BC Core French to Incognito

BC Core French to Ça marche! Level 2 : Musique-mania!
Correlation to BC Education—
Core French Grade 9 Requirements
Musique-mania!
Unit Description: In this unit, students describe their favourite style of
music, a favourite song, and its artist. Students then present their
description to the class. Using the information they have heard from
their classmates, students work in small groups to create a palmares of
10 songs, listing those that represent the widest variety and most
enjoyable choices from the presentations. The teacher may then
collate a top 15 list from all of the groups’ choices.
For the written component, each student writes a brief biography of the
artist who performs his or her favourite song.
Each phase of the unit provides students with guidance and support by
focussing on one particular aspect of the final project.
Communicating
Prescribed Learning Outcomes:
• Ask for assistance and detailed
information
• Ask for clarification and express an opinion, express agreement and
disagreement using suggestions from Le travail en groupe: fiche
reproductible 10, TG, p. 167.
• Ask for information using at-a-glance reference for skill development
in Stratégies pour m’aider in Mon carnet pp. 29-30, e.g. “Je donne
mon opinion et je respecte les opinions des autres.”
• Ask for information from their peers to complete Feuille de route, Mon
carnet, pp. 3-5 for the final project.
• Ask for clarification regarding final project, Livret pp. 4-5
• Interview someone from another generation: Livret p.26; Mon carnet
p. 30; Fiche reproductible 4, TG p. 161; and Fiche reproductible 21,
TG CD-ROM.
• Share opinions giving reasons
• Record opinions in their Journal d’apprentissage: TG, pp. 34-35.
• Share opinions and give reasons in the Pre-Activity of Phases 1 and
7, which are designed to personalize the phase content.
• Discuss the role of music in their lives, Livret, phases 1-5
• Form an opinion about where music is important and discuss with a
partner using Mon carnet p. 7.
• Discuss activities they do where music plays an important role using
the placemat strategy and/or Mon carnet p. 6 and Livret p. 29.
• Share opinions of their favourite music: Mon carnet pp.11-13, 26;
fiche reproductible 18, TG CD ROM; Fiche d’évaluation 1, 2, 7: TG
pp. 177, 178, and 183.
• Share song preferences: Livret pp.12-13 and Mon carnet p.14.
• Share the relation between music and emotions: Livret pp. 14-15,
Mon carnet p. 30; Vocabulary cards, TG pp. 174-175; video Segment
2: La musique et les émotions; CD tracks 12-13.
• Share opinions about music listened to in the car: Mon carnet, p. 19.
• Describe and exchange information
related to activities, people, places,
and things
• Exchange information with a partner in a survey in Mon carnet, p. 13:
A mon avis and share with the class
• Describe and exchange information using the superlative to form
their opinions: Livret, p. 11.
• Exchange information with peers in Mon carnet : Un sondage
musical, p. 7; La musique rock, p. 8; La musique et la mode, p. 9; À
chacun son goût!, p. 11; À mon avis, p. 13; On exprime ses
É
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BC Core French to Ça marche! Level 2 : Musique-mania!
Correlation to BC Education—
Core French Grade 9 Requirements
Musique-mania!
préférences, p. 16; Évitons la répétition!, p. 19 and Faisons
connaissances avec…pp. 20-21.
• Play games to exchange information listed in the TG, pp. 15-17; as
well as Comment s’appelle ma chanson? TG, pp. 80-81.
• Describe information related to music: Fiche reproductible 24, CDROM.
• Describe and exchange their favourite style of music, a favourite
song, and its artist: Fiche reproductible 5, 14, TG, pp. 162, 171;
Feuille de route: Mon carnet pp. 3-5; Zoom sur le projet: Livret pp. 45, 22-23.
• Arrange events as past, present, or
future
• Participate in selected meaningful,
real-life situations.
• Write the correct form of the verb to complete the important events in
Garou and Celine Dion’s lives: fiche reproductible 27, CD-ROM.
• Arrange Jeannette’s day’s events in order: fiche reproductible 28,
CD-ROM.
• Complete Gina’s message using past, present or future: fiche
reproductible 11, TG, p. 168.
• Complete activities using the passé composé: Mon carnet pp. 21-23;
CD Tracks 17-18; Livret pp. 18-21; Fiche reproductible 12-13, 29, TG
and CD-ROM.
• Acquire new information in each phase that is applied to Le projet
final via Feuille de route, Mon carnet, pp. 3-5 in order to arrange
information in a communicative and experiential situation.
• Form an opinion regarding where music is important and discuss with
a partner: Mon carnet p. 7.
• Share cooperative learning activities in French: Phases 4, 6 and 9:
Comment ça marche? Application, Livret pp. 11, 14-15 and 21.
• Read survey results in Phase 1: Un sondage musical, Mon carnet, p.
7.
• Use resources to expand their vocabulary and to discover/use it in
new situations via the Lexique: Livret, pp. 30-31, Mon carnet, pp. 3032 and in the TG, pp. 20-24.
• Draw on personal experience in the Pre-activity of each phase and
use this in new situations in the Activity.
• Reflect on their experiences and to share it in Un journal
d’apprentissage or the portfolio in the Post-activity of each phase.
• Play games as listed in the TG, pp. 14-15 as well as, TG, pp. 159160.
• Use electronic tools to enhance the final project presentation, TG, p.
13.
• Watch the unit video.
• Listen to the unit song J’veux d’la musique, cd track 1 and fiche
reproductible 2, TG p. 159.
• Participate by listening, reading about and responding to
Francophone musicians (Felix, Charlebois, Dubmatique, Khaled,
Boulay, Destroismaisons) and their songs: Livret pp. 6, 18-19, 24-25
and Mon carnet 16, 20-21 and 30; fiches reproductibles 2, 6-9, 26 on
CD ROM and in TG pp. 159, 163-166, CD track 5: as well as Culture
a la carte: CD tracks 1, 9-11.
• Use the Pearson website www.pearsoned.ca/camarche to view final
project models and link to related topics.
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BC Core French to Ça marche! Level 2 : Musique-mania!
Correlation to BC Education—
Core French Grade 9 Requirements
Musique-mania!
• Activate General Language Education strategies used in the Livret
and Mon carnet that are fully supported and flagged in the margins of
the Teacher’s Guide.
• Derive meaning from new “real-life” situations created by the teacher
at his/her discretion using the Mon carnet, Teachers Guide, CD-Rom
and the fiches reproductibles CD-ROM.
• Discuss songs using Guide de la communication, Livret p. 29, Mon
carnet p. 16, Fiche reproductible 10: Le travail en groupe, TG, p. 167.
• Participate in a group discussion to choose 10 favourite songs: fiche
reproductible 16, TG p. 173.
Acquiring Information
Prescribed Learning Outcomes:
• Extract, retrieve, and process
• Navigate through the phases of Musique Mania to extract, retrieve
information from French-language
and process information in preparation for Le projet final.
resources to complete authentic tasks. • Complete Feuille de route, Mon carnet, pp. 3-5 to record information
extracted and processed in preparation for le projet final.
• Use the reference section at the back of the Livret, pp. 26-31 to
synthesize culture, language and oral communication strategies
found throughout the unit so students have easy access to
information.
• Watch video presentations, which introduce them to the final project
(segment 1) and model the authentic task (segment 3). They can
refer to Livret, pp. 1, 4-5, and 22-23.
• Link to information related to musique via the Pearson Website,
www.pearsoned.ca/camarche.
• Link to cultural information and creative works related to Musique
mania! via the Pearson Website, www.pearsoned.ca/camarche.
• Use resources such as the Lexique in Livret, pp. 30-31, Mon carnet,
pp. 31-32 and in the TG, pp. 23-25.
• Use the suggested additional resources listed in the TG, pp. 26 such
as Encylopédie des jeunes: la musique, L’encylopédie de la musique,
La zique, ça vous branche? , L’encyclopédie de toutes les
musiques, Le guide de la musique du monde.
• Discuss images featured in the Livret, pp. 2-3, Mon carnet p. 6.
• Read, listen and view Livret pp. 8-9 and Mon carnet pp. 10, 29 to
predict and identify teens preferences in music CD track 6: Les styles
de musique.
• Extract, retrieve and process rules on adjectives, their placement and
forming their superlative: Livret pp. 10, 11 and Fiche reproductible
pp. 18-20, CD-ROM; CD track 7, L’oreille fine-La musique super!;
Fiche reproductible 20, CD- ROM; Fiche d’évaluation 3 and 8, TG
pp.179, 184; and Mon carnet p. 26.
• Extract, retrieve and process information from the show Musiquemania! As students describe their favourite song and artist: CD track
8, Mon carnet pp. 14-15, Livret pp. 12-13.
• Explain acquired information in oral,
visual, and written forms.
• Use oral production strategies in the Livret, p. 2 and in Mon carnet, p.
29: « Je pose des questions quand je ne comprends pas », « Je
parle assez fort et clairement» and « Je varie l’intonation et le ton de
ma voix.»
• Use written production strategies in the Livret, p.22 and in Mon
carnet, p. 29 « Je fais un brouillon », « Je utilise le dictionnaire et
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BC Core French to Ça marche! Level 2 : Musique-mania!
Correlation to BC Education—
Core French Grade 9 Requirements
Musique-mania!
d’autres ressources », and « Je cherche des mots-amis ».
• Use listening strategies in the Livret, pp. 2, 8 and 12 and in Mon
carnet, p. 29 « J’utilise mes expériences personnelles. », «Je
cherche des mots-amis » and « Je cherche des mots familiers.»
• Exchange ideas in French using Oral Production strategies in Mon
carnet p. 29.
Comment ça marche?, Application : Livret, pp 11, 17 and 22; Mon
carnet pp. 8-9, 18-19 and 22-23.
• Create a visual and an oral production for Le projet final.
• Role-play for the final project.
• Reflect on the shape of le projet final on Feuille de route and about
their progress in their Journal d’apprentissage in the Post-activity of
each phase.
• Write a biography of a favourite song’s artist for the final project.
• Acquire the ability to use direct object pronouns: Mon carnet, pp. 1819; and Fiche reproductible, pp. 24-25.
• Represent and share new knowledge by responding to personal
preference questions: Fiche reproductible, p. 24, CD ROM and by
posing questions to their partner about their favourite musician:
Livret, p. 17; Mon carnet, p. 19
Experiencing Creative Works
Prescribed Learning Outcomes:
• Reflect upon and respond to authentic • Link to authentic information related to Musique Mania! Via the
creative works from the Francophone
Pearson Website: www.pearsoned.ca/camarche
world
• Reflect on creative works introduced throughout the unit in their
journal d’apprentissage, e.g., reflect on theme song and activities
where music plays a role using fiche reproductible 17, TG CD-ROM
to guide their journal writing.
• All ten phases give opportunities for reflection and response.
• Read about the origins and influence of rock’n’roll music (CD track 4:
La musique rock) in Livret pp. 6-7 using reading strategies on p. 6 or
in Mon carnet p. 30. Respond using Mon carnet p. 8 and student’s
personal journal d’apprentissage.
• Listen to the unit song J’veux d’la musique, CD track 1 and fiche
reproductible 2, TG, p. 159.
• Work in pairs to reflect, respond and associate songs with emotions:
CD Tracks 1, 9-11; fiche d’évaluation 2, TG p. 178; Fiche
d’evaluation 7, TG p. 183, Mon carnet p. 16; and Fiche reproductible
2, 6-8, TG, pp.159, 163-165.
Understanding Cultural Influences
Prescribed Learning Outcomes:
• Identify and compare elements of
• Identify and compare cultural influences related to Musique Mania via
Francophone cultures present in
the Pearson Website, pearsoned.ca/camarche.
Canada and the world
• Identify, experience, compare and discuss Francophone musicians
• Distinguish similarities and differences
(Felix, Charlebois, Dubmatique, Khaled, Boulay, Destroismaisons)
between their own customs and those
and their songs: Livret pp. 6, 18-19, 24-25; Mon carnet, pp. 20of Francophone cultures.
21;fiche reproductible 2, 6-9, 26 on CD-ROM and in TG pp. 159, 163166, CD track 5:Culture a la carte: Robert Charlebois.
• Identify language, expressions, and
• Identify, and compare the styles of music preferred by teens from
behaviours that suit cultural context.
Quebec to teens from other parts of Canada using Livret pp. 8 and
25.
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