to better speak, understand, read, and write French. The program also considers the needs of all types of learners, instructional approaches, lesson design and instructional strategies in French as a Second Language.Students will be directed to complete authentic rich tasks, whether speaking, reading, or writing. These rich tasks will lead to rich assessment and evaluation. Please see the Assessment section for rubrics and assessment models.The video clips provide models of “teen speak”. The closed captioning allows for scaffolding as students watch, listen, and read for full understanding. The generous variety of audio clips will provide modelling, opportunities for practice and enrichment, and resources for assessment purposes.Language knowledge will be taught as needed by the students, in context, where students are given examples of the grammatical constructions and will immediately use the expressions in their communicative activities. Communication is the key goal, not the grammatical form.Current teaching methodology is prevalent in the program, supporting Differentiated Instruction (DI) to better meet the needs of all students. An extensive list of Instructional Strategies (pp. vii to xxii) is provided in this guide and these strategies are incorporated in the lessons of the resource. Learning Strategies are also emphasized with students, and highlighted throughout the resource. Please refer to La banque de stratégies de Tu parles ! 1 on pages x to xiii of the Student Book.Contexts for LearningEach Unit is comprised of three Modules (A, B, and C) which provide the contexts for speaking, listening, reading and writing development and activities. Each Unit begins with a two-page opener, presenting the context, or situation, within which students will be learning, along with an explanation of each Module. Within each Module:• Les buts d’apprentissage outline the learning goals for the Module. • Tu lis ! reading selections are always provided with audio clips to scaffold instruction. Avant de lire questions are provided to introduce the topic.• Audio and video clips launch the students into exploring new ideas for communication and discovery and support the Student Book storylines. They also provide models of communication for students.• Vocabulaire utile provides useful vocabulary for students as they develop their own vocabulary lists to facilitate communication. iiiTu parles ! 1 Teacher’s Resource Introduction©2015 RK Publishing

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• Tu parles ! and Tu parles encore ! are activities that stimulate talk and discussion, including two at the end of each Module which may be used as rich final tasks. Students engage with one another in realistic situations that encourage them to communicate their ideas. Models are provided to assist with this form of communication.• An anchor chart of language knowledge, for student reference and explanation. • Tu parles de l’image ! Once per unit, a photo or image is provided, along with discussion questions, to promote spontaneous conversation.• C’est quoi la culture ? explores the many facets of culture (history, foods, traditions, celebrations, etc.). This provides opportunities for discussion, sharing, reading, and extension activities.• C’est ton tour ! are tasks that focus on speaking and/or writing skills which may be used for practice or as a rich task for assessment purposes. Enrichment options are also occasionally provided here.UNIT AND MODULE TITLES:Unité 1 : Une nouvelle villeModule 1A Les présentationsModule 1B Les intérêtsModule 1C Ma communautéUnité 2 : En route vers les joutes !Module 2A Les préparatifsModule 2B Dans l’autobus…Module 2C L’arrivée à MonctonUnité 3 : Voyage de géo canadienneModule 3A Les préparatifsModule 3B En route !Module 3C On est arrivés !Unité 4 : La danse Module 4A L’explosion hip-hopModule 4B Alors, on danse ?Module 4C Bon courage !Unité 5 : Nouveaux médias et créativitéModule 5A Le superhéros dans chacun de nousModule 5B Alors, on bavarde ?Module 5C Une image vaut mille motsUnité 6 : Je suis unique !Module 6A Le carrefourModule 6B La vie communautaireModule 6C Comment je suis unique !VIDEO PROGRAM:• There are three clips per Unit (one per Module)• Closed captioning (CC) of the video program is provided to allow for scaffolding of instruction. CC is available in French only.• The characters in the videos are the same individuals as in the Student Book and Audio Program. Students will be able to recognize the characters by voice.• There is always an activity in the Cahier that correlates to the video and checks for comprehension.iv©2015 RK PublishingIntroduction Tu parles ! 1 Teacher’s Resource

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Influence of the Common European Framework of Reference, or CEFRDetailed information about the CEFR may be found in the publication Scenarios for an Action-Oriented Classroom (Levels A1 and A2) by Geoff Collins and Danielle Hunter (RK Publishing, ISBN 978-1-927548-17-2).The CEFR adopts an action-oriented approach that can be traced back to theoretical proposals made by philosophers of language and sociolinguists. The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals.General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal.A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.AUDIO PROGRAM:• There are 10 to 15 audio clips per Unit.• The voices of the characters in the video correlate to the voices in the audio.• The Tu lis ! sections are always supported with audio clips.• Listening comprehension activities are provided in the Cahier.CAHIER :The Cahier provides activities that support the following:• Speaking opportunities• Interactive games• Response to reading• Reading comprehension• Listening comprehension• Graphic organizers• Additional reading selections• Writing opportunities• Checklists for speaking and writing assignments in C’est ton tour !• Language knowledge practice activities, with models.BLACK LINE MASTERS OR BLMS (SUPPLEMENTARY ACTIVITIES):The BLMs provide additional reading selections, graphic organizers, possible enrichment activities, speaking activities, and some language knowledge practice (with models).v©2015 RK PublishingTu parles ! 1 Teacher’s Resource Introduction

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The Common European Framework divides learners into three broad divisions which can be divided into six levels: A Basic Speaker A1 Breakthrough or beginnerA2 Waystage or elementary B Independent Speaker B1 Threshold or intermediateB2 Vantage or upper intermediate C Proficient Speaker C1 Effective Operational Proficiency or advancedC2 Mastery or proficiencyThe CEFR describes what a learner is supposed to be able to do in reading, listening, speaking, and writing at each level.Level DescriptionA1Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself or herself and others and can ask and answer questions about personal details such as where he or she lives, people he or she knows and things he or she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.A2Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his or her background, immediate environment, and matters in areas of immediate need.Level DescriptionB1Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.B2Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his or her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.C1Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express himself or herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices.C2Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express himself or herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.WHAT DOES THIS MEAN FOR GRADE 9 ACADEMIC STUDENTS?Experts generally agree that Grade 9 Academic students will reach Level A2 with regards to the CEFR by the end of the course.viIntroduction Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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B. Instructional StrategiesAnchor Chart is a poster or chart paper on which information is made available to students for easy reference. This will detail processes (i.e., editing, how to determine the gender of a noun) or lists of information/examples (i.e., verb endings, expressions using a common format). Anchor charts are usually kept visible for several lessons so that students can learn to apply the knowledge in their work.Battleship is a game used to review language skills.• Students each receive two papers with 20 x 20 grids.• The rows and columns on the grid are labelled in various ways (see below). The classic game has letters for the rows and numbers for the columns.Please refer to this bank of Instructional Strategies as you use the Teacher’s Resource of Tu parles ! 1. This is not intended to be a comprehensive list of all pertinent teaching strategies in the FSL classroom. This list provides explanations for many of the current teaching strategies that have been developed in recent years, based on brain research, new pedagogy inspired by the Common European Framework of Reference, and new curricula that emphasizes oral communication. These strategies are specifically referenced and suggested in the Teacher’s Resource.• On one of the grids, each places five ships – one that covers five spaces, one four, two three, and one two. This grid shows the placement of their own ships and should remain hidden from the other player.• Once both players have placed their ships, play begins.• The first player guesses a grid location (ex., B-5).• If the other player has that square coloured in, he/she says “Hit” (and the guesser colours in the block on the second grid page). If the square is blank, he/she says “Miss” (and the guesser puts an X in the square). If a player has guessed all of the squares for a ship, the other player says “Hit and Sink” because that ship has been sunk.vii©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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• The other player then takes a turn guessing a location.• The first player to sink all five of the other player’s ships wins.Grid ideas:• ABC on the side, numbers on the top (Player calls B-5 to guess location)• Pronouns and nouns down the side, infinitives along the top (Player calls Marie chante to guess location)• Pronouns/Nouns with form of “to be” on the side, adjectives along the top (adjective must agree in gender and number to guess the spot)Birthday Line Up is a great team building or ice-breaker activity. • Tell students that they cannot talk from this point forward until you give them permission.• Tell students they must, in silence, form a line in order by their birthdates. Show where January 1 will start and where December 31 should end. • Then, give them time to talk to the people in line beside them to determine if they are in the right spot. They will need to ask and answer questions. • Once they successfully complete this challenge, you can give the following line up tasks: first name, height, etc. Brainstorming is an activity that generates multiple ideas in a short time. Introduce a topic, ask students to reflect for 30 seconds to one minute, then ask them to share their thoughts. Record these ideas on the board, SMART Board, or chart paper, without evaluating the value of the comments or ideas. Afterwards, these thoughts may be grouped, ideas may be added or deleted, and decisions may be made with regards to the further use of this/these brainstormed vocabulary/ideas.Bursting the Bubble is a great strategy for interpretive talk as it gives students a process in which to make meaning for themselves. This strategy can also embed equity and cultural understanding of non-spoken language. • Have students look at a graphic novel, culture related pictures, etc. Having pictures with cartoon characters or people will work best. Have them think about what the “reader” can learn about the characters, people, etc. from body language, visuals around the picture/graphic. What do the gestures tell us? How does their posture give us instant clues about their mood, state of mind, etc. (Are they nervous, confident, aggressive, happy?)• After a brief discussion about the way the image is presented, have the students enlarge the speech bubble or “burst the bubble” so that others can hear more about what the characters are thinking, feeling, and wondering about. • Have students write in the role as the character/person. To get them started, provide a prompt or have them think about what they would say if they were that character/person. viii©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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• Students write as much as they can – it may only be two lines or, depending on the level of the student, it may only be a few words. • Once they have completed writing, students can practise finding ways of saying those lines out loud with a partner. • Have students take on the role of the character/person and read the speech bubble out loud, sharing their interpretations. Extension:As students read out loud, classmates can ask their “character/person” questions, in the role of a news reporter, etc. This can help to gradually release the instruction and activity for the students. C’est moi ! (That’s Me!) is a low risk activity to check for understanding, build listening skills, and create an inclusive classroom. • Ask students to stand up and yell “C’est moi !” with enthusiasm and gusto when the teacher says a statement that applies to them.• Adjust the questions to provide useful information depending on the purpose of the lesson or this can simply be a quick and fun energizer activity. You can also have students remain standing for one or more key questions so that others can note them as a useful resource, or as having a particular skill, interest, etc.Note to teachers:Be sure to make at least one statement that applies to each student in the room to build inclusion. This can be a quick energizer activity of just a few statements or it can be used as an assessment for learning strategy. Teachers can make content related statements to check for understanding before moving onto a new topic or at the beginning or end of a lesson. Charades is a word guessing game. In the form most played today, it is an acting game in which one player acts out a word or phrase, often by miming similar-sounding words, and the other players guess the word or phrase. The idea is to use physical rather than verbal language to convey the meaning to another party.• The players divide into two teams.• Each team in turn produces a “secret” word or phrase, to be guessed by the other team, and writes it on a slip of paper. The slip of paper with the secret phrase is revealed to one member of the other team, the “actor”, but kept secret from the remainder of the other team, the “guessers”.• The actor then has a limited period of time in which to convey the secret phrase/word to the guessers by pantomime.• The actor may not make any sounds or lip movements. • The guessers attempt to guess the word or phrase based on the actor’s performance. They can ask yes or no questions, to which the actor may give non-verbal responses, such as nodding in affirmation. If any of the guessers says the correct word or phrase within the time limit on the slip, their team wins that round; if the phrase is not guessed when the time limit expires, the team that produced the secret phrase wins the round.• The teams alternate until each team member has had an opportunity to be the actor.Since so many rules can vary, clarifying all the rules before the game begins can avoid problems later.ix©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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Concentration is a memory game to practise words and/or phrases. To avoid direct translations, teachers are encouraged to use cards that have symbols or pictures and then the word in French. Any deck of cards or large sized cards for a whole class game may be used. • Divide the class into two teams, if playing as a whole class. • A player on one team chooses two cards and turns them face up. If they match, the team can play again. If they do not match, the cards are turned face down again and play passes to a player on the other team. • Limit the consecutive times a team can play to 2 or 3 times. • The game ends when the last pair has been picked up. The winner is the team with the most pairs, and there may be a tie for first place.• Time permitting, play again. Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. In concept attainment, students determine the attributes of a group or category that has already been formed by the teacher. Students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Steps of Concept Attainment: 1. Select and define a concept 2. Select the attributes/Students can also determine the attributes3. Develop positive and negative examples 4. Introduce the process to the students 5. Present the examples and list the attributes 6. Develop a concept definition 7. Give additional examples 8. Discuss the process with the class 9. EvaluateConcept Poster Preview is a strategy based on research that has shown positive effects from using advance organizers and building background knowledge before reading (Marzano et al., 2001; Stone, 1983). Concept Poster Preview is a short teacher presentation that uses a large poster you create with markers while you explain the concepts to be learned from the text. It is a powerful way to build background knowledge and vocabulary, and it can be an excellent form of comprehensible input for language learners.• Decide which key points you want your students to get from the text. Think about how you can draw these points on one or two large posters/chart paper. Examples include an illustrated timeline, a diagram, a story map, a character description, a Venn diagram, a cause and effect chart, a map or a drawing of a scene.• Lightly sketch in pencil the main lines, symbols, and words you will cover when you fill in the poster for the class. A little bit of forethought can make a huge difference in learning with this activity.• Mount the poster on the wall. In class, draw over the pencil lines with a thick marker as you preview key concepts in the text and draw symbols to illustrate key vocabulary. You can even use props, drama and physical objects if they fit the description. Students can take notes, if needed.x©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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• The teacher talk time during this activity should not last longer than 10 minutes. Have students do one or two Think–Pair–Shares (about 2-3 minutes each) during that time in order to process the information. The whole activity, including the Think–Pair–Shares, should not last longer than 15 minutes.• Keep the poster on the wall for reference during the lesson or unit. Refer back to it often. Source: Building Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities by Jeff Zwiers Decision Maker’s Flow Chart enables a student to structure the decision making process. It assists in providing a step-by-step process to make decisions and act upon them. Deux étoiles et un souhait (Two Stars and a Wish) is a strategy that can be used as a self and/or peer assessment tool. • Students comment on two things that were done well, or on two things that were learned.• Students identify one next step (un souhait), or one thing that the student still needs or wants to learn. • This activity may be done with the whole class, in a group, or individually.Devine la douleur is a game that will allow students to practise new vocabulary. Each student receives a piece of paper with the outline of a human body and a list of ailments. The student must identify three areas of the body that are hurting, or «qui font mal». Now, the student will proceed with the game.1. Find a partner.2. Don’t show the page to your partner. 3. Ask questions of the other player and respond to their questions. • Exemple : Question : As-tu mal à la jambe ?• Réponse : Non, je n’ai pas mal à la jambe. ou Oui, j’ai mal à la jambe ! 4. Mark the box beside the illness or injury after each question. If the other player responds “oui” circle or underline their answer.5. The first person who guesses the three parts of the body with the injuries of the other person, wins! 6. Find another partner to play the game a second time. Repeat two or three times.You may wish to expand this to have a student answer yes or no questions from the class or from a group in order for them to guess the maladie or douleur from the list.Dotmocracy is a simple method for recognizing points of agreement among a large number of people. The result is a visual representation of the group’s collective opinion. As compared to surveys, voting, or typical meeting formats, Dotmocracy provides unique and valuable opportunities. In a Dotmocracy process, every participant can simultaneously present his or her own ideas anonymously. The level of popular support for each idea can be quickly and accurately discovered through the dotting process. Feedback comments for each idea can also be recorded. Consensus and decision-making skills are practised. Dotmocracyhelps to quickly recognize students’ collective preferences, which can then lead to designing solutions or agreements of supported plans. xi©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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• Propose the topics, situations, problems, solutions, etc. to be discussed by the group. Listen to some ideas. • Post the topics, situations, problems, solutions around the room, ideally on chart paper.• Provide a certain number of dots, stickies to be used, or tell students that they can only colour in one dot/chart to a set maximum number. • View the results, and discuss the option(s). Exit Card/Ticket is a strategy that provides teachers with information about student learning.• Determine what question(s) to ask on the exit ticket. What question(s) should students be able to answer to prove that they understand the main idea of the lesson? Example: List three things you learned in class today. What was your favourite moment in class? Your least favourite? Explain why.• When creating the question, remember that both students and teacher will benefit most from a question that requires a synthesis of newly and previously learned information and an application of new knowledge in relation to themselves. • Write the question on an Exit Ticket template, sticky note, cue card, or scrap piece of paper. Students can also copy the question off the screen or board.• Take a moment to describe the directions and expectations for the Exit Ticket. Going over the card at the beginning of the lesson is one way that will help students focus on the most important ideas. • Give students time at the end of the lesson to complete their exit ticket. • Have the students line up at the end of the period and turn in their exit ticket on the way out. Now students can congregate at the door with a purpose! Or they can submit it as they leave. The teacher reviews the tickets after class. The ticket data will inform future instruction. Fly Swatter Game is a fun and easy game and a great way to review vocabulary or grammar in any language class. You will need two fly swatters.• Divide the class into two teams and give each team a fly swatter. Assign the job of scorekeeper to one student (perhaps to someone new to the class or to someone who has been absent recently). This gives them a chance to follow along and participate.• Using a board or overhead projector, set up the grid as follows with as many squares as you like (4 works well). Alternatively, instead of a grid, you could write the words randomly on the board to make the students search for them.• The first player on each team takes the fly swatter up to the chalkboard or projection. The teacher reads a clue – a single word or sentence that refers to one of the words on the board. The clue might be a: – key phrase – question – synonymxii©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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• The students have to figure out the meaning of the clue and then slap the correct answer with the fly swatter. The first person to hit the correct word wins a point and remains up at the board. The other student hands the swatter to the next person on his/her team, and the game continues. This game can be used for any level and for practically any grammar structure, culture topic, or list of vocabulary. • Before fly swatters are handed out, you must set firm rules about their misuse and monkeying around with them.French Family Feud is a game used to practise newly acquired knowledge. This game can be used for any level and many different “grammar” topics and/or lists of vocabulary. You may either stick to one topic (e.g., colours) or mix several lessons in to review them all at once (e.g., food and conjugations for manger and boire).• Make flash cards of whatever you want to practise: vocabulary, simple phrases, and/or grammar. Students can help make these cards.• Divide the class into two teams and have them come up with a French name. Give the job of scorekeeper to less motivated students, or the ones who absolutely do not want to play; this gives them a chance to follow along and still participate.How to play: (ex. adjectives)• The first player for each team goes to the front of the room. • The teacher holds up a flash card and calls whether it will be masculine, plural, singular, and/or feminine. • Players raise their hand if they know the correct form. The first hand raised gets first shot at answering. • If correct, he/she gets the point. If he/she makes a mistake (e.g., wrong word, wrong gender), the other player is able to try. If he/she too makes a mistake, their teammates can raise their hands and, when called on, try to answer.Scoring: Teams earn 2 points for correct answer by current players. 1 point for correct answer by teammates. Bonus points may also be earned – upon stating the correct answer, give student the opportunity to earn an extra point or two if he/she can do one of the following (depending on topic being reviewed):1. Use the word in a sentence.2. Offer a synonym or antonym.Gallery Walk is an activity that gets students out of their chairs and actively synthesizing important concepts. They are also involved in consensus building, in writing skills, and in public speaking.In Gallery Walk, teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups. Questions are posted on charts or just on pieces of paper located in different parts of the classroom. Each chart or “station” has its own question that relates to an important class concept. The technique closes with an oral presentation or “report out” in which each group synthesizes comments to a particular question.xiii©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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Graffiti is a stategy for vocabulary or idea generation. The teacher places chart paper around the room on the walls or on tables/desks. There is a heading or question on each piece of chart paper. With a partner or in groups, the students circulate to each chart and add their thoughts. Human Bingo is a strategy to help to get to know the students in the class, reinforce learning, and celebrate the uniqueness of the students in the class. Prepare a bingo grid and have statements of things that could relate to the students. Have students go around, ask questions and find out who relates to each statement. Jot down the name of the person in the square. Decide if you will be completing a row, two rows, or the whole grid. Human Graph is a strategy that is a physical process to gain an understanding of the scope of the individual and group knowledge. This strategy allows the teacher to quickly gain an overview of the current level of knowledge of individuals and the group. It also allows individuals to think about and evaluate their level of knowledge. It can also be used to show learning growth when used throughout the learning process.• Ask the students to think about their level of knowledge and understanding of a particular topic. • Ask the students/participants to stand in a line that represents a continuum of opinion (ex., Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or topics of interest (ex., different genres of music). The purpose of this activity may vary widely, thus always providing a fresh experience for students. • Ask a question of the students and provide a few moments of think time for them to consider what they will say when they stand at the picture/statement of their choice. • When students arrive, they form a bar graph, and can turn to a partner from the same line or another line to share their ideas (for example, why they think that Antonio is the best character in the story)• The teacher and students can then gain a visual representation of current knowledge and understanding. The teacher can ask questions of the line or groups. • Learning activities can then be scaffolded according to the results of the activity (e.g., whole group learning, small group learning, individual learning).• Participants can be paired from either end of the continuum to form cooperative learning groups so that at least one member of the group has some knowledge.• Mixed groups can be formed and activities can be facilitated that continue to build on the group’s knowledge, e.g., Hot Potato, brainstorm, etc. • Group knowledge can then be displayed/shared and circulated so that all students/participants have access to this foundation level of information.• The process can be used mid-lesson (or mid-unit) and again at the end to assess knowledge growth.xiv©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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Inside/Outside Circle (Kagan, 1994) is a summarization technique that gets students up and moving. It provides a safe structure in which students can interact. • After students read a section of text or think about a given topic, the teacher divides the group in two. • Half of the students stand up and form a circle with their backs to the inside of the circle. They are partner A. • The other half of the class forms a circle facing a partner from the first circle. These students are partner B. • Partner A will speak first, quickly summarizing what they read. This takes about a minute. Then partner B speaks for the same length of time, adding to the summary. If the teacher stands in the centre of the circle, he/she can easily monitor student responses.• After sharing and summarizing, ask students who are partner A to raise their right hands and then move two people to the right to meet with a new partner. Repeat the summary with partner B speaking first. • For the third move, have all students who are partner B raise their right hand and move two people to the right. After they are with a new partner, they continue with the summary with partner A speaking first. • Depending on the size of the class, teachers may have students move more or fewer times to complete the activity. Note to teachers:Inside-Outside Circle holds all students accountable for having something to say and maximizes the “speaking time” of each student during a lesson. The purpose of the interaction may vary (spontaneous dialogues, summaries, descriptions). It is useful to have an auditory prompt (bell, buzzer, clicker) to begin and end conversations, or to switch roles. The teacher can use this activity as a formative assessment by standing in the centre of the circle and listening to the conversations that take place. It also provides an excellent opportunity to make gentle and pertinent corrections to errors between pairings.Jigsaw is a cooperative learning strategy that enables each student of a “home” group to become an expert in one specific topic. Students meet with members from other groups who are assigned the same “expert topic”, and, after mastering the material, return to the “home” groupand teach the material to their group members.Just as in a jigsaw puzzle, each piece or each student’s part is essential for the completion and full understanding of the final product. This is what makes a Jigsaw instructional strategy effective. • Assign students to “home” teams of 4 or 5 students (generally their regular cooperative learning teams). Have students number off within their teams.• Assign study topics to “home” team members by giving them an assignment sheet or by listing their numbers and corresponding roles on the board. • Have students move to “expert” groups where everyone in the group has the same topic as themselves. xv©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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• Students work with members of their “expert” group to read about and/or research their topic. They prepare a short presentation and decide how they will teach their topic to their “home” team. You may want students to prepare mini-posters while in their “expert” groups. These posters can contain important facts, information, and diagrams related to the study topic. • Students return to their “home” teams and take turns teaching their team members the material. I find it helpful to have team members take notes or record the information in their journals in some way. You may want them to complete a graphic organizer or chart with the new information. • Involve the class in a whole-group review of all the content you expect them to master.Memory is a card game designed for two or more people. • Cards are laid out in a grid, face down, or taped to the white board. Players take turns flipping pairs of cards over or selecting cards. • For each turn, the player will first turn one card over, then a second. If the two cards match, the player scores one point, the two cards are removed from the game, and the player gets another turn. • If they do not match, the cards are turned back over. • To make the game more conducive to oral language development, the student or team may win a bonus point by making a statement about the content of the card, or by using the vocabulary on the card.The object is to match more pairs of cards than the opposing player. When cards are turned over, it is important to remember where they are when the matching card is turned up later in the game. Mix-Music-Meet is a kinesthetic strategy to make connections to learning while moving. It allows for random groupings and encourages hearing different ideas and perspectives. • The teacher starts upbeat French-language music. This is a great way to embed some current French-language culture.• When students hear the music, they stand and move around until the music stops. Ensure that the group really moves around. • The teacher stops the music and gives three clues. 1. What students will discuss; 2. How many people will be in the group; 3. Who you will group with – same colour hair, same type of footwear, etc.• Students discuss topic. Everyone must take their turn to speak.• When the music starts again, each student thanks their partner/group members.• Repeat steps 2-3 times or as time/interest/time on task permits. • The teacher may wish to pause at various points to share some ideas with the whole class or to have students return to their seats and jot down an idea that they heard. xvi©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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Paper Pass is a great game to review verb tenses, cultural facts, or literary characteristics/devices/information.• Students are seated in rows, up to 6 in a row. There is one piece of paper per team, and each member must have a pen or pencil to write. • The teacher will call out, for example, the name of a character. • Player one will write ONE characteristic (en français) as quickly as possible. The player will then pass the paper back to the next player, who will then write another characteristic/fact. This process will repeat until the last person on the team has written something. • Once the paper reaches the last person, that student must walk quickly up to the front, where the teacher will scan the answers. If correct, that team receives a point, if not there is a chance to continue. • There is the opportunity to help teammates. Player one can help player two, player two can help player three, and so on. • Once the round is over, the last player moves to the front, and each other player moves one space back. • The game can be played for 15-30 minutes, or for as little as 10 minutes. This also works well to review verb tenses. (i.e., Call out a verb, and each player is a subject – je, tu, il / elle / on, nous, vous, ils / elles. At the end of the round, rotate. Students will have the chance to review all forms of different verbs). Placemat is a strategy used to generate ideas and vocabulary. A piece of chart paper is placed on desks, with 4 students per page. A question or topic is shared and students must write or generate ideas in their section. They must then discuss amongst themselves and come to a consensus, to be written in the centre block or circle. This may be shared with the class.Plus, moins, intéressant (“Plus, Minus, Interesting” by Edward de Bono) is a PMI decision-making strategy that allows a student to see the advantages and disadvantages of an idea or solution. It also requires the listing and examination of interesting aspects of the idea or alternative. This strategy can help prevent making judgments based solely on emotion. It also can prevent a valuable idea or interesting component from being rejected. 1. Identify a proposition or alternative that can be explored.2. Label three sections on a piece of paper or on the board. P (Plus) M (Moins) I (Intéressant)3. Students should take time to silently consider the advantages and disadvantages related to the alternative. Then list aspects of the alternative that do not exactly have a positive or negative value. This individual thinking can increase whole group involvement. xvii©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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4. If using whole group, allow each person to contribute ideas that they constructed related to the alternative.5. Examine the lists to make decisions and judgments.Quelle est la question ? is a game to practise asking and answering questions.• The teacher needs to prepare “answers cards” (written or visual) to possible questions about vocabulary, cultural themes, etc., whatever might be appropriate for students to practise asking questions and responses. These cards are placed on the grid, face down.• Draw a grid on the board or on the SMART Board. The grid could have categories or it could be played as a tic tac toe board. • Divide students into teams. • Teams select a square and try to use a correct question to respond to the answer. • If the question is correct, the student team can mark an X (or receive points for that question). They may select another square of the grid, and repeat the same process. (Maximum two times in a row/team). If the first team is unable to answer the question correctly, the other student team has a chance to correctly answer and earn the point. Qui suis-je ? / 10 Questions is a game where students attempt to discover the secret identity of a person, place, or thing placed on their back. This is designed to practise asking questions. The teacher or students make cards, and place one on each student’s back.1. Students stand up and raise their hand until they find a partner.2. Partner A turns around to show Partner B the card on his/her back, and asks 3 (or 10-set a maximum) yes or no questions to discover his/her secret identity. 3. Switch roles. Partner B now asks questions. 4. Partners shake hands, thank each other and raise their hands to find a new partner. 5. With any partner, students may make one guess at their identity. If they are:• wrong, they keep playing.• correct, they move their identity card to the front and become a helper, whispering clues to their classmates. Quiz Quiz Trade is a game where students are able to quiz one another on content that has been taught and review the information. This activity provides structured oral language development for students and a quick opportunity to get up out of their chairs and talk with another partner. • The teacher passes out cards that have a question and answer on it to help students review information.• Students find a partner. • The students decide who is Partner A and who is Partner B. • Partner A reads the question on his/her card out loud and quizzes Partner B. • Partner B then answers the question aloud to Partner A. • Partner A praises and coaches Partner B on the content of the card.xviii©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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• Partner A and B trade roles, in which Partner B now asks the question on his/her card and Partner A answers. • After both partners have answered each other’s question, they trade cards.• The students then find another partner. • Students can then talk with at least 3-5 other partners. Story Prediction is a strategy used to assist students in predicting what they will be hearing or reading. An example of this in context is provided in Unit 1, Module 1B, on page 54 of the Teacher’s Resource.3 Stray 1 Stay is a strategy that allows for sharing during group work.Students periodically take a “break” from their work and send one group member to another group to describe their progress. The role of the group is to gain information and alternative perspectives by listening and sharing. The number of times the group sends a representative to another group depends on the level of complexity of the problem. T-Chart is a type of a graphic organizer in which a student lists and examines two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions, similarities and differences, etc. For example, a student can use a T-chart to help organize thoughts graphically and visually about: • Making a decision by comparing resulting advantages and disadvantages (like getting a pet or a new job, planning a vacation); • Evaluating the pros and cons of a topic (for example, adopting a new invention); • Itemizing the problems and solutions associated with an action (for example, analyzing the plot of a story, or moving to a new city); • Listing facts vs. opinions of a theme (useful to use after reading a selection of text or a news article); • Explaining the strengths and weaknesses of a piece of writing (useful after reading a piece of persuasive or expository writing); • Listing any two characteristics of a topic (like the main ideas for a given topic and a salient detail for each idea);• Or as used in this guide for greetings and responses in Unit 1.Team Stand ‘n Share is a strategy used to share information after group or team work has been completed. It highlights the common results of the groups, and the differences.Teams check off or add each idea as it is shared by other teams, sitting down to show that every teams’ ideas have been shared.1. All students stand near their teammates.2. The teacher calls on a standing student holding the team list.3. Selected students state one idea from the team list.4. The student in each team, who is holding the team list, either adds the item to the list, or, if it is already listed, checks it off.5. Students pass their team list one teammate clockwise. xix©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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6. Steps 2-5 are repeated. 7. Teams sit when all their items are shared. While seated, they add each new item(s) using Round Table. (Team Stand ‘n Share p. 6.37 Cooperative Structures, Kagan)Think Aloud is a strategy used to make clear the thinking processes used to make decisions. The teacher should model this when specifically teaching new material. For example, if helping students decide how to answer a question properly, the teacher would read the question, highlight the question word and vocabulary that could help in the creation of the answer, then create their answer, explicitly explaining each word choice as they go. The teacher may find this strategy useful for asking students to put into words their own processes. This is particularly useful when helping a student who is having difficulty putting new knowledge into practice.Think-Pair-Share is a strategy designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer.• The use of the Think-Pair-Share strategy will be based on your learning goal for the lesson. This strategy works well with a reading or listening activity or after the teacher has explained a cultural concept, etc. Teachers might wish to develop a set of questions or prompts that target key content/language concepts being studied. • Describe the strategy and its purpose with your students, and provide guidelines for discussions that will take place. Explain to students that they will:1. think individually about a topic or answer to a question;2. pair up with a classmate to discuss the topic or question; and 3. share ideas with the rest of the class.• Using a student or student(s) from your classroom, model the procedure to ensure that students understand how to use the strategy. Allow time for students to ask questions that clarify their use of the technique. (This may need to be repeated at another time, but once students have practised the strategy it will become easier.)• Once students have a firm understanding of the expectations surrounding the strategy, monitor and support students as they work through the steps below. As an extension, teachers may also ask students to write or diagram their responses while doing the Think-Pair-Share activity. – Think: Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students “think” about what they know or have learned about the topic for a given amount of time (usually 1-3 minutes). – Pair: Each student should be paired with another student. Teachers may choose whether to assign pairs or let students pick their own partner. Remember to be sensitive to learners’ needs (reading/listening skills, attention skills, language skills) when creating pairs. Students share xx©2015 RK PublishingInstructional Strategies Tu parles ! 1 Teacher’s Resource

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their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (provide a time limit). – Share: Once partners have had ample time to share their thoughts and have a discussion, teachers expand the “share” into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class. After the class “share,” you may choose to have pairs reconvene to talk about how their thinking may have changed as a result of the “share” element.Note to teachers:This strategy provides an opportunity for all students to share their thinking with at least one other student. This opportunity increases students’ sense of involvement in classroom learning. Think-Pair-Share can also be used as an information assessment tool; as students discuss their ideas, the teacher circulates and listens to the conversations taking place and responds accordingly.Practising any instructional strategy with personal content or “easier content” at first will help students become comfortable with the strategy and process rather than struggling with instructions and thinking about the content. Thumbs Up! As a quick check in on content, at the beginning, middle or end of a lesson, ask comprehension questions, and check for understanding. It is a quick assessment for and as learning strategy. Thumbs Up/Thumbs Down Frequent quick thumbs-up/down/sideways responses from students can give instant feedback during a discussion or activity. If you’re concerned this is a self-assessment, you can ask a thumbs-up student to explain briefly or use some probing questions with a thumbs-down student to find out the source of the confusion (which other students probably share too).The teacher asks a question. If the student feels that they know the answer, they indicate with a thumbs up. If they do not, it’s a thumbs down and if unsure, then thumbs sideways. Turn-to-a-Partner is an activity that encourages a quick sharing of ideas between students. This also provides an opportunity for talk in French. Students should consult a student that is seated fairly close to them in order to minimize classroom disruption and time needed to get organized. The teacher must structure the sharing appropriately with a clear topic and a clear idea of the purpose of the talk and the time allowed for the activity.Web is a graphic organizer used to organize thoughts on a theme.Write your topic in the centre circle and details in the smaller circles. Add circles as needed. Connect the smaller circles to the centre circle to create the “web”.xxi©2015 RK PublishingTu parles ! 1 Teacher’s Resource Instructional Strategies

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Lesson 1 2. Model how to introduce oneself to a friend or another student. Explain to students the differences between greeting and introducing oneself to a friend, or someone of the same age versus greeting and introducing oneself to someone older, or in a position of respect/authority. This could lead to a brief cultural discussion to make connections from the students’ world to Francophone culture. You may wish to model an introduction to another student. You will now tell the class that they are going to pretend to meet another student in the class. It is reasonable to expect that, at this level, students will have some ability to introduce themselves and to greet someone. Modelling is still very important at this stage of the process.T: Bonjour ! Je m’appelle _____________.(You may wish to make up a first name—try to include a French-type name, and one that is not used in the text. Choices: Daniel, Martin, Josée, Lise, etc.)Ça va ? You will now have the student respond to the question. S: Ça va bien, merci. Je m’appelle _____________ (name of student). V AYou will be able to use this as an assessment in determining future strategies to assist students who need extra help or enrichment opportunities. A K 3. Inside/Outside Circle (see page xv in Teacher’s Resource). Using this strategy with this limited content will help students become familiar with the steps in the strategy, and will make it easier the next time it is used with more difficult content. Students will be labelled circle A or B. You might call on circle A to start the introductions, with circleB responding or vice versa. Students can follow the model or should be encouraged to use some of the other expressions that have been brainstormed on the T-Chart. If the classroom set-up doesn’t work for a circle, have the students face one another in lines, within the desk rows. 1. Minds-On! V A AFLTalk about how we greet friends. Brainstorm a list of some of the expressions in French that the students already know. You may wish to create a T-Chart (see page xix in Teacher’s Resource) on the board to keep track of greetings and of possible responses to greetings. This chart can be used later on, as the class expands its vocabulary with greetings and responses, according to the new vocabulary used in the chapter. Lesson 1Module A: Les présentationsNOTESThe suggested time this lesson will take is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 2-6• Audio Tracks 1.1, 1.2, 1.3• Cahier pp. 1-7, Ex. A to G• teacher-prepared large cards for Quelle est la question ? vocabulary game (optional)• cue cards (optional)2Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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4. Action! Meaning into context V AHave students look at the tableau visuel on pages 2-3 of the Student Book. Ask questions about the pages to personalize the images, and to provide a preview of what is to come. T: Où Tony va-t-il habiter maintenant ? – Est-ce que les amis de Tony vont lui manquer ? Comment le sais-tu ?– Peux-tu nommer d’autres détails de la vie de Tony ?You can confirm the information the students are providing, and can tell the class a little more about the context of the story. This will help provide a good foundation for speaking, listening, reading, and writing activities throughout the module. Play Audio Track 1.1.AUDIO TRACK 1.1The content of Student Book pages 2-3 is provided to assist with comprehension and scaffolding.1.1 5. Explain the messages on pages 2-3 that you feel students will need in order to understand what is going on in the Student Book. If desired, call on volunteers to read the messages aloud. MODEL:Tu vas nous manquer. Mime waving goodbye while tearfully reading the sentence. Sans show an empty pocket or box. Explain: Je ne peux pas aller au restaurant sans argent ! Tu pars Ask a student to stand up and head for the door, on a given signal. With a surprised voice ask, « Tu pars ? » The student opens the door, saying « Oui, c’est fini. Je pars. Au revoir! » Triste Draw happy faces and sad faces on the board. Present students with a situation, e.g., «Demain, il n’y a pas de classes ! Êtes-vous heureux ? Êtes-vous tristes ? » Point at the appropriate drawing as you ask the questions. Ask another question that will produce the opposite response, so that students are using both adjectives. Réussir « Voici les résultats d’un test de vocabulaire. » Write random French names on the board and passing marks: Kofi 6/10, Marie 8/10, Iman 5/10, Marc 9/10. And write one name (ensure it is not the name of a student in the class) without a passing mark, e.g., Jean-Claude 3/10. Explain: « Pour réussir, il faut au moins une note de 5 sur 10. Est-ce que Marie réussit ? Qui ne réussit pas ? » 6. Have students turn to page 4 of the Student Book.Here they will learn more about the main male character in the Student Book, Antonio or Tony. Have students look at the image at the bottom of page 4 with the listening icon. This is only the second listening activity of the semester, so students may need a refresher on listening strategies and the process for listening activities. The process may include listening to the piece once, with their Cahier closed, then reviewing the questions in their Cahier, and then listening again. Before listening to Audio Track 1.2, take a few moments to review listening strategies with the class. What are some strategies that we can use to maximize understanding of the listening activity? Predict some vocabulary that students might hear. Listen for the main ideas, rather than each word, etc. Refer students to page xi in the Student Book.T: Quelles stratégies peut-on utiliser pour mieux comprendre ? 7.Play Audio Track 1.2 for students. 1.2 A AFLEncourage students to just listen to the piece without looking at their Cahier. After students have listened to the audio track once, ask a few simple comprehension questions.T: Qui parle ?- De quel sport parlent-ils ?, etc.Play Audio Track 1.2 again and allow students a few moments to complete page 2, Ex. B of their Cahier. Take up the activity with the group. Ask students to reflect on what they understood well and what they had trouble with. This activity is not necessarily intended to be evaluated.3Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing

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AUDIO TRACK 1.2Je m’appelle AntonioM. Tremblay : Bonjour, Antonio ! Je suis ton entraîneur, Serge Tremblay. Fais-nous une petite description de toi !Antonio : Salut, les Étoiles ! Bonjour, monsieur ! Euh… mon surnom est Tony. Euh… eh bien, je suis très sportif ! J’adore jouer au hockey, bien sûr ! Euh… et j’aime jouer au soccer et au baseball. Je fais du karaté et de l’haltérophilie aussi. Hum… euh… oh, je suis très organisé et ponctuel mais pas très bon en maths. Je vais habiter avec ma tante. Elle est très gentille, et mon oncle aussi. Ils sont super ! J’adore la poutine mais je déteste le foie. Euh… euh… oh, et j’aime jouer à des jeux électroniques. Mais ma passion, c’est le hockey.M. Tremblay : Formidable ! Bienvenue à Ottawa ! Tu vas aimer jouer pour notre équipe. Tout le monde a hâte de faire ta connaissance. Antonio : Merci, monsieur ! J’ai hâte de rencontrer tout le monde moi aussi ! 1.2Post-Listening: Ask students to share the information they gleaned from this audio clip. 8. Bonjour ! V APre-Reading: Have the students turn to page 5 in the Student Book. Ask them to look at the page, focusing on the text features, i.e., pictures, graphics, titles, etc. This will help them to preview the text. Ask a couple of general questions about what they see on this page. For this, have students use the strategy Think-Pair-Share (see page xx in Teacher’s Resource). Ask students to decide who is partner A and who is partner B. Depending on the letter called, the person will respond to the question. Encourage students to respond in complete sentences. You will state the question (please see examples), and then the name of the partner that will think and share with the others. Partners can help, if necessary. Ensure that each of the partners has the chance to respond to one or two questions. This will help to see that students are speaking. By doing so in a smaller setting, there is less risk, which can help build confidence. T: Antonio habite maintenant à Timmins ou à Ottawa ? - Quel âge a Antonio ? Comment le sais-tu ? - Quel est le surnom d’Antonio ?- Avec qui parle-t-il ? - Est-ce qu’Antonio est sportif ? Comment le sais-tu ? During Reading:Using the pairs from the previous activity, have students read or act out the scenes from the photos. Have them repeat the process, this time reversing roles. Post-Reading:Once completed, students may turn to page 3, Ex. C of their Cahier to verify their understanding. Page 5 of the Student Book is provided on Audio Track 1.3 to assist in the scaffolding of instruction. 9. Writing VHave students turn to page 1, Ex. A of their Cahier. Explain that over the course of this unit, students will be introduced to the characters who will appear throughout the Student Book. This is a place for students to record the information about each character. Based on the listening, reading and speaking activities, take a few moments to complete the sections for the characters that have already been introduced. ENRICHMENT 10. Fun with Words! For additional practice, you may wish to incorporate a vocabulary game into the lesson. Quelle est la question ? (see page xviii in Teacher’s Resource). You may wish to prepare large cards ahead of time that can be attached to a grid that is drawn on the board. 1.34©2015 RK PublishingUnit 1 Module A Tu parles ! 1 Teacher’s Resource

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11. Je lis ! Pre-reading: Have students look at the reading on page 5, Ex. E of the Cahier, in order to reinforce the literacy strategies that they typically use in their first language and help them recognize how they can be applied to learning French. Students will note some of the following: • It’s an e-mail;• It’s addressed to mom and dad, and sister, etc.Read the e-mail aloud to the class once. Ask students to take a coloured marker or pen and underline the words that they know. What they will likely discover is that they know more than they thought they did. Ask a variety of students to share their underlined words with the class. Discuss some of these words if everyone is not familiar with them.Before students respond to the V A K AFL questions about the e-mail on page 6, Ex. F of the Cahier, use a strategy called Human Graph (see page xiv in Teacher’s Resource). You may wish to write on the board two or three headings, in this case, Vrai, Faux, Peut-être.You can then call out some statements. The class will take a moment to think about the response and stand in front of the heading that they think is correct. Later in the lessons, this activity will be developed further to incorporate speaking, but for now students will use this as a check. If they see that the majority are going to a certain spot as an answer, they will be encouraged to think about their answer and find proof in the text. It will serve as a double check for the students, as well as an assessment for learning for yourself, the teacher. When students are writing their final responses, you may wish to check in with certain students to ask further questions for explanations to answers. 12. Consolidation V A AFL AALBuilding on the skills from the beginning of the module, have students participate in spoken interaction activities including page 6 of the Student Book and page 4, Ex. D of the Cahier. If time permits, have students create cue cards with numbers 1-4 on one side, and have them put one name on each card from the character names provided on page 5 of the Student Book. You can use an abridged version of the strategy Mix-Music-Meet (see page xvi in Teacher’s Resource) to have the students move around, and when the music stops, you will then call out which numbers will pair and act out the introductions, which can be based on the model on page 5. The newly formed pair can then form a group of four, and one partner can introduce the other using «Je vous présente _______. » Students may also complete page 7, Ex. G of the Cahier.ENRICHMENTStudents who are ready, can add additional expressions to their dialogue. This will model for other students, and will also continue to build on authentic oral communication. As groups become comfortable, encourage the original pairs to come and visit you, so that there can be some immediate descriptive feedback provided. 5©2015 RK PublishingTu parles ! 1 Teacher’s Resource Unit 1 Module A

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Lesson 2NOTESThe suggested time this lesson will take is 3classes or approximately 225 minutes.MATERIALS• props to describe adjectives (file folder, books, a picture, a ball)• Student Book pp. 7-9• 6-8 pictures of famous people from magazine• 6-8 more celebrity cards (optional)• Cahier pp. 1, 7-13• Video Segment 1• dice• BLMs A-E 1. Minds-On! V A KWhat is an adjective? Start by providing some examples in French that are similar to English words, so that students can become familiar with the cognates. For example, actif, difficile, grand, intelligent, organisé, sportif, etc. You may wish to write these on the board. See if students can add to the list in a class remue-méninges. Ask students what an adjective is. You may also wish to provide a model sentence as an example. T: L’enseignant est organisé et discipliné, mais aussi très sympa. Try to elicit the definition of an adjective from the class, before providing the answer. 2. Call on 4-5 students, who will model various adjectives. You may also wish to provide some additional props to enhance the description. For example, file folders for someone who is organized, several books for someone who is intelligent, a picture for someone who is artistic, a ball for someone who is athletic, etc. This will also help make it about the adjective and less about the person who is “modelling” the adjective, which can make the learning environment more comfortable. 3. You may choose to begin by asking questions. Students will practise with you first to generate confidence.T: Est-ce que _______ est sportif / sportive ? (Point to student holding ball.) Ask class to state, « Oui, _____ est sportif / sportive. » Repeat for the other examples. For the second round, structure the questions for a « non » response. T: Est-ce que ___________________ est organisé(e) ? (Point to student who is holding ball.) Ask class to respond by stating, « Non, ____________ n’est pas organisé(e). Il / Elle ______. »Repeat for the other examples. Try to ensure that you have a mix of boys and girls as examples. Then ask if the student is sportif / sportive or actif / active, etc.T: _______ est sportif ou sportive ? (Stand a boy and girl student beside one another, and ask:) - Sportif ou sportive ? - Actif ou active ?- Intelligent ou intelligente ?- Chanceux ou chanceuse ? Note the differences. Write some examples on the board, if needed. 6Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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4. Have students turn to the V A Ksentences at the top of page 8 of the Student Book. Read the sentences aloud to them. You may wish to have students use Think-Pair-Share (see page xx in Teacher’s Resource).T: Explique pourquoi l’adjectif discipliné est différent dans chaque cas. Listen to some of the students’ answers, which will include, singular, plural, masculine, feminine, etc. Have students note that some adjectives are regular and some are irregular. There are charts provided on page 8 of the Student Book.If time permits, have students work in groups to complete the Tu parles de l’image ! activity at the bottom of page 8. Students can even try to incorporate descriptive words or adjectives into this activity, where possible. 5. Action! V A KPost on the board 6-8 pictures of famous people or pictures from a magazine. Put the person’s real or fictitious name. Depending on the level of the class, beside the name, you may also wish to write an adjective in its masculine and singular form. If time permits, you may wish to make up sets of cards with 6-8 or more different pictures of celebrities and/or pictures from a magazine, enough for one set per group of 1 to 4 students. You may wish to model the process, with the help of another student, prior to having students move around. Then have students move around, or pre-select pairs and have them ask and respond to basic questions.T: Qui est / sont ton / tes personnage(s) ? S: Mon personnage est / Mes personnages sont ________.T: Comment est _______ ? Comment sont _________ ?S: Elle est gentille, charmante, etc. Ils sont sévères, grands, etc. T: Merci. At the end of the process, have students switch pictures with the person with whom they just paired. Find a new partner. Repeat the process 3-4times. Before the last round, inform students that it will be the last switch and that they will now present their exchange to the class.ENRICHMENTFor additional speaking practice, students can model conversations based on page 7 in the Student Book. Both Ex. A and B will enhance spoken interaction comfort and also practise the use of adjectives. 6. Have students turn to page 9 of the Student Book. On this page is a picture of Tony and Mélanie, which will set the stage for Video Segment 1. Ask students to predict what they think the conversation will be about. Where is the scene taking place? Time of day, etc. 7. Play Video Segment1 where Tony and Mélanie meet up again at school. Verify the predictions that the class made. Discuss any discrepancies. You may wish to take this opportunity to help students better understand any difficult or new words and expressions presented in the video segment. Play the video segment again and have students complete pages 10-11, Ex. K of their Cahier.BEFORE ALL LISTENING ACTIVITIESThe teacher may refer students to pages xii and xiii of their Student Book for Learning Strategies that students are encouraged to use to increase their understanding as they listen to audio or view video. The teacher is encouraged to target ONE strategy per activity to focus the students’ attention on increasing their understanding. After the activity, a brief discussion of how the strategy helped will be beneficial, and the teacher may wish to create an Anchor Chart that is added to as each strategy is used. This is an important metacognition strategy. This method may also be used for Speaking, Reading, and Writing skill development.17Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing

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VIDEO SEGMENT 1Narratrice : Voici Tony dans le corridor de sa nouvelle école. Il est nerveux, et il ne trouve pas sa salle de classe. Il regarde son horaire.Tony : Ouw ! Oups ! Pardon !Mélanie : Aïe ! Oh, ça va. C’est juste un livre ! Oh ! Tony, n’est-ce pas ? Salut, Tony !Tony : Salut, Mélanie ! Désolé, je suis toujours en train de regarder mon horaire !Mélanie : Hé, laisse-moi regarder ! Oh, tu t’en vas à la classe de sciences.Tony : Tu vas à la classe de sciences toi aussi ?Mélanie : Non, désolée, je vais à ma classe favorite, le dessin, avec Mme Delman. Et toi, ta classe favorite… je sais, l’éducation physique !Tony : Oui ! Oui ! Mais j’aime aussi l’histoire. Mélanie : Oh ! Alors, tu vas aimer Ottawa ! Dis donc, veux-tu visiter la ville avec moi samedi ?Tony : Euh… oui ! Oui ! Samedi, c’est parfait !Mélanie : Oh non ! Les cours commencent ! Je me sauve ! Salut, Tony !Tony : Salut ! Et merci ! Tony : Oh non ! Où est ma classe ? Je vais être en retard !1For oral practice, have students model conversations from Student Book page 7 Ex. A and B.Refer students back to page 1 of their Cahier to add to or complete the character descriptions they already started. 8. Have students turn to page 12, Ex. L of their Cahier. Students will read an online chat session between Tony and his best friend from Timmins, Jason. In this back-and-forth dialogue, Tony describes to his friend Jason his new life in Ottawa, his hockey team, and the new friends he has made at his school in Ottawa, particularly Mélanie.Have students complete page 13, Ex. M of their Cahier to practise their writing skills in French and to further develop the chat session from page 12. Students will also have the opportunity to practise using adjectives in French. 9. Consolidation V AFL AALHave students turn to Ex. G on page 7 of their Cahier. This can be completed as a whole class activity or with partners. Once completed, you may wish to have students play the game on page 4, Ex. D of their Cahier. You will need one die per group.Have students complete page 9, Ex. I of their Cahier. This will help put their learning into context. Following the model of three sentences, students will write one sentence about themselves using two adjectives; one sentence about a male friend using two adjectives, and one sentence about a female friend using two adjectives. Students then describe their favourite male and female artist, using two adjectives for each. You are encouraged to circulate around the class at this time to offer suggestions and to ask questions, which is important to the feedback process. Additional adjective practice is available on BLMs B-E. 8Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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1. Minds-On! V A K AFLRefer students to page 9 of their Student Book, Est-ce que tu parles…. Use the strategy That’s Me! (C’est moi !) (see page ix in Teacher’s Resource). You may wish to ask students questions such as:T: Qui parle français ?- Qui parle grec ?- Qui parle hindi ?, etc.- Est-ce que quelqu’un dans la classe parle… ? ou- Qui connaît quelqu’un qui parle… ?You may wish to take note of students’ answers. This information about the class could later be referred to in conversations about culture. Teachers could also display pictures of various flags from around the world (i.e., la Francophonie, birth nations of students in the class). This will help to create an inclusive environment. 2. Action!In pairs, use the model on page 9 of the Student Book to practise asking and responding to questions regarding languages spoken. 3. C’est quoi la culture ? Refer students to pages 10 and 11 of the Student Book for topics that reflect culture. First, review the key vocabulary terms that students may need to participate in the upcoming activity. Then, ask the class:T: C’est quoi la culture ? Listen to some student responses. Now have them think about Canada. What is Canadian culture? Divide the class into groups of 3-4. Use a Brainstorming Strategy (see page viii in Teacher’s Resource) to generate some answers and examples. Have them work together for 5-7 minutes. Listen to the various ideas generated by the class. A student volunteer could list them on the board.Additional topic discussion on culture can be explored using BLM G. 4. Share the overview of Audio Track 1.4 on page 9 of the Student Book with the class. Have the class listen to the scene first. Once they have listened to it, have them turn to page 14, Ex. N of their Cahier. They can read over the exercise before the scene is played again. Have the students complete the exercise. This is additional information about the characters that can be added to page 1 of their Cahier. Give students a few minutes to do that now.Lesson 3NOTESThe suggested time this lesson will take is 1-2 classes or approximately 75-150 minutes.MATERIALS• Student Book pp. 9-13• Cahier pp. 1, 14, 15, 17, Ex. A, N, O, Q• BLM G• Audio Track 1.410Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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AUDIO TRACK 1.4Est-ce que tu parles…Narratrice : Tony et Mélanie sont dans la cafétéria. Mélanie présente Tony à ses amis, et ils font des plans pour visiter la ville.Mélanie : Tony ! viens ici ! Hé, la gang, voici Tony, il est nouveau. Il joue pour Les Étoiles ! Groupe : Salut, Tony ! Les Étoiles ? Super ! Tony, assieds-toi ! Jasmine : Enchantée, Tony ! Tony, quel âge as-tu ? Quatorze ans, comme moi et Mélanie ? Pardon, je m’appelle Jasmine !Tony : Salut, Jasmine. Euh… oui, j’ai quatorze ans moi aussi. Je viens de Timmins.Mélanie : Tony et moi, nous allons visiter la ville samedi. À quelle heure, Tony ? À dix heures ? Tony : Parfait, comme ça nous pouvons dîner en ville. Tu es mon guide, alors moi, je paye le dîner, d’accord ?Tristan : Woah ! Mélanie, fais attention, ça va vite !Mélanie : Non, non, il est juste poli ! Oui, bien sûr, Tony, et merci ! Dis donc, ça va, tes classes ?Tony : Pas mal. Mais le cours de français est très difficile ! Mélanie : Ah, oui ? Mais tu parles bien !Tony : Oui, mais la grammaire ! Aïe ! Et j’écris mal.Mélanie : Ah, oui ? Ta famille peut t’aider ?Tony : Un peu. Mais je parle anglais à la maison avec mon oncle, et à mon école, à Timmins, nous parlons français seulement dans les classes. Mélanie : C’est comme moi et l’anglais ! Nous parlons seulement le français à la maison. Je n’ai pas la chance de pratiquer.Tony : C’est comme mon italien ! Je parle italien avec mes grands-parents, mais pas très bien. Mélanie : C’est dommage. J’adore les langues ! J’apprends le japonais en ligne. Mais il faut parler beaucoup et souvent pour apprendre !Tony : Waow ! Le japonais ? Et tu apprends ça à l’ordinateur ? C’est difficile !1.4Mélanie : Oui, mais intéressant ! Tony : Dis, Mélanie… euh, peux-tu m’aider un peu avec mon français ? Et moi je pourrai t’aider avec ton anglais !Mélanie : Bonne idée ! Pourquoi pas ? Nous allons commencer samedi en ville !Tony : D’accord ! Tony : À plus tard, OK ? Au revoir, tout le monde ! Bye, Mélanie !Tristan : C’est un gars sympa ! Ce Tony, il va se faire beaucoup d’amis ! 5. Consolidation AFL AALRefer students to page 13 of the Student Book. In pairs, students prepare a short presentation during which they will introduce their partner, describe their personality, their likes and dislikes and share the languages they are able to speak. Presentations take place during the next lesson. You may wish to have students complete Ex. Q on page 17 of their Cahier, which will help to organize their ideas and guide their questions. Please share the checklist as the success criteria for the presentation. ENRICHMENTHave students share some ideas about their own family culture(s) and languages and/or elements of culture/language in their community. They could present 3-4 ideas that represent their own cultures/languages. They should also try to incorporate the use of a regular and irregular adjective in their presentations. Before doing so, they may wish to try to complete page 15, Ex. O of their Cahier. 11Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing

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1. Minds-On!This lesson will include some time to present the introductions from the last lesson. Once the presentations have been completed, take some time to review the information and descriptions that we know or already have about the characters in the Student Book. Ask questions for comprehension about where Tony is from, the classes he and his friends are taking, etc. Depending on time, have students review by playing Paper Pass (see xvii in Teacher’s Resource). You can now call out character names, and the teams will write down 4-5 characteristics for each character. 2. As well, take some time to review shared ideas about culture from the last lesson, i.e., What is culture? You may wish to split the class into two teams and organize a Jeopardy style game where students create questions and answers to discover and further explore what “culture” means to each of them. Broaden the theme of culture to include specific cultures that represent many students in the class, i.e., Pakistani-Canadian culture, Jamaican-Canadian culture, etc. You can take as little or as much time with this game as needed depending on your schedule and student interest. 3. Action! Using a SMART Board or pictures, show students some images of Ottawa. Find out from the class if anyone has been to Ottawa. Hear or share some basic facts – it’s the capital of Canada, the population, main tourist attractions, historic sites, etc. 4. Using page 16, Ex. Pof their Cahier, have students read the questions and provide the context for the scene before listening. Ask students to put pens down, and listen to the conversation. Play it a second time, pausing if necessary and have students answer the questions. Play the track a third time to verify responses. 1.5 AOLLesson 4NOTESThe suggested time this lesson will take is approximately 2 classes or 150 minutes.MATERIALS• SMART Board (optional)• images of Ottawa• Audio Track 1.5• Student Book pp. 11, 13• Cahier pp. 16-17, Ex. P, Q12Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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AUDIO TRACK 1.5Et beaucoup plus... Un tour à vélo d’OttawaNarratrice : Tony et Mélanie visitent la ville d’Ottawa. Ils font du vélo près de la rivière, ils visitent le Musée de la guerre, et ils mangent dans un café. Mélanie a une belle surprise. Tony va aimer ça ! Tony : Quelle bonne idée, visiter la ville à bicyclette ! C’est très beau près de la rivière.Mélanie : Merci ! J’adore faire du vélo. Est-ce que tu as aimé le Musée de la guerre ?Tony : Oui, bien sûr ! Surtout les avions et les armes !Mélanie : Regarde, Tony, voici le marché By ! Il y a beaucoup de jolies petites boutiques ici et beaucoup de cafés.Tony : Super, j’ai faim. Oh, allons au café dans cette petite place ! Il y a une terrasse.Mélanie : Bonne idée ! Et nous allons pouvoir manger des queues de castor.Tony : Hein ? Des queues de castor ? Dégueulasse !Mélanie : Non, pas des vrais castors ! Ce sont des pâtisseries !Serveur : Voici votre queue de castor, monsieur.Tony : MMMM! Au chocolat! Délicieux! Mélanie : Oui ! Alors, Tony, veux-tu aller voir la colline du Parlement ? C’est tout près.Tony : Bien sûr ! Je veux voir la Tour de la Paix et la grande sculpture de l’araignée qui s’appelle Maman.Mélanie : Excellent ! Et après, nous pouvons visiter le Musée canadien des civilisations ou le Musée de la nature.Tony : S’il te plaît, je préfère le Musée de la nature ! Il y a des dinosaures, non ?Mélanie : Oui, et beaucoup d’animaux. C’est très intéressant.Tony : Oh, et pouvons-nous aller à la Place Banque Scotia ? C’est le stade de hockey où les Sénateurs jouent !Mélanie : Oh, désolée, Tony, c’est trop loin ! C’est à vingt minutes d’ici en auto !1.5Tony : Oh, non ! J’aimerais beaucoup y aller !Mélanie : Un autre jour, OK ? Veux-tu voir un grand centre commercial ?Tony : Euh… merci, Mélanie, mais… je n’aime pas beaucoup le magasinage. Je préfère rester dehors, il fait si beau !Mélanie : Pas de problème ! Alors, pour finir la journée, j’ai une autre idée que tu vas beaucoup aimer !Tony : Ah, oui ? Qu’est-ce que c’est ?Mélanie : Après le musée, nous pouvons rouler en bicyclette le long du canal Rideau !Tony : Le canal Rideau ? C’est là où on patine en hiver, non ? La patinoire la plus longue du monde ? Quelle bonne idée ! Mélanie, tu es un génie !Mélanie : Merci beaucoup ! Alors, payons, et allons-y !Tony : Ah ! N’oublie pas, c’est moi qui paie ! Et merci beaucoup, Mélanie, pour cette journée formidable ! Assign page 16, Ex. P of their Cahier to check for comprehension. 5. Consolidation AFL AALHave students work with a partner to prepare and share short conversations, which will consolidate their learning from this module. Page 17, Ex. Q of their Cahier will provide support and structure, if needed. You may wish to take some time to co-construct the success criteria for the presentation. Checklists may be a useful reference to help generate ideas for this task. Allow the students some time to prepare and practise. You may use this time to circulate in the class to provide descriptive feedback. Try to build in some time to offer peer feedback as well. Have two groups pair up, and present to one another. The group that is watching can use the success criteria and some prompts provided to offer feedback to the group.13Tu parles ! 1 Teacher’s Resource Unit 1 Module A©2015 RK Publishing

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Lesson 5 1. Minds-On! AFL As students finish up preparation of their conversations, allow them some time to include peer feedback. Have two groups pair up, and present to one another. The group that is watching should use the success criteria and some prompts provided to offer feedback to the group, ensuring appropriate feedback.When using peer feedback, it should always come before the final evaluation to allow time for students to make improvements. Remember that self and peer assessment should never be calculated with a mark. 2. For additional oral practice before the C’est ton tour ! presentations on page 13 of the Student Book, have students work in pairs to complete Tu parles ! and Tu parles encore ! on page 12 of the Student Book. These practice question and answer sessions and mini-presentations will be an excellent warm-up for students and will boost their confidence for the final presentations. 3. Action! Presentations AOL AALUsing page 17, Ex. Q, #1 of their Cahier as their guide, groups will present their scenes from Student Book page 13 to the class. You may wish to use the co-constructed criteria to evaluate the presentations or the rubric on BLM J. If the teacher wishes to provide students the opportunity to write a simple paragraph, page 17, Ex. Q, #2 may be assigned for practice and/or assessment. 4. ReflectionStudents will complete the Auto-évaluation de mes compétences on page 18, Ex. R of their Cahier. This is an opportunity for students to reflect on the tasks and skills from this module that they have completed. It will build the foundation for the next steps. 5. Alternative End-of-Unit AssignmentUsing the Fiche biographique on BLM I, have students complete their own fiche. Then put them all into a box and ask one student at a time to come up, choose a fiche from the box, reflect for a moment, then introduce that student to the class.NOTESThe suggested time this lesson will take is 1-2 classes or approximately 75-150 minutes.MATERIALS• Student Book pp. 12-13• Cahier pp. 17-18, Ex. Q, R• BLMs I-JAAL 14Unit 1 Module A Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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The posters may be displayed in the classroom and shared in the following way:Carrefour: Split the class in half. One student at a time presents their ad to half the class. Students must be asked at least two questions after sharing their poster. You could pre-assign or draw names to ensure that all students ask questions at some point. 4. Consolidation AOL AAL You may wish to have all students complete an Exit Card, on which they indicate their top three activities that they would like to do, based on the posters that were created by the class. They must justify their choices with a one sentence explanation for each choice.Students may complete the Auto-évaluation de mes compétences in the Cahier, page 287, Ex. P. You may choose to have students share their answers for the two questions with the class.When presentations are over, each student may then reflect on their own performance using Cahier, page 286, Ex. O, including the sentence starters. This may be collected by you, the teacher. 3. Tu écris ! AFL AOL On page 173 of the Student Book, students are asked to create their own visual form of publicity for their club, team, or organization of choice. To differentiate instruction, students can draw or digitally create their ad.Cahier, page 283, Ex. L provides an organizer to assist students as they plan their publicity. You should highlight the model provided on Student Book page 173, for student reference.There is a list for things to include in an advertisement for a club, team, or school organization and steps for creating the ad. Success criteria is suggested, but you and/or students must feel free to adapt the criteria so that it meets the needs of your students.In the Cahier, page 284, Ex. M, there is a Financial Literacy activity that involves establishing a budget for an event. Students are given an imaginary sum of dollars they can use for extra promotion and they make their decisions on how to spend the money. You may wish to ask students to justify their choices and decision-making.Before the final sharing of the posters, have students partner and present to one another. This is their opportunity to make any final adjustments before presenting to the class. Please be reminded that peer and self-assessments are used to measure learning, and offer feedback for next steps. They should never be included in recorded marks.188©2015 RK PublishingUnit 6 Module A Tu parles ! 1 Teacher’s Resource

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Lesson 1LES BUTS D’APPRENTISSAGEÀ la fin de ce module, je serai capable de / d’ :• parler des choix de travail bénévole• poser des questions et répondre à des questions pendant une entrevue• parler de mes plans pour l’année prochaine 1. Minds-On! AFL VThe opening spread on page 174 and 175 of the Student Book contains pictures of activities, as well as a poster that represent community events that our characters are involved in (i.e., a soup kitchen, a peewee hockey drive for donated equipment, Mélanie’s music benefit show, a food drive, a park clean-up, and reading to children at a public library). Read the messages and posters and use these images to help spark a conversation about what they think the video segment or audio track will include, and how these images illustrate the title of the module, La vie communautaire.Use the À discuter ! questions provided on page 175 to help continue the conversation and make connections to students’ lives. As you lead students through these questions, the strategy Think-Pair-Share (see page xx in Teacher’s Resource) can help encourage all students to speak in the target language.Take some time to discuss how one goes about volunteering with a charity or organization. Is there an interview process? What kinds of skills could you offer? This link will help make the connection to the interview process that will be explored in this module. 2. Action! AFL VPlay Video Segment 17. Ask students to refer to the comprehension questions in the Cahier, page 288, Ex. A. Play the video segment a second time and have students answer the questions, then review their responses with a partner. There is extra practice to support learning, if needed on the same page in the Cahier.VIDEO SEGMENT 17Narratrice : Tout le monde est nerveux ! Les jeunes doivent faire quarante heures de bénévolat. Ils se demandent ce qu’ils peuvent faire. Il y aura des entrevues, des formulaires à remplir… Est-ce que ce sera difficile ?Tristan : Hé, les gars, les filles, savez-vous que nous devons faire quarante heures de bénévolat ? Quarante !Marisa : Calme-toi, Tristan ! Ce n’est pas si difficile !Paul : Oui, tu as bien aimé travailler avec « Les amis de la soupe populaire », n’est-ce pas ?Marisa : Oui, merci beaucoup, Tristan, tu m’as beaucoup aidée ! Et Paul aussi.Tristan : Euh… oui… oui, bien sûr ! Mais qu’est-ce que je vais faire pour le reste de mes heures ?Nita : Tu peux continuer à travailler avec l’Habitat pour l’humanité, si tu veux.17NOTESThe suggested time for this lesson is 1 class or approximately 75 minutes.MATERIALS• Student Book pp. 174-175• Video Segment 17• Cahier p. 288, Ex. A• BLM AModule 6B: Nouveaux médias et créativitéTu parles ! 1 Teacher’s Resource Unit 6 Module B189©2015 RK Publishing

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Lesson 2Jason : Merci, Tony. J’ai même appris un peu de cambodgien. Ça peut m’aider à communiquer avec la famille. J’ai hâte de commencer. Et toi, tu es vraiment un expert du hockey !Tony : Pas un expert, mais j’ai hâte de montrer aux petits à jouer au hockey. Bonne chance avec ton travail bénévole, Jason. Je t’appelle dans une semaine ! Bye !Tu parles encore ! on Student Book page 176 is a speaking activity that asks students to create a short survey with three questions about volunteerism. Students will create three survey questions. They will ask five classmates and summarize findings using Cahier, page 291-292, Ex. D. These pages provide a tracking system, as well as analysis questions of the survey results.T: Quelle sorte de travail bénévole veux-tu faire ?Quand es-tu disponible pour travailler ?Pourquoi veux-tu faire cette sorte de travail ?At this point, ask students to create their questions only. The speaking portion will happen in the next step of this lesson.1. Minds-On! AFL V ALead students through the Tu parles ! activity on page 176 of the Student Book. Have students predict where each of the characters will volunteer, based on what they know about them. Use the Think-Pair-Share strategy so that students can determine possible responses. The Vocabulaire utile provides useful new expressions to help students discuss le bénévolat.Cahier, page 289, Ex. B provides an activity to further develop the vocabulary needed to talk about le bénévolat (volunteer work). 2. Action! AFL Play Audio Track 6.5 to accompany Tu écoutes ! on page 176 of the Student Book. A corresponding comprehension check is in the Cahier, page 290, Ex. C. The last question asks students to write their own opinion on the decisions that our characters have made with regards to volunteer work.AUDIO TRACK 6.5Tu écoutes ! Le travail bénévoleJason : Bonjour, Tony ! Comment ça va ? As-tu choisi ton travail pour les quarante heures de bénévolat que tu dois faire ?Tony : Salut, Jason. Oui. J’aime le hockey et l’histoire alors j’ai pensé travailler avec une équipe pee-wee et faire un projet d’été avec le Temple de la renommée du hockey à Toronto. Ils ont des projets qu’on peut faire à distance et, à la fin, on visite le musée à Toronto.Jason : Bonne idée, Tony ! Et moi, j’aime voyager et apprendre des choses sur d’autres cultures, alors je vais aider un jeune réfugié du Cambodge, Arun, et sa famille qui viennent de déménager à Timmins. Je vais donner des leçons d’anglais et de français à toute la famille, trouver les services offerts aux nouveaux Canadiens, inscrire Arun et ses sœurs à l’école, et d’autres choses de ce genre pour aider la famille dans sa nouvelle vie.Tony : C’est tellement gentil, Jason ! Un jour, je te vois faire ce genre de travail : travailleur social, avocat ou quelque chose comme ça. Donc, on a tous les deux de bons plans.6.5NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 176-177• Audio Track 6.5• Cahier pp. 289-292 and 299, Ex. B-D, L• BLMs D and ETu parles ! 1 Teacher’s Resource Unit 6 Module B191©2015 RK Publishing

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NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 178-179• Audio Tracks 6.6-6.7• Cahier pp. 293, 296-300, Ex. E, I-L• BLMs B, G-HLesson 3You could create a vocabulary word list and match it to pictures on the interactive board.Optional:Have students complete a scavenger hunt using the website http://www.cwf-fcf.org/fr/conservation/ in class or as homework. Have students complete a jigsaw activity and take on the responsibility for different questions and answers. 3. Comment se AFL préparer pour uneentrevueAsk students to turn to page 179 in the Student Book. Play Audio Track 6.7, a conversation between Nita and Paul that models preparation for an interview. Students will be building on this knowledge to create their own interview scenarios later. The Vocabulaire utile box provides many possible questions to consider as a person prepares for an interview. This could provide useful discussion among the students. Students could discuss these questions in small groups first, then as a whole class. Cahier, page 293, Ex. E is a comprehension check for this listening sequence.1. Minds-On! AFL Before reading Le centre de la faune on Student Book page 178, spend some time talking about wildlife and animals and have students look at the images and titles provided in the reading. Use the questions provided on page 178 in the Avant de lire section to help promote understanding and to establish prior knowledge. 2. Action! AFLHave students read Le centre de la faune de Toronto text on page 178 in the Student Book. Audio Track 6.6 provides 6.6support for the reading. Have students use the questions in the Cahier, page 296-297, Ex. I, to help determine comprehension. Spend some time discussing responses and thoughts about the wildlife centre.You can link this to another organization, La Fédération canadienne de la faune, in BLM G. There is a follow-up activity to this reading on BLM H.As enrichment activity, students could research an endangered animal of their choice and create a short description. They could share the description the following day and guess the name of each animal. The name of the animal could be put on a sticky-note and attached to a map in the classroom.You may use Cahier, pages 297-298, Ex. J, as a cultural connection. Our currency always highlights important aspects of our country and culture. Students will create a new coin. They choose an animal, explain their choice, give their design a name and create their coin on paper. Students could draw, cut and paste, use the Internet or create a 3-D model or sculpture of their new coin.Have students consult the following websites for more in-depth information on wildlife in French: Les animaux en voie de disparition:http://www.pc.gc.ca/fra/nature/eep-sar/itm9.aspxhttp://www.thecanadianencyclopedia.com/articles/fr/animaux-en-voie-de-disparitionhttp://archives.radio-canada.ca/environnement/ecologie/dossiers/1386/http://www.davidsuzuki.org/fr/blogues/la-science-en-action/2011/05/cesser-de-consommer-les-animaux-en-voie-de-disparition-comme-le-thon-rouge/Tu parles ! 1 Teacher’s Resource Unit 6 Module B193©2015 RK Publishing

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Cahier, page 299, Ex. K provides an activity that includes additional vocabulary and models of questions that could be used during an interview.Tu parles encore ! on page 179 of the Student Book is an activity that provides practice for interview skills, and also allows students to have some fun by injecting humour into the process. Have students work in groups to prepare and present scenarios to show an example of a good interview OR a disastrous interview. Review the model provided as a springboard for their ideas. Share the interviews with the class. Since this is likely the students’ first try at an interview, these presentations should be used as assessment for learning purposes only, by providing written or oral feedback from you and/or peers. BLM B provides extra support for this activity.BLM C provides oral practice in the preparation for an interview. 4. Consolidation AFL AAL Have students complete an Exit Card (see page xii in Teacher’s Resource) or write their thoughts in their notes. Possible questions may include Quelles compétences sont importantes dans une entrevue ? Quel est le plus important atout que tu possèdes pour réussir une entrevue ?AUDIO TRACK 6.7Tu écoutes ! Nita aide Paul pour son entrevueNarratrice : Nita aide Paul à se pratiquer pour son entrevue au Centre de réhabilitation. Paul a vraiment besoin de son aide !Nita : Paul, nous devons pratiquer ! Nous passons nos entrevues pour le Centre de réhabilitation dans deux jours !Paul : Hé, ça va, c’est un abri pour animaux, et c’est du bénévolat, pas un emploi qui paie !Nita : Aïe, Paul, prends cela au sérieux, s’il te plaît ! N’oublie pas comment tu étais enthousiaste en Gaspésie ! Commençons !Paul : Alors, vas-y ! Tu seras la patronne, OK ?Nita : OK ! Hmm.Nita : Bonjour, Paul. Nous avons besoin de quelqu’un qui aime vraiment les animaux. Les aimes-tu ? As-tu déjà travaillé avec des animaux ?Paul : Euh… j’sais pas… euh, je suppose… euh… c’est pas mal le fun… j’ai…Nita : Paul ! Tu auras l’air de quelqu’un qui ne comprend rien si tu parles comme ça ! Parle plus distinctement, d’une voix claire ! Et utilise un français correct !Paul : Désolé, je n’arrive pas à penser ! OK, j’essaie encore une fois. Vas-y !Nita : Paul, pourras-tu travailler les samedis ? L’horaire est de 8 heures à 16 heures.Paul : Euh… j’aime pas me lever si tôt le matin… waow, j’sais pas…Nita : Aïe ! Paul ! Je suis si frustrée ! Tu ne m’écoutes pas !Paul : Nita, je suis vraiment désolé ! C’est plus difficile en réalité que dans mon imagination ! Je pense que j’ai besoin de plus d’aide !Nita : OK, recommençons ! Et, n’oublie pas, tu parleras distinctement, tu utiliseras un bon français, et… tu seras plus enthousiaste !6.7194©2015 RK PublishingUnit 6 Module B Tu parles ! 1 Teacher’s Resource

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NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 180-181• Audio Track 6.8• Cahier pp. 294, Ex. F-G• YouTube clips of Six String Nation guitar (optional)• chart paperLesson 4AUDIO TRACK 6.8La guitare Nation six cordesÉcoute la conversation avec la guitare Nation six cordes !Narratrice : Mélanie adore jouer de la guitare. Elle est fascinée par l’histoire de la guitare « Le Voyageur » et le projet Nation six cordes. Elle rêve un peu et imagine une conversation entre elle et la guitare !Mélanie : Allô ! Je m’appelle Mélanie ! C’est un privilège de faire votre connaissance !la guitare : Bonjour, Mélanie ! Tout le plaisir est pour moi. Tu veux des renseignements sur moi, la fameuse guitare ?Mélanie : Oui, s’il vous plaît ! Quelle est la mission du projet Nations Six Cordes ?la guitare : C’est Jowi Taylor qui a commencé ce projet. Il veut encourager les Canadiens à raconter leur histoire, à honorer la diversité canadienne, et à célébrer le pouvoir de la musique.Mélanie : Formidable ! Vous êtes composée de combien d’objets différents ?6.8 1. Minds-On! AFL VRefer to Tu parles de l’image !, page 181 in the Student Book. Ask students the questions provided as they look at the photograph. Then, show some clips from YouTube of musicians performing with the Six Strings Nation guitar. 2. Action! AFL Read La guitare Nation six cordes article on page 180 of the Student Book. You may wish to use chart paper to make a list of the items included in the guitar and where in Canada they come from. Cahier, page 294, Ex. G provides an extension activity that requires students to do some research by using the website about the guitar.You can use the link to further enhance student appreciation of Jowi Taylor and his Voyageur guitar or request pamphlet(s) via the website, www.sixstringnation.com.As an extension activity, on YouTube http://www.youtube.com/watch?v=DZtajOWrUHQ, there is a reading of a poem commissionjed by Jowi Taylor, called Générations. Have students listen to or read the poem, and make connections to the various pieces of the Canadian story that make up the guitar.Discuss the Tu réfléchis… questions on page 181 of the Student Book, as well as the comment from Mélanie in the speech bubble. 3. Et beaucoup plus… AFL Play Audio Track 6.8. On this audio track, Mélanie imagines she is interviewing the guitar itself! Cahier, page 294, Ex. F provides a comprehension check of the interview. Ensure students have time to read for the information they are seeking before playing the audio track again.Tu parles ! 1 Teacher’s Resource Unit 6 Module B195©2015 RK Publishing

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Lesson 5feedback, using the checklist on BLM F. Students change parts until they have all had an opportunity to practise all the roles. This is not intended to be an activity where the responses are learned by heart. Students should compose more questions than the interviewer will ask. The interviewer may choose what questions to ask, and change the order of the questions on occasion. This will ensure that the interviewee listens carefully to the question being asked and answers accordingly.You can review the success criteria with students from Student Book page 183. You and/or students may wish to add or to adapt the success criteria.When interviews are finished, students may complete the Enrichissement activity on Student Book page 183. Students will reflect on their experience for what they will do in an actual interview, in writing. Students may choose the format (i.e., un blogue, un journal personnel, un poème, une chanson, un rap ou un autre format de leur choix). Students should try to apply the verb tenses and grammatical structures studied over the year, in context, where they make sense. 4. Consolidation AAL Students complete the reflection activity Je réfléchis… Auto-évaluation de mes compétences in the Cahier, page 302, Ex. N. You may wish to collect these reflection activities in order to assess the needs of students while preparing for the last module of the course. 1. Minds-On! AFL Use the Tu parles ! activity on page 182 of the Student Book to model what students will be working on as a final performance task. Have students practise reading the interview between Paul and Mme Rousseau. You may wish to ask students to read aloud to check for pronunciation and fluency. 2. Action! AFL AOL Ask students to briefly look at the activity that is outlined on page 183 of the Student Book. Students will be performing interviews in groups so that they will be the interviewer, as well as the interviewee. The students will use elements of the Inquiry approach as they complete these activities.Cahier, page 295, Ex. H provides an activity to help students consider the aspects of creating a good impression in terms of desired behaviours during an interview, and behaviours to avoid. This is an important step to consider before they begin the preparation for their own interviews.Tu parles encore ! on page 182 of the Student Book is an activity that could be completed by the class as a whole. It allows students to brainstorm ideas for community involvement in their own community, thus also providing ideas for their interview scenarios. 3. C’est ton tour ! AOL Explain the process to students as described on page 183 of the Student Book. Students will be using a 3-step interview process. In the Cahier, pages 300-301, Ex. M, there is a graphic organizer and questions provided to assist students in their planning. BLM C provides an activity to help practise for the interview as students determine the parameters of the exercise (where the interview will take place, for what position, etc.). Ensure that students do not yet complete the Réflexion section of page 301. Students will choose a volunteer opportunity, write possible interview questions, and then answer the questions when asked them by another student. One student is the interviewer, one student is the interviewee and one student observes and gives NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 182-183• Cahier pp. 295, 300-302, Ex. H, M-N• BLMs C and FTu parles ! 1 Teacher’s Resource Unit 6 Module B197©2015 RK Publishing

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Lesson 1Take some time to review Les buts d’apprentissage on page 185 of the Student Book. This is the final module and students should be encouraged to take some time to reflect on the progress they have made and the work that they have done. 2. Action! C’est la fête AFL Vde Tristan !Video Segment 18 provides a rich example of our characters as they talk about the school year and congratulate one another on a job well done. Read the introduction on page 184 of the Student Book and ask students to describe the photos. Play the video segment.VIDEO SEGMENT 18Narratrice : C’est le 6 juin. Les amis se rappellent les meilleurs moments de l’année.Tony : Je n’en reviens pas, l’année est presque finie !Paul : Et quelle belle année ! Le voyage en Gaspésie m’a donné l’idée de trouver un emploi au Centre de réhabilitation.Nita : Félicitations ! Et félicitations à Tony : le meilleur joueur des Étoiles !Mélanie : Cette année a été la plus intéressante de toute ma vie ! Et j’ai vraiment fait des progrès avec la chanson.Émilie : Et ta vidéo a déjà été vue par 3 000 personnes ! Bravo, Mélanie !Ming : Et n’oubliez pas Evan et Marisa. Ils ont gagné des prix au concours de danse !Mélanie : Nous avons fait tellement de choses extraordinaires cette année !Tony : Ming est devenue présidente du conseil scolaire !Paul : Émilie a écrit des articles superbes pour le journal et le site web !Tony : Adam a gagné le prix du meilleur artiste à l’exposition !Nita : Et Jasmine et Tristan ont obtenu des « A » dans tous leurs cours !Mélanie : Et toi, Nita, tu as aidé tout le monde ! Ton meilleur moment de l’année, c’est quoi ?Nita : Eh bien, je me suis bien amusée avec les meilleurs amis du monde !18LES BUTS D’APPRENTISSAGEÀ la fin de ce module, je serai capable de / d’ :• parler des mes talents, des mes habiletés, de mes points forts et de mes préférences• souhaiter un bon anniversaire à quelqu’un• féliciter quelqu’un pour un travail bien fait• expliquer l’importance de la langue française dans la vie de tous les jours 1. Minds-On! AFL In this module, our characters will reflect on what they have accomplished this year, provide positive comments and congratulatory comments to one another, celebrate Tristan’s birthday, consider the courses they will choose to take next year and reflect on the importance of French in their lives.NOTES The suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 184-185• Audio Track 6.9• Video Segment 18• Cahier pp. 303-304, Ex. A-B• BLMs A and CModule 6C: Comment je suis unique !198Unit 6 Module C Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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3. Consolidation AAL As the class comes to the end of the semester/course, have students reflect on one experience from the course that they will always remember. The teacher may also ask the students to reflect on the learning strategy that has helped them improve the most in listening, speaking, reading, comprehension, or writing skills.Optional:Cahier, page 306, Ex. D is a speaking activity that reviews questions. It is a form of survey where students circulate and ask one another questions, trying to find classmates who can sign their name with a oui answer.BLM A provides a puzzle, Le code secret that allows students to practise the vocabulary of the module.Recap the story by using the pictures. Possible questions to ask could include:T: Quel voyage a inspiré Paul à trouver un emploi au Centre de réhabilitation ?Combien de clicks la vidéo de Mélanie a-t-elle reçus sur YouTube ?Qui est la nouvelle présidente du conseil scolaire ?Qu’est-ce qu’Adam a gagné ?A comprehension check and follow-up questions are provided in the Cahier, page 303, Ex. A.You may then wish to ask personal questions of students.T: Qu’est-ce que tu as aimé cette année ?De quoi es-tu le plus fier / fière académiquement ?De quoi es-tu le plus fier / fière personellement ?C’est la fête de Tristan ! is a reading activity on page 185 of the Student Book that is also provided on Audio Track 6.9 for support. Cahier, page 304, Ex. B is a follow-up comprehension check of the reading.Le budget pour la fête de Tristan on Student Book page 184 is a short reading that lists the amount of money the characters will spend on the party for Tristan. An optional speaking activity on BLM C provides students with the opportunity to speak about their own experiences and opinions with regards to throwing a party, asking for their list of party planning priorities, and possible difficulties.199©2015 RK PublishingTu parles ! 1 Teacher’s Resource Unit 6 Module C

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NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 30, 186-187• Audio Tracks 6.10-6.11• Cahier pp. 304-305, 314, Ex. C, J• BLMs B and ELesson 2Tristan : Mais… mais quelle surprise… je… je ne peux pas… waow, c’est incroyable !Paul : Bonne fête, Tristan ! Viens, on a organisé une fête pour toi ! Avec de la pizza !Mélanie : Oui, parce que tu le mérites ! Tu es le gars le plus brave de l’école ! Et celui qui encourage tout le monde !Ming : Oui, et tout ce travail que tu as fait pour le Carrefour et pour l’Habitat pour l’humanité !Tristan : Oh, mais c’est juste… je ne mérite vraiment pas… Merci beaucoup, tout le monde, c’est vraiment super ! Mais je ne suis pas spécial !Paul : Mais oui, tu es spécial ! Des « A » dans tous tes cours, ton travail pour les clubs, les annonces que tu as faites, sans parler de ton aide pour les projets en classe !tout le monde : Vive Tristan ! Youpi ! Bonne fête !Tristan : Vous êtes les meilleurs amis du monde ! Allons, disons pourquoi chacun de nous est spécial !Mélanie : Bonne idée ! Par exemple, Ming est spéciale parce que c’est une très bonne amie. C’est elle qui m’a aidée à préparer la fête.Paul : Et Mélanie est spéciale parce qu’elle est organisée et sociable. Cette fête, c’est son idée !Mélanie : Et Émilie est spéciale parce qu’elle a beaucoup de talent en informatique. C’est elle qui a fait les invitations en ligne.Tristan : Merci beaucoup, Émilie !Paul : Et Tony est spécial parce qu’il est fort et travaillant. Il a transporté le lecteur de disques compacts, les haut-parleurs et toute la nourriture ici !Tony : Oui, c’est vrai ! J’ai mal au dos ! Mais assez parlé ! Allons manger et danser !Paul : Oui, allons-y ! Il y a un immense gâteau au chocolat que Nita a fait ! Allumons les chandelles !Mélanie : Oui, et chantons « Bonne fête » !Tristan : Ah, j’ai les meilleurs amis du monde ! Oui, allons-y tous !1. Minds-On! AFL Surprise! The students are at Mélanie’s place. They surprise Tristan. His reaction – he doesn’t think he deserves such a fuss. The characters take turns wishing him a great birthday and saying why they think he is a great person and a great friend. Tristan suggests that they each say something positive about another person, highlighting why they think that person is special.Read the intro of Tu écoutes !, then play Audio Track 6.10. Play the audio track again for greater understanding. Cahier, page 304-305, Ex. C is a comprehension check of this sequence. It asks students to indicate why the friends think that Tristan is special. After completing this task, ask students to think about the reasons that make them special (i.e., a unique talent, a certain skill, a personality trait). This may a difficult thing for students to share, but assure them that everyone has special gifts. Ask them to write a sentence or two, or share with a partner in the class.AUDIO TRACK 6.10Tu écoutes ! Tristan est surpris !Narratrice : Tous les amis de Tristan ont préparé une surprise pour lui le jour de son anniversaire. Bonne fête, Tristan !Mélanie : Chut ! Il arrive. Tristan arrive ! Allez, tous ensemble !tout le monde : Bonne fête, Tristan ! Bonne fête !6.10200Unit 6 Module C Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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3. Je parle ! Pourquoi parler français AFL Our characters spoke of the importance of speaking French in the blog. This is a good time to revisit page 30 in the Student Book. The Je parle ! activity in the Cahier, page 314, Ex. J provides an opportunity to re-read the reasons for the importance of French in our culture. Ensure students understand the two discussion topics. Small discussion groups will ensure that everyone participates. Afterwards, ask students to share their thoughts, particularly the additional reasons for the importance of French that they’ve discussed.Optional:BLM B is a review exercise on the use of the 24-hour clock in French and the past tense. 4. Consolidation AFL AAL Have students write three to five sentences about a unique quality they possess. Ask them to reflect and express how they will apply this quality to an activity or endeavour in the future.2. Action! AFL Then, read the blog that students are writing as they discuss the merits of different courses for next year. Play Audio Track 6.11 and have students 6.11follow along in the Student Book. BLM E provides a speaking activity to be completed with a partner or in a small group. The suggested questions lead to the discussion of what subjects to take next year and why, and act as a springboard from the discussion in the blog.Ask students to turn to page 187 of the Student Book, Tu parles ! Review the Vocabulaire utile box at the top of the page. Ask students if there are any school subjects that need to be added. You may wish to create a Word Wall (see page xxii in Teacher’s Resource) with the class. Describe the two discussion topics and read the models, highlighting the expressions that will be useful to students as they express their own ideas. Organize students into groups of three and allow them time to discuss first #1, then #2. Regroup and share some of the comments with the class as a whole.Alternatively, you may wish to have students complete this activity as an Inside-Outside Circle (see page xv in Teacher’s Resource). Students stand in two circles. The inside circle faces the outside circle so that each student has a partner. You ask question #1 and students take turns answering. You ask students on either the outside or the inside circle to move a certain number of spaces to the left or right. Students now have a new partner. You ask the next question and repeat the process.201©2015 RK PublishingTu parles ! 1 Teacher’s Resource Unit 6 Module C

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NOTESThe suggested time for this lesson is 1 class or approximately 75 minutes.MATERIALS• Student Book pp. 188-189, 193• Cahier pp. 312-313, Ex. I• BLMs D and FLesson 3In the Cahier, pages 312-313, Ex. I, there is a useful graphic organizer that students may use to summarize and personalize the suggestions from this reading. The first section of the reading, Quoi partager ?, explains what students will be sharing.BLM D provides sentence structures and vocabulary that may spark ideas to improve their presentation. It isn’t always easy for students to speak about their own skills and strengths. These expressions may help them to better express their ideas. Model some proper combinations and verify understanding before asking them to complete this activity for themselves.BLM F is a quiz to be completed for fun. It asks students questions about themselves regarding their personal skills and provides analysis of their answers. This may provide fodder for the next speaking activity.Ask students to consider what they would include in such a presentation. Give them time to jot down some of their ideas. Then, assign Tu parles encore ! on page 189 of the Student Book, which asks students to discuss their ideas. Read the models together, then give them time to share. 3. Consolidation AFL AAL Have students write two or three sentences that describe their own skills and qualities. This may be shared or collected by you, the teacher, for reference or feedback.1. Minds-On! AFL Before Reading:Brainstorm with students how ideas can be prepared and shared during a presentation. Also talk about how to be a good participant when listening to and watching a presentation. Use the Placemat strategy (see page xvii in Teacher’s Resource) to generate ideas and stimulate conversation. Listen to ideas from each of the groups.This may be a good time to sneak a peek at the C’est ton tour ! activity on page 193 of the Student Book. This will help students to visualize the concepts and analyze the information in the reading, providing a context for the strategies. 2. Action! AFL Ask students to describe what they see in the images on pages 188-189 of the Student Book.Have students read the passage Comment partager ses idées on pages 188-189 of the Student Book. Pause at various points and have the class indicate which ideas they had previously brainstormed are actually included in the reading.You may wish to create an Anchor Chart (see page vii in Teacher’s Resource) for the three sections of this reading, so that students may refer to this information as they work on their presentations later in the module, or do peer assessment.202Unit 6 Module C Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 188-189, 193• Audio Tracks 6.12, 6.14• Cahier pp. 307-310, Ex. E-GLesson 4AUDIO TRACK 6.14La fête de TristanÉcoute bien. Mélanie et Tony parle après la fête. Choisis la bonne réponse selon chaque question.Narratrice : La fête organisée pour Tristan se termine et Tony est un peu triste. Il doit retourner à Timmins pour l’été. Ses amis vont lui manquer. Mais il reviendra à l’automne !Tony : La fête a été super, Mélanie, Tristan était content.Mélanie : Merci, Tony, on s’est bien amusés.Tony : Tu sais quoi ? J’ai de si bons amis ici ! Ils me manqueront quand je serai à Timmins !Mélanie : Quand retournes-tu là-bas Tony ? Est-ce que c’est pour toujours ?Tony : Non, non ! Juste pour l’été ! Je reviens à Ottawa en septembre.Mélanie : Ouf, quel soulagement ! Mais tu vas devoir reprendre les cours de français. Es-tu content de ça ?Tony : Oui, pourquoi pas ? Tu sais, j’ai beaucoup amélioré mon français. Avec ton aide, le cours n’est pas si difficile.Mélanie : Vas-tu encore jouer pour Les Étoiles ?Tony : Bien sûr ! Mon entraîneur m’a dit… eh bien… que je suis rapide, précis, fort et fiable ! Excellent, non ?Mélanie : Tony, félicitations ! T’es comme un jeune Maurice Richard !6.141. Minds-On! AFL The overall purpose of this module and unit is to celebrate our accomplishments. The cultural reading selection explores celebrations around the world. Ask the class to discuss what kind of celebrations they have within their family, their culture, their religion, and in Canada. Why is it so important to celebrate? How would students describe a world where there are no celebrations? 2. Action! AFL Read Comment célèbre-t-on ? on pages 190-191 in the Student Book. Review or clarify difficult vocabulary or ideas. Are there students in the class that can relate to these celebrations, have participated in them before, etc. Review the Vocabulaire utile box on Student Book page 191. Ask students to describe when each of these expressions should be used.Ask students to share the celebrations that they have experienced with their families. Use the Tu réfléchis… question on page 191 in the Student Book to share ideas.Remind students about the celebration that was heldfor Tristan. What were our characters celebrating? Play Audio Track 6.12 to hear 6.12the songs from the Et beaucoupplus… section. The lyrics are also provided on Student Book page 191. If appropriate, practise singing the songs to celebrate the birthday of a classmate.Audio Track 6.14 contains an important final dialogue between our two main characters, Mélanie and Tony, as they talk about the party for Tristan and their plans for the summer and next school year. Cahier, page 307-308, Ex. E provides a comprehension check for this listening activity.Tu parles ! 1 Teacher’s Resource Unit 6 Module C203©2015 RK Publishing

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NOTESThe suggested time for this lesson is 2 classes or approximately 150 minutes.MATERIALS• Student Book pp. 192-193• Audio Track 6.13• Cahier pp. 311, 315-320, Ex. H, K-N• BLMs G-JLesson 5To help students prepare for the final presentation, the following activities are provided:Cahier, page 317-318, Ex. L, La réflexion… Je suis unique ! provides a chart to help solicit information for the presentation and ideas for how the presentation may be shared.Cahier, page 318-319, Ex. M, C’est mon tour ! Comment je suis unique ! provides step-by-step assistance so that students are guided through the process to create a rich presentation.BLM J provides a graphic organizer to help students organize their ideas for the presentation. Optional:Cahier, page 315-316, Ex. K provides a rich exercise that asks students to write feedback to our characters as if they were the teacher. Lots of Vocabulaire utile boxes are provided for additional support. 3. Consolidation AOL AAL Students will make their presentation on Comment je suis unique ! to the class.Students will complete the final Je réfléchis… in the Cahier, page 320, Ex. N, on their progress in the unit and their reflections and thoughts on the course as a whole.1. Minds-On! AFL Take time to review concepts, provide support, or play review games.Have students work with a partner to ask and respond to the questions in Tu parles ! section on page 192 of the Student Book. This activity asks students to reflect on the whole course. You may prefer to ask the questions of the class as a whole. 2. Action! AOL The final two assignments include writing and speaking components.Using the Tu parles encore ! activity on Student Book page 192, students will write a 5-10 line poem about themselves. Read the model poem written by Émilie. Ask students to describe the type of information that was included in the poem. Talk about the success criteria for the task. Cahier, page 311, Ex. H provides an outline (un schéma) to help students organize their ideas. Students will then recite or sing their poem to a friend, who will offer feedback. 3. Comment je suis unique ! AOL Reinforce the idea that we are all unique, and that each of us brings something special to all that we do. This will form the basis of the final task of this module and will incorporate all of the learning completed during this semester.Students will work on their final presentation to the class, Comment je suis unique ! Review the model of Tony’s presentation on page 193 in the Student Book. Audio Track 6.13 allows 6.13students to hear Tony as he is presenting. Ask students to listen to pacing, pronunciation, enunciation, and expression. BLM I provides questions based on Tony’s presentation, intended to help students identify the kind of information that is being shared. It also leads to student reflection on their own real-life experiences.Have students refer back to what makes a good presentation. Establish the success criteria with the class. This will be important as students are working to create and present the final task. As well, it will be important when providing peer and self-assessment.Tu parles ! 1 Teacher’s Resource Unit 6 Module C205©2015 RK Publishing

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Assessment for/as Learning Trafﬁ c LightThe trafﬁ c light strategy can be used to assess progress, and comprehension during a lesson or learning task. Students use a visual, which could be three circular cut-outs or shapes in red, yellow or green, or three markers of the same colours. Comfort or full understanding is indicated by green, partial or some comfort and understanding is indicated by yellow, while red indicates limited understanding and that more support is required. Students can self-assess and teachers can use this as visual feedback to adjust or guide their instruction during a lesson. On an exit card or a written task, students can also indicate their understanding by marking the colour on the corner of the card or paper. The teacher can read this quickly at the end of the lesson in preparation for the next day. Another option is doing a quick 3-2-1 check in. The teacher stops at various points in the lesson and asks students to indicate their level of understanding by holding up 3 ﬁ ngers for full understanding, 2 for partial and 1 for limited. “Montrez-moi si vous comprenez…”, which will provide a general sense of student understanding. Examples for Creating Trafﬁ c Lights:• Cut out circles (laminate if possible)• Circular disks: cut out one larger circle, and divide it into three parts. Colour in each part: red, green, and yellow. Students move their pencil or pen to the appropriate colour at the time.• Old CDs covered with red paper on one side; green on the other.• Popsicle sticks coloured red, green, and yellow (they can also be purchased in these colours).• Flags made with red, green, and yellow construction paper, and a pencil or popsicle stick on the end. • Red, green, and yellow markers. Hold up the marker or colour on the top of a sheet of paper. As the teacher is circulating, the colour will indicate where to check in and offer feedback. 212©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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Student Feedback Checklist: Listening (based on MOE expectations for FSF 1D)Nom : _________________________________ Date : ______________ Classe : _________________________Tu peux identiﬁ er les stratégies d’écoute nécessaires pour améliorer ta compréhension de la langue française. Commentaire(s) : 4 3 2 1 RTu démontres une compréhension des extraits audio que tu écoutes en classe.Commentaire(s) : 4 3 2 1 RTu démontres une compréhension des discussions en classe.Commentaire(s) : 4 3 2 1 RTu démontres une compréhension des instructions de l’enseignant(e).Commentaire(s) : 4 3 2 1 RTu démontres une compréhension de la conversation quand tu parles avec tes camarades de classe.Commentaire(s) : 4 3 2 1 RTu peux réagir aux idées des autres en posant une question appropriée ou en faisant un commentaire approprié.Commentaire(s) : 4 3 2 1 RTu peux identiﬁ er tes forces et tes faiblesses dans la compréhension de la langue française.Commentaire(s) : 4 3 2 1 RTu peux distinguer entre les prononciations françaises de certains pays ou de certaines régions.Commentaire(s) : 4 3 2 1 RTu peux reconnaître les situations sociales formelles et informelles par les salutations et les expressions utilisées.Commentaire(s) : 4 3 2 1 RJ’ai lu l’évaluation et les commentaires de mon enseignant(e). Pour mieux réussir dans le futur, je…• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________Je suis très ﬁ ère / ﬁ er de comment je peux…• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________• ________________________________________________216©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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Student Feedback Checklist: Speaking (based on MOE expectations for FSF 1D)Nom : _________________________________ Date : ______________ Classe : _________________________Tu utilises des stratégies de communication. Commentaire(s) : 4 3 2 1 RTu parles spontanément avec facilité.Commentaire(s) : 4 3 2 1 RTu participes beaucoup pendant les présentations préparées.Commentaire(s) : 4 3 2 1 RTu parles avec ﬂ uidité.Commentaire(s) : 4 3 2 1 RTu parles avec une intonation appropriée.Commentaire(s) : 4 3 2 1 RTu parles avec une bonne prononciation.Commentaire(s) : 4 3 2 1 RTu parles en phrases complètes.Commentaire(s) : 4 3 2 1 RTu communiques clairement ton message.Commentaire(s) : 4 3 2 1 RTu choisis un vocabulaire précis.Commentaire(s) : 4 3 2 1 RTu t’exprimes avec des verbes appropriés.Commentaire(s) : 4 3 2 1 RTu réponds bien aux questions et aux commentaires des autres.Commentaire(s) : 4 3 2 1 RTu peux t’exprimer pendant une courte conversation.Commentaire(s) : 4 3 2 1 RTu peux reconnaître tes fautes et les corriger toi-même.Commentaire(s) : 4 3 2 1 RTu peux identiﬁ er les stratégies qui t’aident à mieux parler français.Commentaire(s) : 4 3 2 1 RTu peux parler de la culture de ton pays et de celles des autres pays.Commentaire(s) : 4 3 2 1 RTu peux adapter le vocabulaire et les expressions pour les différentes situations sociales.Commentaire(s) : 4 3 2 1 RJ’ai lu l’évaluation et les commentaires de mon enseignant(e). Pour mieux réussir dans le futur, je…• ________________________________________________• ________________________________________________• ________________________________________________Je suis très ﬁ ère / ﬁ er de comment je peux…• ________________________________________________• ________________________________________________• ________________________________________________217©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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Student Feedback Checklist: Reading (based on MOE expectations for FSF 1D)Nom : _________________________________ Date : ______________ Classe : _________________________Tu peux identiﬁ er les stratégies de lecture qui t’aident à comprendre la lecture. Commentaire(s) : 4 3 2 1 RTu fais preuve d’une compréhension des textes choisis par l’enseignant(e).Commentaire(s) : 4 3 2 1 RTu fais preuve d’une compréhension des textes que tu choisis de lire.Commentaire(s) : 4 3 2 1 RTu démontres une compréhension de lecture quand tu lis à haute voix (ﬂ uidité, pauses, expression, intonation).Commentaire(s) : 4 3 2 1 RTu peux identiﬁ er le vocabulaire ou les idées que tu comprends et que tu ne comprends pas dans un texte.Commentaire(s) : 4 3 2 1 RTu peux reconnaître et identiﬁ er plusieurs formes de textes écrits (par exemple, journal, ﬁ ction, poème).Commentaire(s) : 4 3 2 1 RTu lis le titre, les sous-titres et tu regardes les images pour mieux comprendre la lecture d’un texte.Commentaire(s) : 4 3 2 1 RTu peux répondre à des questions qui vériﬁ ent ta compréhension d’un texte.Commentaire(s) : 4 3 2 1 RTu peux faire les liens entre les cultures des autres pays et celle de ton pays quand tu lis un texte.Commentaire(s) : 4 3 2 1 RTu peux reconnaître les situations sociales dans un texte en identiﬁ ant certaines expressions.Commentaire(s) : 4 3 2 1 RJ’ai lu l’évaluation et les commentaires de mon enseignant(e). Pour mieux réussir dans le futur, je…• ________________________________________________• ________________________________________________• ________________________________________________Je suis très ﬁ ère / ﬁ er de comment je peux…• ________________________________________________• ________________________________________________• ________________________________________________218©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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Student Feedback Checklist: Writing (based on MOE expectations for FSF 1D)Nom : _________________________________ Date : ______________ Classe : _________________________Tu comprends bien le public pour lequel tu écris. Commentaire(s) : 4 3 2 1 RTu peux clairement exprimer tes opinions et tes idées.Commentaire(s) : 4 3 2 1 RTu choisis la méthode la plus appropriée pour partager tes idées.Commentaire(s) : 4 3 2 1 RTu exprimes tes idées dans des phrases claires et faciles à comprendre.Commentaire(s) : 4 3 2 1 RTu utilises les expressions et les conventions d’écriture appropriées.Commentaire(s) : 4 3 2 1 RTu choisis un vocabulaire précis.Commentaire(s) : 4 3 2 1 RTu utilises une bonne ponctuation et une bonne syntaxe (construction de phrase).Commentaire(s) : 4 3 2 1 RTu organises tes idées d’une manière logique.Commentaire(s) : 4 3 2 1 RTu utilises les stratégies d’écriture pour améliorer ta production écrite.Commentaire(s) : 4 3 2 1 RTu planiﬁ es, rédiges et vériﬁ es ta production écrite.Commentaire(s) : 4 3 2 1 RTu produis une copie ﬁ nale qui représente un travail soigné et poli.Commentaire(s) : 4 3 2 1 RTu communiques tes connaissances des autres cultures et des autres pays.Commentaire(s) : 4 3 2 1 RTu peux identiﬁ er et utiliser les expressions qui répondent aux situations sociales.Commentaire(s) : 4 3 2 1 RTu peux identiﬁ er les stratégies qui t’aident à mieux écrire en français.Commentaire(s) : 4 3 2 1 RJ’ai lu l’évaluation et les commentaires de mon enseignant(e). Pour mieux réussir dans le futur, je…• ________________________________________________• ________________________________________________• ________________________________________________Je suis très ﬁ ère / ﬁ er de comment je peux…• ________________________________________________• ________________________________________________• ________________________________________________219©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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Critères du succès : C’est ton tour ! Module 1C, page 33Inviter quelqu’un à faire quelque chose (dialogue entre deux élèves)Je peux…• utiliser les expressions du vocabulaire de l’unité pour inviter mon / ma camarade de classe à faire une activité• demander de 3 à 4 questions à quelqu’un pendant la conversation• répondre aux questions de mon / ma camarade de classe durant la conversation• accepter ou refuser une invitation en donnant une explication• parler naturellement, sans beaucoup de pauses et sans beaucoup d’erreursNote to teachers: This is an example of possible success criteria that could be generated for this assignment. Depending on how you have prepared your students for this assignment, you may wish to add, delete, or change certain criteria on the list. As well, depending on your students, you may wish to have them help create some of the criteria to take ownership of the assessment and evaluation process. Je réﬂ échis… Auto-évaluation Nom : ____________________________________________Je peux…avec facilitéavec un peu de difﬁ cultéavec difﬁ cultémes sentiments en général / notes…utiliser les expressions du vocabulaire de l’unité pour inviter mon / ma camarade de classe à faire une activité  …demander de 3 à 4 questions à quelqu’un pendant la conversation  …répondre aux questions de mon / ma camarade de classe durant la conversation   …accepter ou refuser une invitation en donnant une explication  …accepter ou refuser une invitation en donnant une explication  …parler naturellement, sans beaucoup de pauses et sans beaucoup d’erreurs  221©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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Assessment RubricsORAL COMMUNICATION: SPEAKING RUBRICNom : ___________________________________________________________ Date : ______________________ Categories Level 1 Level 2 Level 3 Level 4KNOWLEDGE/UNDERSTANDINGThe student:Knowledge of content(i.e., appropriate vocabulary and expressions; concepts, ideas, opinions, facts; aspects of culture)demonstrates limited knowledge of contentdemonstrates some knowledge of contentdemonstrates considerable knowledge of contentdemonstrates thorough knowledge of contentUnderstanding of content (i.e., concepts, ideas, opinions meet the assignment requirements)demonstrates limited understanding of contentdemonstrates some understanding of contentdemonstrates considerable understanding of contentdemonstrates thorough understanding of contentTHINKINGThe student:Use of planning skills uses planning skills with limited effectivenessuses planning skills with some effectivenessuses planning skills with considerable effectivenessuses planning skills with a high degree of effectivenessUse of processing skills uses processing skills with limited effectivenessuses processing skills with some effectivenessuses processing skills with considerable effectivenessuses processing skills with a high degree of effectivenessUse of critical/creative thinking processesuses critical/creative thinking processes with limited effectivenessuses critical/creative thinking processes with some effectivenessuses critical/creative thinking processes with considerable effectivenessuses critical/creative thinking processes with a high degree of effectivenessCOMMUNICATIONThe student:Expression and organization of ideas and information in oral forms(i.e., ﬂ uency, articulation, pronunciation, use of visual and verbal cues, etc.)expresses and organizes ideas and information with limited effectivenessexpresses and organizes ideas and information with some effectivenessexpresses and organizes ideas and information with considerable effectivenessexpresses and organizes ideas and information with a high degree of effectivenessCommunication for different audiences and purposes in oral formscommunicates for different audiences and purposes with limited effectivenesscommunicates for different audiences and purposes with some effectivenesscommunicates for different audiences and purposes with considerable effectivenesscommunicates for different audiences and purposes with a high degree of effectivenessUse of conventions, vocabulary and terminology of the discipline in oral forms(i.e., word choice, formality, etc.)uses conventions, vocabulary, and terminology of the discipline with limited effectivenessuses conventions, vocabulary, and terminology of the discipline with some effectivenessuses conventions, vocabulary, and terminology of the discipline with considerable effectivenessuses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness225©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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APPLICATIONThe student:Application of knowledge and skills in familiar contextsapplies knowledge and skills in familiar contexts with limited effectivenessapplies knowledge and skills in familiar contexts with some effectivenessapplies knowledge and skills in familiar contexts with considerable effectivenessapplies knowledge and skills in familiar contexts with a high degree of effectivenessTransfer of knowledge and skills to new contextstransfers knowledge and skills to new contexts with limited effectivenesstransfers knowledge and skills to new contexts with some effectivenesstransfers knowledge and skills to new contexts with considerable effectivenesstransfers knowledge and skills to new contexts with a high degree of effectivenessMaking connections within and between various contextsmakes connections within and between various contexts with limited effectivenessmakes connections within and between various contexts with some effectivenessmakes connections within and between various contexts with considerable effectivenessmakes connections within and between various contexts with a high degree of effectivenessLa rétroaction descriptive du professeur / de la professeure:Points forts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Prochaines étapes pour s’améliorer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Note : / ______________________________________________________________________________________________Je réﬂ échis…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________226©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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READING RUBRICNom : ___________________________________________________________ Date : ______________________Categories Level 1 Level 2 Level 3 Level 4KNOWLEDGE/UNDERSTANDINGThe student:Knowledge of content(i.e., appropriate vocabulary and expressions; concepts, ideas, opinions, facts; aspects of culture)demonstrates limited knowledge of contentdemonstrates some knowledge of contentdemonstrates considerable knowledge of contentdemonstrates thorough knowledge of contentUnderstanding of content (i.e., concepts, ideas, opinions meet the assignment requirements)demonstrates limited understanding of contentdemonstrates some understanding of contentdemonstrates considerable understanding of contentdemonstrates thorough understanding of contentTHINKINGThe student:Use of planning skills uses planning skills with limited effectivenessuses planning skills with some effectivenessuses planning skills with considerable effectivenessuses planning skills with a high degree of effectivenessUse of processing skills uses processing skills with limited effectivenessuses processing skills with some effectivenessuses processing skills with considerable effectivenessuses processing skills with a high degree of effectivenessUse of critical/creative thinking processesuses critical/creative thinking processes with limited effectivenessuses critical/creative thinking processes with some effectivenessuses critical/creative thinking processes with considerable effectivenessuses critical/creative thinking processes with a high degree of effectivenessCOMMUNICATIONThe student:Expression and organization of ideas and information in oral, visual, and written forms(i.e., ﬂ uency, articulation, pronunciation, use of visual and verbal cues, etc.)expresses and organizes ideas and information with limited effectivenessexpresses and organizes ideas and information with some effectivenessexpresses and organizes ideas and information with considerable effectivenessexpresses and organizes ideas and information with a high degree of effectivenessCommunication for different audiences and purposes in oral, visual, and written formscommunicates for different audiences and purposes with limited effectivenesscommunicates for different audiences and purposes with some effectivenesscommunicates for different audiences and purposes with considerable effectivenesscommunicates for different audiences and purposes with a high degree of effectivenessUse of conventions, vocabulary and terminology of the discipline in oral, visual, and written forms(i.e., word choice, formality, etc.)uses conventions, vocabulary, and terminology of the discipline with limited effectivenessuses conventions, vocabulary, and terminology of the discipline with some effectivenessuses conventions, vocabulary, and terminology of the discipline with considerable effectivenessuses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness227©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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APPLICATIONThe student:Application of knowledge and skills in familiar contextsapplies knowledge and skills in familiar contexts with limited effectivenessapplies knowledge and skills in familiar contexts with some effectivenessapplies knowledge and skills in familiar contexts with considerable effectivenessapplies knowledge and skills in familiar contexts with a high degree of effectivenessTransfer of knowledge and skills to new contextstransfers knowledge and skills to new contexts with limited effectivenesstransfers knowledge and skills to new contexts with some effectivenesstransfers knowledge and skills to new contexts with considerable effectivenesstransfers knowledge and skills to new contexts with a high degree of effectivenessMaking connections within and between various contextsmakes connections within and between various contexts with limited effectivenessmakes connections within and between various contexts with some effectivenessmakes connections within and between various contexts with considerable effectivenessmakes connections within and between various contexts with a high degree of effectivenessLa rétroaction descriptive du professeur / de la professeure:Points forts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Prochaines étapes pour s’améliorer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Note : / ______________________________________________________________________________________________Je réﬂ échis…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________228©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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WRITING RUBRICNom : ___________________________________________________________ Date : ______________________Categories Level 1 Level 2 Level 3 Level 4KNOWLEDGE/UNDERSTANDINGThe student:Knowledge of content(i.e., appropriate vocabulary and expressions; concepts, ideas, opinions, facts; aspects of culture)demonstrates limited knowledge of contentdemonstrates some knowledge of contentdemonstrates considerable knowledge of contentdemonstrates thorough knowledge of contentUnderstanding of content (i.e., concepts, ideas, opinions meet the assignment requirements)demonstrates limited understanding of contentdemonstrates some understanding of contentdemonstrates considerable understanding of contentdemonstrates thorough understanding of contentTHINKINGThe student:Use of planning skills uses planning skills with limited effectivenessuses planning skills with some effectivenessuses planning skills with considerable effectivenessuses planning skills with a high degree of effectivenessUse of processing skills uses processing skills with limited effectivenessuses processing skills with some effectivenessuses processing skills with considerable effectivenessuses processing skills with a high degree of effectivenessUse of critical/creative thinking processesuses critical/creative thinking processes with limited effectivenessuses critical/creative thinking processes with some effectivenessuses critical/creative thinking processes with considerable effectivenessuses critical/creative thinking processes with a high degree of effectivenessCOMMUNICATIONThe student:Expression and organization of ideas and information in written forms(i.e., use of visual cues, use of appropriate vocabulary, clear ideas)expresses and organizes ideas and information with limited effectivenessexpresses and organizes ideas and information with some effectivenessexpresses and organizes ideas and information with considerable effectivenessexpresses and organizes ideas and information with a high degree of effectivenessCommunication for different audiences and purposes in written formscommunicates for different audiences and purposes with limited effectivenesscommunicates for different audiences and purposes with some effectivenesscommunicates for different audiences and purposes with considerable effectivenesscommunicates for different audiences and purposes with a high degree of effectivenessUse of conventions, vocabulary and terminology of the discipline in written forms(i.e., word choice, spelling, punctuation, etc.)uses conventions, vocabulary, and terminology of the discipline with limited effectivenessuses conventions, vocabulary, and terminology of the discipline with some effectivenessuses conventions, vocabulary, and terminology of the discipline with considerable effectivenessuses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness229©2015 RK PublishingTu parles ! 1 Teacher’s Resource Assessment

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APPLICATIONThe student:Application of knowledge and skills in familiar contextsapplies knowledge and skills in familiar contexts with limited effectivenessapplies knowledge and skills in familiar contexts with some effectivenessapplies knowledge and skills in familiar contexts with considerable effectivenessapplies knowledge and skills in familiar contexts with a high degree of effectivenessTransfer of knowledge and skills to new contextstransfers knowledge and skills to new contexts with limited effectivenesstransfers knowledge and skills to new contexts with some effectivenesstransfers knowledge and skills to new contexts with considerable effectivenesstransfers knowledge and skills to new contexts with a high degree of effectivenessMaking connections within and between various contextsmakes connections within and between various contexts with limited effectivenessmakes connections within and between various contexts with some effectivenessmakes connections within and between various contexts with considerable effectivenessmakes connections within and between various contexts with a high degree of effectivenessLa rétroaction descriptive du professeur / de la professeure:Points forts:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Prochaines étapes pour s’améliorer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Note : / ______________________________________________________________________________________________Je réﬂ échis…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________230©2015 RK PublishingAssessment Tu parles ! 1 Teacher’s Resource

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Tu parles ! 1 FSF 1D Academic Ontario Curriculum CorrelationLISTENINGBy the end of this course, students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6A1.1 Using Listening Compre-hension Strategies: identify arange of listening comprehen-sion strategies and use thembefore, during, and after listening to understand oralFrench textsStudent Book pp. xii-xiii, 14,15Audio and Video- throughout,as they listen and viewCahier p. 18BLM 1A, p. 6TR – throughout (i.e., p. 3)Student Book pp. xii-xiii, 36,46, 48, 56Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 64,73)Student Book pp. xii-xiii, 66,68, 78, 79, 86 Audio and Video- throughout,as they listen and viewTR – throughout (i.e., p. 114)Student Book pp. xii-xiii,100,104, 110, 112, 120Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 118,131, 134)Student Book pp. xii-xiii, 131,133, 142, 146, 152, 154Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 150,151)Student Book pp. xii-xiii, 162,165, 172Audio and Video- throughout,as they listen and viewTR – throughout i.e., pp. 182,193)A1.2 Demonstrating Under-standing: demonstrate an understanding of the purposeand meaning of oral Frenchtexts about new and familiartopics, with contextual and visual supportAudio scripts 1.1 to 1.15Videos 1 – 3Student Book p. 19, 20, 25, 38,39, 40Cahier pp. 2, 3, 10, 11, 14, 16,19, 20, 28, 29, 35, 36, 42, 48Audio scripts 2.1 to 2.16Videos 4 – 6Student Book p. 56Cahier pp. 54, 55, 57, 63, 65,770, 71, 78, 79, 80, 86, 87, 88,90BLM 2C, p. 16Audio scripts 3.1 to 3.13Videos 7 – 9Student Book pp. 66, 68, 78,88, 95Cahier pp. 96, 97, 98, 99, 108,112, 113, 117, 118, 119, 123,127, 129, 134, 135, 138, 145Audio scripts 4.1 to 4.12Videos 10 – 12Student Book pp.98, 99, 100,101, 104, 112Cahier pp. 156, 157, 158, 162,163, 165, 167, 177, 178, 180,183, 186, 192, 203BLM 4B p. 17Audio scripts 5.1 to 5.15Videos 13 – 15Student Book pp. 131, 133,142, 146, 149, 152Cahier pp. 208, 209, 211, 217,226, 227, 235, 237, 251, 252,258, 263, 266Audio scripts 6.1 to 6.14Videos 16 – 18Student Book pp. 165, 172,174, 176, 179, 181, 184, 186Cahier pp. 269, 270, 273, 281,288, 290, 293, 294, 295, 303,304, 305, 307A2.1 Using Interactive Listen-ing Strategies: identify anduse interactive listening strate-gies to suit a variety of situa-tions while participating instructured and guided socialand academic interactionsStudent Book p. 23TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. 102, 104,114, 117TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307TR – throughout (i.e., pp. 180,184, 189, 192)A2.2 Interacting: respond withunderstanding to what otherssay while participating in a variety of structured andguided interactions about newand familiar topics, in formaland informal situationsStudent Book p. 23Cahier pp. 4, 22TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book p. 102, 104, 114,117Cahier p. 189TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307BLM 6B p. 2, 3TR – throughout (i.e., pp. 180,184, 189, 192)A2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter listening; (b) identify theirareas of greater and lesserstrength as listeners, and plansteps they can take to improve their listening skillsStudent Book pp. xii, xiii, 5Cahier p. 18BLM 1A, p. 6TR – throughout (before Lis-tening activities, see p. 7, andduring Listening activities andend of module reflections, i.e.,p. 41)Cahier pp. 64, 77, 95TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p.147)Cahier pp. 248, 268TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 177)Cahier pp. 284, 286, 287, 302,317, 320BLM 6B p. 6, 7TR - throughout (during Listening activities and end of module reflections, i.e., p. 205)A3.1 Intercultural Awareness:using information from oralFrench texts, identify French-speaking communities inAfrica and Asia, find out aboutaspects of their cultures, andmake connections to personalexperiences and their own and other communitiesStudent Book p. 9 Student Book p. 63 Student Book pp. 90, 93BLM 3B p. 11Student Book pp. 109, 117Audio 4.7TR p. 113Student Book p. 138, 139 Student Book pp. 181, 191A3.2 Awareness of Sociolin-guistic Conventions: using information from oral Frenchtexts, identify and demon-strate an understanding of sociolinguistic conventionsused in a variety of situationsin diverse French-speaking communitiesStudent Book pp. 6, 9Audio throughout (i.e., 1.1,1.2, 1.3)Videos 1, 2, 3Student Book pp. 35, 46Cahier p. 90Audio throughout (i.e., 2.1,2.5, 2.6)Videos 4, 5, 6Student Book p. 112Cahier p. 124Audio throughout (i.e., 3.1,3.3, 3.5)Videos 7, 8, 9Student Book p. 112Audio throughout (i.e., 4.2,4.5, 4.6)Videos 10, 11, 12Student Book pp. 150, 156Audio throughout (i.e., 5.2,5.3, 5.11)Videos 13, 14, 15Student Book pp. 179, 182Audio throughout (i.e., 6.4,6.7, 6.8)Videos 16, 17, 18SPEAKINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6B1.1 Using Oral Communica-tion Strategies: identify arange of speaking strategiesand use them to expressthemselves clearly and coher-ently in French for various purposes and to a variety of audiencesStudent Book pp. x, 7, 22, 31TR – throughout (i.e., pp. 2, 4,5, 7)Student Book p. 64TR – throughout (i.e., pp. 46,49)Student Book pp. x, 96BLM 3A p. 9, 3C pp. 7, 15TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. x, 128BLM 4B p. 9TR – throughout (i.e., pp. 119,121, 123, 126)Student Book pp. x, 160BLM 5C p. 8TR – throughout (i.e., pp. 150,153, 162)Student Book pp. x, 166, 172,183TR – throughout (i.e., pp. 180,184, 189, 192)B1.2 Producing Oral Commu-nications: produce preparedand spontaneous messages inFrench to communicate infor-mation, ideas, and opinionsabout matters of personal interest and familiar and academic topics, with contextual, auditory and visual support as appropriateStudent Book pp. 6, 7, 12, 13,22, 23, 33Cahier pp. 4, 17, 33, 34Student Book pp. 41, 43, 44,48, 49, 50, 54, 58, 60, 61, 64Cahier pp. 72, 73, 74, 85, 89,93BLM 2B p. 5 and 2C pp. 9, 10Student Book pp. 75, 76, 82,86, 92, 93, 96Cahier pp. 121, 125, 130, 148,149BLM 3C pp. 7, 15Student Book pp. 103, 104,108, 118, 123, 128BLM 4A p. 4, 4B p. 9, 4C pp. 1,7Student Book pp. 134, 140,150, 160, 161Cahier p. 231BLM 5B pp. 9, 10, 5C p. 8Student Book pp. 166, 172,179, 183, 192, 193Cahier pp. 281, 300BLM 6B p. 3B1.3 Speaking with Fluency:speak with a smooth pace, appropriate intonations, andaccurate pronunciation in prepared communicationsabout a range of familiar topicsStudent Book pp. 12, 13, 23,32, 33Cahier pp. 30, 34BLM 1B p. 7Student Book pp. 43, 44, 50,54, 58, 60, 64Cahier p. 93BLM 2B p. 3Student Book pp. 76, 82, 86,92, 96BLM 3C pp. 3, 4Student Book pp. 102, 103,104, 108, 118, 123, 28BLM 4B p. 9Student Book pp. 134, 140,160, 161Student Book pp. 172, 179,183, 192, 193B1.4 Applying language structures: communicate theirmeaning clearly, using parts of speech and word order appropriatelyStudent Book pp. 7, 17, 21,28, 29, 32BLM 1A p. 8, 1B p. 8, 1C pp. 6,7, 8Student Book pp. 41, 54, 61,64, 72, 73Student Book pp. 71, 72, 76,82, 86, 92, 93, 96Cahier pp. 104, 125, 149BLM 3C pp. 3, 4Student Book pp. 103, 105,108, 111, 115, 118, 123, 128Cahier pp. 199, 202BLM 4A pp. 11, 12, 13Student Book pp. 134, 135,140, 147, 155, 160, 161BLM 5C p. 9Student Book pp. 168, 169,172, 179, 183, 187, 189, 192,193BLM 6A p. 4B2.1 Using Speaking Interac-tion strategies: demonstratean understanding of appropri-ate speaking behaviours wheninteracting with others in a variety of structured, guided,formal, and informal situationsStudent Book pp. 6, 23, 33Cahier p. 37Student Book pp. 54, 61Cahier pp. 74, 85, 89, 93BLM 2B pp. 8, 9Student Book pp. 70, 72, 80,86, 92Student Book pp. 104, 111,128Cahier pp. 159, 160, 171Student Book pp. 150, 157,160BLM 5C p. 3Student Book pp. 165, 176,179, 182, 183232FSF 1D Academic Ontario Curriculum Correlation Tu parles ! 1 Teacher’s Resource©2015 RK Publishing

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Tu parles ! 1 FSF 1D Academic Ontario Curriculum CorrelationLISTENINGBy the end of this course, students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6A1.1 Using Listening Compre-hension Strategies: identify arange of listening comprehen-sion strategies and use thembefore, during, and after listening to understand oralFrench textsStudent Book pp. xii-xiii, 14,15Audio and Video- throughout,as they listen and viewCahier p. 18BLM 1A, p. 6TR – throughout (i.e., p. 3)Student Book pp. xii-xiii, 36,46, 48, 56Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 64,73)Student Book pp. xii-xiii, 66,68, 78, 79, 86 Audio and Video- throughout,as they listen and viewTR – throughout (i.e., p. 114)Student Book pp. xii-xiii,100,104, 110, 112, 120Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 118,131, 134)Student Book pp. xii-xiii, 131,133, 142, 146, 152, 154Audio and Video- throughout,as they listen and viewTR – throughout (i.e., pp. 150,151)Student Book pp. xii-xiii, 162,165, 172Audio and Video- throughout,as they listen and viewTR – throughout i.e., pp. 182,193)A1.2 Demonstrating Under-standing: demonstrate an understanding of the purposeand meaning of oral Frenchtexts about new and familiartopics, with contextual and visual supportAudio scripts 1.1 to 1.15Videos 1 – 3Student Book p. 19, 20, 25, 38,39, 40Cahier pp. 2, 3, 10, 11, 14, 16,19, 20, 28, 29, 35, 36, 42, 48Audio scripts 2.1 to 2.16Videos 4 – 6Student Book p. 56Cahier pp. 54, 55, 57, 63, 65,770, 71, 78, 79, 80, 86, 87, 88,90BLM 2C, p. 16Audio scripts 3.1 to 3.13Videos 7 – 9Student Book pp. 66, 68, 78,88, 95Cahier pp. 96, 97, 98, 99, 108,112, 113, 117, 118, 119, 123,127, 129, 134, 135, 138, 145Audio scripts 4.1 to 4.12Videos 10 – 12Student Book pp.98, 99, 100,101, 104, 112Cahier pp. 156, 157, 158, 162,163, 165, 167, 177, 178, 180,183, 186, 192, 203BLM 4B p. 17Audio scripts 5.1 to 5.15Videos 13 – 15Student Book pp. 131, 133,142, 146, 149, 152Cahier pp. 208, 209, 211, 217,226, 227, 235, 237, 251, 252,258, 263, 266Audio scripts 6.1 to 6.14Videos 16 – 18Student Book pp. 165, 172,174, 176, 179, 181, 184, 186Cahier pp. 269, 270, 273, 281,288, 290, 293, 294, 295, 303,304, 305, 307A2.1 Using Interactive Listen-ing Strategies: identify anduse interactive listening strate-gies to suit a variety of situa-tions while participating instructured and guided socialand academic interactionsStudent Book p. 23TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. 102, 104,114, 117TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307TR – throughout (i.e., pp. 180,184, 189, 192)A2.2 Interacting: respond withunderstanding to what otherssay while participating in a variety of structured andguided interactions about newand familiar topics, in formaland informal situationsStudent Book p. 23Cahier pp. 4, 22TR – throughout (i.e., pp. 2, 4,5, 7)Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 72,73, 74, 89TR – throughout (i.e., pp. 46,49)Student Book pp.67, 70, 72,85, 92Cahier pp. 121, 124, 137TR – throughout (i.e., pp. 80,81, 82, 97)Student Book p. 102, 104, 114,117Cahier p. 189TR – throughout (i.e., pp. 119,126)Student Book p. 133, 134, 135,137, 150, 153, 155, 157Cahier p. 210TR – throughout (i.e., pp. 150,153, 162)Student Book p. 176Cahier pp. 269, 285, 307BLM 6B p. 2, 3TR – throughout (i.e., pp. 180,184, 189, 192)A2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter listening; (b) identify theirareas of greater and lesserstrength as listeners, and plansteps they can take to improve their listening skillsStudent Book pp. xii, xiii, 5Cahier p. 18BLM 1A, p. 6TR – throughout (before Lis-tening activities, see p. 7, andduring Listening activities andend of module reflections, i.e.,p. 41)Cahier pp. 64, 77, 95TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p.147)Cahier pp. 248, 268TR - throughout (during Lis-tening activities and end ofmodule reflections, i.e., p. 177)Cahier pp. 284, 286, 287, 302,317, 320BLM 6B p. 6, 7TR - throughout (during Listening activities and end of module reflections, i.e., p. 205)A3.1 Intercultural Awareness:using information from oralFrench texts, identify French-speaking communities inAfrica and Asia, find out aboutaspects of their cultures, andmake connections to personalexperiences and their own and other communitiesStudent Book p. 9 Student Book p. 63 Student Book pp. 90, 93BLM 3B p. 11Student Book pp. 109, 117Audio 4.7TR p. 113Student Book p. 138, 139 Student Book pp. 181, 191A3.2 Awareness of Sociolin-guistic Conventions: using information from oral Frenchtexts, identify and demon-strate an understanding of sociolinguistic conventionsused in a variety of situationsin diverse French-speaking communitiesStudent Book pp. 6, 9Audio throughout (i.e., 1.1,1.2, 1.3)Videos 1, 2, 3Student Book pp. 35, 46Cahier p. 90Audio throughout (i.e., 2.1,2.5, 2.6)Videos 4, 5, 6Student Book p. 112Cahier p. 124Audio throughout (i.e., 3.1,3.3, 3.5)Videos 7, 8, 9Student Book p. 112Audio throughout (i.e., 4.2,4.5, 4.6)Videos 10, 11, 12Student Book pp. 150, 156Audio throughout (i.e., 5.2,5.3, 5.11)Videos 13, 14, 15Student Book pp. 179, 182Audio throughout (i.e., 6.4,6.7, 6.8)Videos 16, 17, 18SPEAKINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6B1.1 Using Oral Communica-tion Strategies: identify arange of speaking strategiesand use them to expressthemselves clearly and coher-ently in French for various purposes and to a variety of audiencesStudent Book pp. x, 7, 22, 31TR – throughout (i.e., pp. 2, 4,5, 7)Student Book p. 64TR – throughout (i.e., pp. 46,49)Student Book pp. x, 96BLM 3A p. 9, 3C pp. 7, 15TR – throughout (i.e., pp. 80,81, 82, 97)Student Book pp. x, 128BLM 4B p. 9TR – throughout (i.e., pp. 119,121, 123, 126)Student Book pp. x, 160BLM 5C p. 8TR – throughout (i.e., pp. 150,153, 162)Student Book pp. x, 166, 172,183TR – throughout (i.e., pp. 180,184, 189, 192)B1.2 Producing Oral Commu-nications: produce preparedand spontaneous messages inFrench to communicate infor-mation, ideas, and opinionsabout matters of personal interest and familiar and academic topics, with contextual, auditory and visual support as appropriateStudent Book pp. 6, 7, 12, 13,22, 23, 33Cahier pp. 4, 17, 33, 34Student Book pp. 41, 43, 44,48, 49, 50, 54, 58, 60, 61, 64Cahier pp. 72, 73, 74, 85, 89,93BLM 2B p. 5 and 2C pp. 9, 10Student Book pp. 75, 76, 82,86, 92, 93, 96Cahier pp. 121, 125, 130, 148,149BLM 3C pp. 7, 15Student Book pp. 103, 104,108, 118, 123, 128BLM 4A p. 4, 4B p. 9, 4C pp. 1,7Student Book pp. 134, 140,150, 160, 161Cahier p. 231BLM 5B pp. 9, 10, 5C p. 8Student Book pp. 166, 172,179, 183, 192, 193Cahier pp. 281, 300BLM 6B p. 3B1.3 Speaking with Fluency:speak with a smooth pace, appropriate intonations, andaccurate pronunciation in prepared communicationsabout a range of familiar topicsStudent Book pp. 12, 13, 23,32, 33Cahier pp. 30, 34BLM 1B p. 7Student Book pp. 43, 44, 50,54, 58, 60, 64Cahier p. 93BLM 2B p. 3Student Book pp. 76, 82, 86,92, 96BLM 3C pp. 3, 4Student Book pp. 102, 103,104, 108, 118, 123, 28BLM 4B p. 9Student Book pp. 134, 140,160, 161Student Book pp. 172, 179,183, 192, 193B1.4 Applying language structures: communicate theirmeaning clearly, using parts of speech and word order appropriatelyStudent Book pp. 7, 17, 21,28, 29, 32BLM 1A p. 8, 1B p. 8, 1C pp. 6,7, 8Student Book pp. 41, 54, 61,64, 72, 73Student Book pp. 71, 72, 76,82, 86, 92, 93, 96Cahier pp. 104, 125, 149BLM 3C pp. 3, 4Student Book pp. 103, 105,108, 111, 115, 118, 123, 128Cahier pp. 199, 202BLM 4A pp. 11, 12, 13Student Book pp. 134, 135,140, 147, 155, 160, 161BLM 5C p. 9Student Book pp. 168, 169,172, 179, 183, 187, 189, 192,193BLM 6A p. 4B2.1 Using Speaking Interac-tion strategies: demonstratean understanding of appropri-ate speaking behaviours wheninteracting with others in a variety of structured, guided,formal, and informal situationsStudent Book pp. 6, 23, 33Cahier p. 37Student Book pp. 54, 61Cahier pp. 74, 85, 89, 93BLM 2B pp. 8, 9Student Book pp. 70, 72, 80,86, 92Student Book pp. 104, 111,128Cahier pp. 159, 160, 171Student Book pp. 150, 157,160BLM 5C p. 3Student Book pp. 165, 176,179, 182, 183233©2015 RK PublishingTu parles ! 1 Teacher’s Resource FSF 1D Academic Ontario Curriculum Correlation

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B2.2 Interacting: exchange information, ideas, and opin-ions with the teacher and theirpeers in structures and guidedspoken interactions aboutmatters of personal interestand academic topics, withteacher modelling as appropriateStudent Book pp. 13, 19, 32,33Cahier pp. 33, 37BLM 1B p. 1, 1C p. 5Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 7273, 74, 89BLM 2A p. 12, 2B p. 3, 2C p. 4Student Book pp.70, 72, 76,80,82, 86, 92Cahier pp. 104, 105, 121, 125,137, 148, 149BLM 3C p. 15Student Book pp. 102, 104,108, 111, 114, 117, 118, 121,126, 128Cahier pp. 159, 160, 162, 165,170, 171, 172, 174, 175, 176,189BLM 4A pp. 1. 2. 5. 7. 11. 12.13. 4B pp. 7, 8, 4C p. 11Student Book pp. 135, 137,139, 143, 145, 150, 153, 155,159, 160, 161Cahier pp. 210, 230, 231, 234,245, 250, 251BLM 5A p. 2, 5B pp. 2, 3, 4Student Book pp. 166, 175,176, 178, 179, 182, 183, 187,189, 192Cahier pp. 269, 270, 277, 291,292, 306, 314, 319BLM 6B pp. 2, 3, 6C pp. 3, 5B2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter speaking to communi-cate effectively; (b) identifytheir areas of greater andlesser strength as speakers,and plan steps they can taketo improve their speaking skillsStudent Book pp. x, 7Cahier pp. 34, 50TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 41)Student BookCahier pp. 64, 77, 95TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 147)Student Book pp. 225, 248,268TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 177)Student Book pp. 183, 192,193Cahier pp. 286. 287. 302. 317.320TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 205)B3.1 Intercultural Awareness:communicate informationorally about French-speakingcommunities in Africa andAsia, including aspects of theircultures and their contribu-tions to la francophonie andthe world, and make connec-tions to personal experiencesand their own and other communitiesStudent Book pp. 9, 11, 24, 31 Student Book p. 63 Student Book pp. 90, 93TR p. 113Student Book pp. 109, 117BLM 4C p. 6TR p. 113Student Book pp. 138, 139,142Student Book pp. 181, 191Cahier p. 314B3.2 Awareness of Sociolin-guistic Conventions: identifysociolinguistic conventionsassociated with a variety ofsocial situations in diverseFrench-speaking communitiesand use them appropriately in spoken interactionsStudent Book pp. 6, 32 Student Book pp. 60, 61Cahier p. 90Student Book pp. 80, 89, 93 Student Book pp.112, 116,117, 123, 126Student Book pp. 153, 155,160Student Book p. 183READINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6C1.1 Using Reading Compre-hension Strategies: identify avariety of reading comprehen-sion strategies and use thembefore, during, and after reading to understand French texts in modelled, shared,guided, and independentreading contextsStudent Book pp. x, xiii, 18, 26Cahier p. 45BLM 1C pp 1, 2, 15TR – throughout (i.e., pp. 19,31)Student Book pp. x, 37TR – throughout (i.e., p. 46)Student Book pp. x, 74, 75TR – throughout (i.e., p. 103)Student Book pp. x, 98, 110,116TR – throughout (i.e., pp. 132,133)Student Book pp. x, 132, 136,144, 148, 154, 158Cahier p. 212TR – throughout (i.e., pp. 151,162)Student Book pp. x, 178, 188,189TR – throughout (i.e., pp. 181,195)C1.2 Reading for Meaning:demonstrate an understand-ing of a variety of student- and teacher-selected Frenchtexts about academic and personally relevant topicsStudent Book pp. 2, 3, 4, 5,10, 11, 18, 26, 27, 30Cahier pp. 5, 6, 12, 46, 47BLM 1B pp. 2, 3, 4, 9, 10 and1C pp. 3, 12, 13, 14Student Book pp. 35, 37, 42,43, 46, 47, 48, 52, 53, 57, 60,62, 63Cahier pp. 51, 56, 65, 71, 91,92Student Book pp. 84, 85, 89,90, 95, 111Cahier pp. 110, 137, 140, 149BLM 3A p. 1, 3B pp. 6, 7, 8, 9,10, 3C pp. 8, 9, 10, 11, 12, 14Student Book pp. 106, 107,110, 111, 113, 114, 120, 122,124, 127Cahier pp. 158, 169, 170, 175,179, 181, 190, 193, 195, 204BLM 4A pp. 8, 9, 10, 11, 12, 4Bpp. 11, 12, 13Student Book pp. 132, 136,137, 138, 139, 144, 146, 148,152, 154, 156, 158, 159Cahier pp. 208, 209, 213, 214,219, 227, 232, 243, 246, 249,252, 253, 254, 255, 256, 258,259, 264BLM 5A pp. 10, 11, 12, 5B pp.6, 7, 5C pp. 5, 6Student Book pp. 163, 164,170, 171, 174, 175, 178, 180,185, 186, 188, 189, 190, 191Cahier pp. 271, 277, 278, 279,280, 294, 295, 296, 304, 308,309, 310, 312BLM 6A pp. 6, 7, 8, 9, 10, 11,12, 6B pp. 8, 9, 10, 6C pp. 6, 7,15, 16 C1.3 Reading with Fluency:read a variety of French textscontaining familiar names,words, and expressions at asufficient rate and with suffi-cient ease to demonstrate thatthey understand the overallsense of the textStudent Book pp. 2, 3, 4, 5,26, 27Student Book pp. 42, 43 Student Book pp. 74, 75BLM 3B pp. 6, 7, 8Student Book pp. 106, 107 Student Book pp. 138, 139,156Student Book pp. 178, 186C1.4 Developing Vocabulary:use a variety of vocabulary-acquisition strategies before,during, and after reading todetermine or confirm themeaning of new, unfamiliar, or recently learned words and expressionsStudent Book p. 33Cahier pp. 7, 18, 19, 21Student Book pp. 35, 36, 38,39, 47, 50, 55, 56, 57, 61Cahier pp. 54, 55, 58, 67, 81,92BLM 2A pp. 1, 2, 3, 4, 5, 11and 2B p. 8Student Book pp. 68, 69, 78,79, 83, 85, 88, 91, 93Cahier pp. 100, 101, 102, 117,120, 122, 124, 136BLM 3A pp. 2, 3, 4, 3B pp. 1, 2,3, 3C pp. 9, 13Student Book pp. 103, 104,106, 107, 111, 112, 117, 121,123, 125, 126Cahier pp. 157, 161, 164, 174,189BLM 4A pp. 1, 2, 6Student Book pp. 133, 141,145, 153, 155, 157, 160Cahier pp. 229, 230, 233, 240,241BLM 5A pp. 1, 3, 4, 5, 6, 7, 5Bp. 1, 5C p. 4Student Book pp. 165, 166,176, 179, 187, 191Cahier pp. 270, 271, 289, 296C2.1 Purposes and Character-istics of Text Forms: identifythe purpose(s) and character-istics of a variety of text forms,including fictional, informa-tional, graphic, and mediaforms, and explain how the characteristics help communicate the meaningStudent Book pp. 3, 4, 5, 18,19, 20, 26, 27, 30 Cahier p. 5TR – throughoutStudent Book pp. 35, 42, 43,52, 53, 62TR - throughoutStudent Book pp. 66, 74, 75,78, 84, 85, 90, 94, 95TR - throughoutStudent Book pp. 100, 106,107, 111, 113, 114, 119, 120,121TR - throughoutStudent Book pp. 130, 131,132, 137, 138, 139, 140, 146,148Cahier pp. 212, 249TR - throughoutStudent Book pp. 164, 166,170, 171, 173, 174, 175, 178,180, 185, 190, 191TR - throughoutC2.2 Text Features and Elements of Style: identifysome features and stylisticelements of a variety of textforms, including fictional, informational, graphic, andmedia forms, and explain how they help to convey themeaning Student Book pp. 3, 4, 5, 18,19, 20, 26, 27, 30 Cahier p. 5TR – throughout (i.e., p. 31)Student Book pp. 35, 42, 43,52, 53, 60, 62TR - throughoutStudent Book pp. 66, 74, 75,78, 84, 85, 90, 94, 95TR - throughoutStudent Book pp. 100, 106,107, 111, 113, 114, 119, 120,121TR - throughoutStudent Book pp. 130, 131,132, 137, 138, 139, 140, 146,148Cahier p. 212TR - throughoutStudent Book pp. 164, 166,170, 171, 173, 174, 175, 178,180, 185, 190, 191TR - throughoutC2.3 Metacognition: (a) de-scribe strategies they foundhelpful before, during, andafter reading to understandtexts: (b) identify their areas of greater and lesser strengthsas readers, and plan stepsthey can take to improve their reading skillsStudent Book pp. xi, xii, xiiiBLM 1C pp. 1, 2, 15TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 41)Student Book pp. xi, xii, xiiiCahier pp. 64, 77, 95TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 78)Student Book pp. pp. xi, xii,xiiiCahier pp. 106, 133, 154TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 116)Student Book pp. 106, 107Cahier pp. 173, 188, 207TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 147)Student Book pp. 225, 248,268TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 177)Cahier pp. 271, 286, 287, 302,315, 316, 317, 320TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 205)234©2015 RK PublishingFSF 1D Academic Ontario Curriculum Correlation Tu parles ! 1 Teacher’s Resource

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B2.2 Interacting: exchange information, ideas, and opin-ions with the teacher and theirpeers in structures and guidedspoken interactions aboutmatters of personal interestand academic topics, withteacher modelling as appropriateStudent Book pp. 13, 19, 32,33Cahier pp. 33, 37BLM 1B p. 1, 1C p. 5Student Book pp. 38, 39, 50,51, 58, 60Cahier pp. 52, 59, 60, 67, 7273, 74, 89BLM 2A p. 12, 2B p. 3, 2C p. 4Student Book pp.70, 72, 76,80,82, 86, 92Cahier pp. 104, 105, 121, 125,137, 148, 149BLM 3C p. 15Student Book pp. 102, 104,108, 111, 114, 117, 118, 121,126, 128Cahier pp. 159, 160, 162, 165,170, 171, 172, 174, 175, 176,189BLM 4A pp. 1. 2. 5. 7. 11. 12.13. 4B pp. 7, 8, 4C p. 11Student Book pp. 135, 137,139, 143, 145, 150, 153, 155,159, 160, 161Cahier pp. 210, 230, 231, 234,245, 250, 251BLM 5A p. 2, 5B pp. 2, 3, 4Student Book pp. 166, 175,176, 178, 179, 182, 183, 187,189, 192Cahier pp. 269, 270, 277, 291,292, 306, 314, 319BLM 6B pp. 2, 3, 6C pp. 3, 5B2.3 Metacognition: (a) describe strategies they foundhelpful before, during, andafter speaking to communi-cate effectively; (b) identifytheir areas of greater andlesser strength as speakers,and plan steps they can taketo improve their speaking skillsStudent Book pp. x, 7Cahier pp. 34, 50TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 41)Student BookCahier pp. 64, 77, 95TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 78)Cahier pp. 106, 133, 154TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 116)Cahier pp. 173, 188, 207TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 147)Student Book pp. 225, 248,268TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 177)Student Book pp. 183, 192,193Cahier pp. 286. 287. 302. 317.320TR – throughout (duringSpeaking activities and end ofmodule reflections, i.e., p. 205)B3.1 Intercultural Awareness:communicate informationorally about French-speakingcommunities in Africa andAsia, including aspects of theircultures and their contribu-tions to la francophonie andthe world, and make connec-tions to personal experiencesand their own and other communitiesStudent Book pp. 9, 11, 24, 31 Student Book p. 63 Student Book pp. 90, 93TR p. 113Student Book pp. 109, 117BLM 4C p. 6TR p. 113Student Book pp. 138, 139,142Student Book pp. 181, 191Cahier p. 314B3.2 Awareness of Sociolin-guistic Conventions: identifysociolinguistic conventionsassociated with a variety ofsocial situations in diverseFrench-speaking communitiesand use them appropriately in spoken interactionsStudent Book pp. 6, 32 Student Book pp. 60, 61Cahier p. 90Student Book pp. 80, 89, 93 Student Book pp.112, 116,117, 123, 126Student Book pp. 153, 155,160Student Book p. 183READINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6C1.1 Using Reading Compre-hension Strategies: identify avariety of reading comprehen-sion strategies and use thembefore, during, and after reading to understand French texts in modelled, shared,guided, and independentreading contextsStudent Book pp. x, xiii, 18, 26Cahier p. 45BLM 1C pp 1, 2, 15TR – throughout (i.e., pp. 19,31)Student Book pp. x, 37TR – throughout (i.e., p. 46)Student Book pp. x, 74, 75TR – throughout (i.e., p. 103)Student Book pp. x, 98, 110,116TR – throughout (i.e., pp. 132,133)Student Book pp. x, 132, 136,144, 148, 154, 158Cahier p. 212TR – throughout (i.e., pp. 151,162)Student Book pp. x, 178, 188,189TR – throughout (i.e., pp. 181,195)C1.2 Reading for Meaning:demonstrate an understand-ing of a variety of student- and teacher-selected Frenchtexts about academic and personally relevant topicsStudent Book pp. 2, 3, 4, 5,10, 11, 18, 26, 27, 30Cahier pp. 5, 6, 12, 46, 47BLM 1B pp. 2, 3, 4, 9, 10 and1C pp. 3, 12, 13, 14Student Book pp. 35, 37, 42,43, 46, 47, 48, 52, 53, 57, 60,62, 63Cahier pp. 51, 56, 65, 71, 91,92Student Book pp. 84, 85, 89,90, 95, 111Cahier pp. 110, 137, 140, 149BLM 3A p. 1, 3B pp. 6, 7, 8, 9,10, 3C pp. 8, 9, 10, 11, 12, 14Student Book pp. 106, 107,110, 111, 113, 114, 120, 122,124, 127Cahier pp. 158, 169, 170, 175,179, 181, 190, 193, 195, 204BLM 4A pp. 8, 9, 10, 11, 12, 4Bpp. 11, 12, 13Student Book pp. 132, 136,137, 138, 139, 144, 146, 148,152, 154, 156, 158, 159Cahier pp. 208, 209, 213, 214,219, 227, 232, 243, 246, 249,252, 253, 254, 255, 256, 258,259, 264BLM 5A pp. 10, 11, 12, 5B pp.6, 7, 5C pp. 5, 6Student Book pp. 163, 164,170, 171, 174, 175, 178, 180,185, 186, 188, 189, 190, 191Cahier pp. 271, 277, 278, 279,280, 294, 295, 296, 304, 308,309, 310, 312BLM 6A pp. 6, 7, 8, 9, 10, 11,12, 6B pp. 8, 9, 10, 6C pp. 6, 7,15, 16 C1.3 Reading with Fluency:read a variety of French textscontaining familiar names,words, and expressions at asufficient rate and with suffi-cient ease to demonstrate thatthey understand the overallsense of the textStudent Book pp. 2, 3, 4, 5,26, 27Student Book pp. 42, 43 Student Book pp. 74, 75BLM 3B pp. 6, 7, 8Student Book pp. 106, 107 Student Book pp. 138, 139,156Student Book pp. 178, 186C1.4 Developing Vocabulary:use a variety of vocabulary-acquisition strategies before,during, and after reading todetermine or confirm themeaning of new, unfamiliar, or recently learned words and expressionsStudent Book p. 33Cahier pp. 7, 18, 19, 21Student Book pp. 35, 36, 38,39, 47, 50, 55, 56, 57, 61Cahier pp. 54, 55, 58, 67, 81,92BLM 2A pp. 1, 2, 3, 4, 5, 11and 2B p. 8Student Book pp. 68, 69, 78,79, 83, 85, 88, 91, 93Cahier pp. 100, 101, 102, 117,120, 122, 124, 136BLM 3A pp. 2, 3, 4, 3B pp. 1, 2,3, 3C pp. 9, 13Student Book pp. 103, 104,106, 107, 111, 112, 117, 121,123, 125, 126Cahier pp. 157, 161, 164, 174,189BLM 4A pp. 1, 2, 6Student Book pp. 133, 141,145, 153, 155, 157, 160Cahier pp. 229, 230, 233, 240,241BLM 5A pp. 1, 3, 4, 5, 6, 7, 5Bp. 1, 5C p. 4Student Book pp. 165, 166,176, 179, 187, 191Cahier pp. 270, 271, 289, 296C2.1 Purposes and Character-istics of Text Forms: identifythe purpose(s) and character-istics of a variety of text forms,including fictional, informa-tional, graphic, and mediaforms, and explain how the characteristics help communicate the meaningStudent Book pp. 3, 4, 5, 18,19, 20, 26, 27, 30 Cahier p. 5TR – throughoutStudent Book pp. 35, 42, 43,52, 53, 62TR - throughoutStudent Book pp. 66, 74, 75,78, 84, 85, 90, 94, 95TR - throughoutStudent Book pp. 100, 106,107, 111, 113, 114, 119, 120,121TR - throughoutStudent Book pp. 130, 131,132, 137, 138, 139, 140, 146,148Cahier pp. 212, 249TR - throughoutStudent Book pp. 164, 166,170, 171, 173, 174, 175, 178,180, 185, 190, 191TR - throughoutC2.2 Text Features and Elements of Style: identifysome features and stylisticelements of a variety of textforms, including fictional, informational, graphic, andmedia forms, and explain how they help to convey themeaning Student Book pp. 3, 4, 5, 18,19, 20, 26, 27, 30 Cahier p. 5TR – throughout (i.e., p. 31)Student Book pp. 35, 42, 43,52, 53, 60, 62TR - throughoutStudent Book pp. 66, 74, 75,78, 84, 85, 90, 94, 95TR - throughoutStudent Book pp. 100, 106,107, 111, 113, 114, 119, 120,121TR - throughoutStudent Book pp. 130, 131,132, 137, 138, 139, 140, 146,148Cahier p. 212TR - throughoutStudent Book pp. 164, 166,170, 171, 173, 174, 175, 178,180, 185, 190, 191TR - throughoutC2.3 Metacognition: (a) de-scribe strategies they foundhelpful before, during, andafter reading to understandtexts: (b) identify their areas of greater and lesser strengthsas readers, and plan stepsthey can take to improve their reading skillsStudent Book pp. xi, xii, xiiiBLM 1C pp. 1, 2, 15TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 41)Student Book pp. xi, xii, xiiiCahier pp. 64, 77, 95TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 78)Student Book pp. pp. xi, xii,xiiiCahier pp. 106, 133, 154TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 116)Student Book pp. 106, 107Cahier pp. 173, 188, 207TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 147)Student Book pp. 225, 248,268TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 177)Cahier pp. 271, 286, 287, 302,315, 316, 317, 320TR – throughout (during Read-ing activities and end of mod-ule reflections, i.e., p. 205)235©2015 RK PublishingTu parles ! 1 Teacher’s Resource FSF 1D Academic Ontario Curriculum Correlation

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C3.1 Intercultural Awareness:using information from a vari-ety of French texts, identifyFrench-speaking communitiesin Africa and Asia, find outabout aspects of their cultures,and make connections to per-sonal experiences and theirown and other communitiesStudent Book pp. 11, 20, 21,30, 31Cahier p. 25BLM 1A p. 7 and 1B p. 9Student Book pp. 62, 63BLM 2A pp. 7, 10Student Book pp. 74, 75, 84,85Student Book pp. 106, 107,109, 126Cahier p. 204BLM 4C pp. 3, 4, 5TR p. 113Student Book pp. 138, 139,158Cahier pp. 212, 213Student Book pp. 170, 171,180Cahier pp. 279, 280, 308, 309,310BLM 6A pp. 9, 10, 11, 12C3.2 Awareness of Sociolin-guistic Conventions: identify,in a variety of French texts, examples of sociolinguisticconventions associated with a variety of social situations in diverse French-speaking communitiesStudent Book pp. 5, 9, 10, 11,17, 20, 21, 26, 27, 32, 33Student Book pp. 35, 37,46,47, 48, 48, 56, 60Student Book pp. 68, 70, 82,84, 85, 89, 90, 98, 103, 104, 105Student Book pp. 111, 112,113, 114, 116, 117, 118, 121,122, 124, 126Student Book pp. 132, 133,136, 138, 139, 141, 144, 145,148, 149, 150, 153, 154, 155Student Book pp. 170, 171,174, 175, 179, 182, 185, 191WRITINGBy the end of this course,students will:Unité 1 Unité 2 Unité 3 Unité 4 Unité 5 Unité 6D1.1 Identifying Purpose andAudience: determine theirpurpose in writing and the audience for the French textsthey plan to createCahier p. 13 Student Book pp. 45, 65Cahier p. 91BLM 2B p. 4TR – throughout (i.e., p. 77)Student Book pp. 77, 87, 97BLM 3A p. 7TR – throughout (i.e., p. 115)Student Book pp. 129, 171,172, 191Cahier p, 206BLM 4A p. 3, 4B pp. 3, 4, 14TR – throughout (i.e., p. 147)Student Book pp. 141, 151,161Cahier pp. 215, 222BLM 5B pp. 11, 12TR – throughout (i.e., p. 177)Student Book pp. 173, 192,193, 300Cahier p. 311TR – throughout (i.e., p. 205)D1.2 Writing in a Variety ofForms: write a variety ofFrench texts to convey infor-mation, ideas, and opinionsabout academic and person-ally relevant topics, applyingtheir knowledge of the basicstructural and stylistic elements of each formCahier p. 13BLM 1B p. 11Student Book pp. 45, 55, 65Cahier pp. 53, 61, 91, 94BLM 2B p. 4 and 2C p. 8Student Book pp. 77, 87, 97Cahier pp. 114, 115, 130, 131,132, 139, 141, 150, 153BLM 3A p. 7Student Book pp. 109, 119,129Cahier pp. 172, 187, 191, 194,206BLM 4A p. 3, 4B pp. 3, 4, 10,14, 4C p. 7Student Book pp. 141, 151,161, Cahier pp. 220, 222, 241, 242,267BLM 5B pp. 4, 8, 5C p. 7Student Book pp. 173, 192,193Cahier pp. 278, 282, 297, 298,300D1.3 Applying LanguageStructures: communicate theirmeaning clearly, using parts of speech appropriately andfollowing conventions for correct spelling, word order,and punctuationCahier p. 9BLM 1C pp. 11, 12Student Book pp. 45, 55, 65,61BLM 2A pp. 8, 9Student Book pp. 77, 87, 97Cahier pp. 106, 107, 109, 114,115, 147, 153BLM 3C pp. 2, 3Student Book pp. 109, 119,129Cahier pp.187, 197, 206 Student Book pp. 141, 151Cahier pp. 222, 223, 224, 267,261, 262BLM 5C p. 13Student Book pp. 173, 193Cahier pp. 282, 318, 319BLM 6A pp. 4, 5, 6C pp. 12,13, 14D2.1 Generating, Developing,and Organizing Content: generate, develop and organ-ize ideas for writing using a variety of pre-writing strate-gies and resourcesStudent Book p. 33Cahier p. 13BLM 1A p. 9Student Book pp. 45, 55, 65Cahier pp. 61, 76, 91Student Book pp. 77, 87, 97Cahier pp. 103, 114, 115, 131,13, 153BLM 3A p. 8Student Book pp. 109, 119,129Cahier pp. 172, 187, 206BLM 4C p. 7Student Book pp. 141, 151Cahier pp. 215, 221, 222, 223,224, 247, 267BLM 5B pp. 11, 12, 5C pp. 7,10Student Book pp. 173, 193Cahier pp. 283, 311, 312, 313,318, 319BLM 6C p. 17236©2015 RK PublishingFSF 1D Academic Ontario Curriculum Correlation Tu parles ! 1 Teacher’s Resource

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D2.2 Drafting and Revising:plan and produce drafts andrevise their work using a vari-ety of teacher-directed and independent strategiesStudent Book p. 33 Student Book pp. 45, 55, 65Cahier pp. 61, 76Student Book pp. 77, 87, 97Cahier pp. 114, 115, 131, 132,153Student Book pp. 109, 119,129Cahier pp. 172, 187, 206BLM 4C p. 7Student Book pp. 141, 151Cahier pp. 222, 223, 224, 267Student Book pp. 173, 193Cahier pp. 283, 311, 318, 319D2.3 Producing FinishedWork: make improvements toenhance the clarity and read-ability of their written work,and use a few elements of effective presentation to produce a polished productfor publicationStudent Book pp.45, 55, 65Cahier pp. 61, 76Student Book pp. 77, 87, 97Cahier pp. 114, 115, 131, 132,153Student Book pp. 109, 119,129Cahier pp. 187, 206Student Book pp. 141, 151Cahier pp. 222, 223, 224, 267Student Book pp. 173, 193Cahier pp. 283, 311, 318, 319D2.4 Metacognition: (a) de-scribe strategies they foundhelpful before, during, andafter writing; (b) identify theirareas of greater and lesserstrength as writers, and plansteps they can take to improvetheir writing skillsStudent Book pp. xi, xii, xiiiTR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 41)Student Book pp. xi, xii, xiii,45, 55Cahier pp. 64, 77, 95TR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 78)Student Book pp. xi, xii, xiii,97Cahier pp. 116, 133, 154TR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 116) Student Book pp. xi, xii, xiii,109, 119Cahier pp. 173, 188, 207BLM 4B pp. 4, 10TR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 147)Student Book pp. xi, xii, xiii,151Cahier pp. 248, 268TR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 177)Student Book pp. xi, xii, xiiiCahier pp. 286, 287, 300, 301,302, 312, 313, 317, 320TR – throughout (during Writ-ing activities and end of mod-ule reflections, i.e., p. 205)D3.1 Intercultural Awareness:in their written work, commu-nicate information aboutFrench-speaking communitiesin Africa and Asia, includingaspects of their cultures andtheir contributions to la fran-cophonie and the world, andmake connections to personalexperiences and their own and other communitiesCahier pp. 15, 49BLM 1C, p. 10Student Book p. 65BLM 2A p. 13Student Book p. 77TR p. 113Student Book p. 109Cahier p. 204Student Book pp. 137, 139Cahier p. 219Student Book p. 171Cahier pp. 277, 278, 280, 310,314D3.2 Awareness of Sociolin-guistic Conventions: identifysociolinguistic conventions associated with a variety of social situations in diverseFrench-speaking communities,and use them appropriately intheir written workCahier pp. 7, 13, 49 Cahier pp. 74, 81, 94 Student Book pp. 77, 93BLM 3A p. 6Cahier pp. 170, 171, 172, 187,194, 204BLM 4B p. 14Student Book p. 149Cahier pp. 244, 255, 256Cahier pp. 277, 278, 293, 295,296, 300Financial Literacy elements are found in:Student Book pp. 92, 121, 184Cahier p. 284BLM 4C p. 2, 6C p. 3Anti-bullying and Gossiping topics are found in:Cahier pp. 253, 254, 255, 256BLM 5B pp. 6, 7, 8, 9, 10237©2015 RK PublishingTu parles ! 1 Teacher’s Resource FSF 1D Academic Ontario Curriculum Correlation