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

Transcription

Bienvenue, mon petit chou!
Welcome, Little One! – Grade 11
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark I
Create presentations on a
range of original or
authentic expressive
products.
Indicator 11
Create texts (e.g., short
stories, poems, skits) based
on themes/perspectives
(e.g., family, dating,
careers, music) from the
target culture.
Communities
Benchmark B
Perform original or
authentic works for a
school or community
event.
Indicator 2
Perform original or
authentic works for a
school or community event
(e.g., sing, dance, act).
Benchmark E
Attend, participate in or
view target culture events
and describe to others.
Indicator 7
Attend, participate in or
view via media, target
culture events (e.g., fairs,
festivals, exhibits and
performances; programs
given by Japanese /
American Society, Red
Cross, consulates) and
describe to others.
Lesson Summary: Pre-Advanced Level Proficiency
In this student-directed simulation, the teacher serves as a
facilitator, enabling students to take center stage and direct
the action. Students will research, create and present a
simulation of an African baby welcoming and naming
ceremony. Before the simulation, they will research
different aspects of this subject and make presentations on
what they have discovered. They will also create and
perform a culturally appropriate form of artistic expression
during the simulation to welcome the baby to the world.
Estimated Duration: Ten hours and 30 minutes
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes a week and that secondary programs meet
the equivalent of 50 minutes per day throughout the year.
Time and intensity do matter, and programs that meet for
fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: This simulation enables students to
practice speaking and listening skills in a culturally
authentic context. Moreover, requiring students to create a
piece of artistic expression as part of the lesson challenges
them to manipulate the target language creatively and
considerably raises the assignment’s level of rigor.
Additionally, the theme of cultural identity, heritage and
belonging is timely and relevant for many adolescents as
they begin to separate from the family, transition to college
and work and make new relationships in a diverse society.
From the field: Interesting topic – would appeal to students.
It shows the diversity of the French-speaking world.
Pre-Assessment:
Divide students into two teams. Ask each team to
brainstorm as many French words as they can that
describe family in three minutes. Then, have each team
take turns saying one of the words they brainstormed. If
they repeat a word that the other team has already
mentioned or they run out of words, their team is out.
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Scoring Guidelines:
This assessment is not formally scored except for participation. Revise instruction based on
student responses.
Post-Assessment:
Students will participate in a simulation of an African baby welcoming and naming
ceremony. Student presentations may be assessed at a different time from the actual school or
community event.
Scoring Guidelines:
Evaluate student participation in the simulation using Attachment A, Simulation Rubric.
Instructional Procedures:
Day One
1. Conduct the Pre-Assessment. Divide students into two teams. Ask each team to
brainstorm as many French words describing family as they can in three minutes. Then,
have each team take turns to say one of the words they brainstormed. If they repeat a
word that the other team has already mentioned or they run out of words, their team is
out.
2. Have students read Attachment B, Interview, in which a French-speaking individual
describes a baby welcoming and naming ceremony in Mali. They should also read the
text about the different forms of this ceremony in Morocco by accessing this web site:
www.minicom.gov.ma/french/generalites/culture/akika.htm. Have students work in
groups of two or three to complete the accompanying worksheet, Attachment C, Graphic
Organizer. Have a representative from each group share the group’s results with the
whole class.
Instructional Tips:
• Remind students that French-speaking Africa is culturally and ethnically diverse.
Therefore, there is not one single African birth tradition or rite, but rather a wide range of
practices that reflect the continent’s diversity and cultural richness.
• To view a naming ceremony in the tradition of the Yoruba people of Nigeria and Bénin,
go to http://www.folklife.si.edu/index.html. Click on on-line exhibitions. Click on A
Nigerian Yoruba Naming Ceremony in the Washington, DC Area.
• Additional texts in French describing birth rites and traditions in Africa may be found on
the Internet. See Technology Connections for web addresses and Internet key search
words.
• For homework, students could find out how they were named.
Day Two
3. Assign students to groups of two or three. Have each group assign the following roles to
its members: project leader/recorder, lead researcher, presenter.
4. Review Attachment D, Research and Planning Directions, and Attachment E,
Presentation Rubric.
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5. Have a representative from each group draw a slip of paper with one of the following
topics to be researched on it: ceremony (procedures and artifacts) and baby’s name; food;
props (clothes, typical gifts for the baby); music (songs and dances).
6. Have each group brainstorm what information they think they will need to research the
topic, possible sources for the information and key words needed to do an Internet search.
Have the recorder turn in the following information by the end of class today: (a) names of
group members and topic; (b) key words.
7. Have groups begin research.
Instructional Tip:
For students who have trouble with time management, post a daily checklist to help them
pace themselves and meet deadlines.
Days Three and Four
8. Have the groups continue their research. The project leader should make sure the research
work is shared evenly by all group members and that the group will be ready to start
working on the presentation on day five.
Days Five and Six
9. Have each group prepare a multimedia presentation (10 – 15 slides) showing the results of
its research and prepare a handout. Have students print handouts of their presentations and
submit to you for reproduction. The presentation must be in the target language and must
contain:
a.) Title slide (topic and names of group members).
b.) Key points (What would parents need to know in order to prepare for this aspect of
the ceremony?).
c.) Any problems anticipated. For example, can all the ingredients or supplies be
obtained in the country of residence?
d.) Suggestions for overcoming these problems.
Instructional Tips:
• Reserve the computer lab, or reserve the library computer cart depending on computer
availability in your school. Speak to your media specialist or technology specialist and
ask for assistance in teaching the technology components of the lesson. This includes
teaching students not only how to scan pictures, add sound, crop pictures, and add text,
but also how to make thoughtful decisions about when to use these tools. Also, discuss
with students the responsible use of copyrighted graphics, sound and text.
• When students meet with the technology teacher or media specialist to work on their
projects, encourage him or her to engage students in a discussion (in English) of why
certain technologies and materials may be more appropriate than others. For example, ask
students:
•
What is the information that you want to communicate to your audience?
•
Who will view your presentation? What is the purpose of your presentation?
•
Are particular presentation formats better suited for your content, audience and
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•
goals than others? Are there certain benefits to making a web page rather than a
multimedia presentation or vice versa?
What information is communicated by a particular image, sound or passage? What is
gained by adding a particular image or sound to your presentation? Does the
inclusion of an authentic photo from the target country have the same effect as the
inclusion of a picture from the U.S.?
Day Seven
10. Have groups present multimedia slideshows in the target language. Have group
presenters facilitate this activity.
11. Review Attachment A, Simulation Rubric and Attachment F, Simulation Directions. Set a
date for the simulation.
Instructional Tips:
• Student presentations may be assessed at a different time from the actual school or
community event. Remember to coordinate with colleagues and administrators regarding
presentations at a school or community event.
• Remind students to hold on to the handouts from the presentations. They will need to
refer to them when preparing for the simulation.
Days Eight and Nine
12. To prepare for the simulation, have students stay in the same groups they were in for the
multimedia presentations. Ask them to review Attachment F, Simulation Directions. To
determine the group’s roles, have a representative from each group draw a slip of paper
with one of the following assignments on it:
• Group 1: Parents, grandparents of baby
• Group 2: Cousins
• Group 3: Neighbors
• Group 4: Friends
13. Have students assign roles within groups and begin organizing the group’s work so that
everyone knows what to bring, say or do per Attachment F, Simulation Directions, and
per Attachment G, Checklist for Expressive Art Form.
Instructional Tips:
• Remind Group 1 that they will need to have the order of ceremony sheet ready at least a
day before the simulation so that you have time to reproduce it.
• Remind Groups 2, 3 and 4 that their groups are responsible for bringing a baby gift (one
per group, no more than $5). Emphasize that the gift does not have to be new. It could
come from a garage sale, charity or thrift store, or could be handmade.
• Remind all groups to prepare a culturally appropriate dish to share on the day of the
simulation. Ask them to bring a list of ingredients for students who may be allergic to
certain foods or diabetic.
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•
•
•
Remind students to practice their song, music, dance, story or other form of artistic
expression.
For students having difficulty creating the song, dance, story or other form of artistic
expression for the ceremony, suggest that they create graphic organizers or webs.
Have resources (books, web sites, CDs, etc.) available to students to help them find
culturally appropriate names, recipes, music, dance or other kind of artistic expression
and dress. Information in French is most easily found on-line. See Technology
Connections for Internet key search words and suggested web sites. Consider reserving
additional time in the computer lab or library for additional research.
Day Ten
14. Have the students present the simulation.
Instructional Tip:
Have someone record the simulation. Use the recording to debrief the assignment (see Day
Eleven). You could also exchange the recording with another class or school as an alternative
to live performance.
Day Eleven (the day after the simulation)
15. Debrief the assignment by watching the recording of the simulation as a class. Hold a
class discussion. Ask students to consider the following questions:
• Dans quelle mesure était la simulation authentique du point de vue culturelle? (How
culturally authentic was the simulation?)
• Est-ce qu’il y avait quelques aspects de la simulation qu’il vous a fallus
occidentaliser? Si oui, pourquoi? (Did any aspect of the simulation have to be
“Westernized”? If so, why?)
• Quelles différences culturelles est-ce que vous avez noté? (What cultural differences
did you observe?)
• Comment est-ce que vous changeriez la simulation, si l’on le refaisait? (What would
you do differently next time?)
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
• When grouping students for instruction, use different strategies to optimize learning for
all students. For example, while many students benefit from being grouped
heterogeneously, recent research suggests that gifted and talented students benefit from
working in homogeneous groups.
• For students who have trouble with time management, post a daily checklist to help them
pace themselves and meet deadlines.
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Extensions:
• Have students perform their song, dance, story or other form of artistic expression at
multicultural assemblies or community events.
• Have students research naming ceremonies in other African countries to determine
similarities and differences.
Home Connections:
• Ask family members, friends or neighbors when they named their newborn and whether
they had any kind of celebration to welcome the baby. Ask them if they have ever
attended a ceremony different from those typical of their cultural background. If so, what
were their reactions?
• Have students discuss with older adults if certain ceremonies or rituals have changed over
time.
Interdisciplinary Connections:
Technology
Standard 4: Technology and Communication Applications
Benchmark A: Apply appropriate communication design principles in published and
presented projects.
Indicator 4: Select and evaluate message-appropriate designs for print, multimedia, video
and web pages for curricular and personal needs (e.g., silly graphics may not be appropriate
for academic projects).
Students use multimedia technology to design a message-appropriate slide show using
presentational software.
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement
of that particular resource or its contents by the Ohio Department of Education. Please note
that information published on the Internet changes over time and that links may no longer
contain the specific information related to a given lesson. Therefore, teachers are advised to
preview all sites before using them with students.
Note: Some web sites contain material that is protected by copyright. Teachers should ensure
that any use of material from the Web does not infringe upon the content owner's copyright.
For the teacher:
copies of all attachments, bilingual dictionary, map of Africa,
resources (books, Web sites, CDs, etc.) to help students find
culturally appropriate names, recipes, music, dance or other
kind of artistic expression and dress
For the student:
bilingual dictionary
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Vocabulary and Structures:
Naming ceremony
• La marraine
• Le parrain
• immigré(e)
• la cérémonie
• la fête
• fêter
• le baptême
• la naissance
• accueillir
• les traditions
• les coûtumes
• le cadeau
• l’aqiqa, la akika (sic)
• L’Iman
• La griotte
•
•
Le tam-tam
égorger un mouton
Africa
• francophone
• arabe
• musulmane
• chrétien
Godmother
Godfather
immigrant
ceremony
festival, celebration
to celebrate
baptism
birth
to welcome
traditions
customs
gift
Muslim baby naming ceremony
Muslim prayer leader
woman who belongs a caste of storytellers and
singers from West Africa
drum (beat with the hand)
to cut the throat of a sheep
French-speaking
Arabic
Muslim
Christian
Social conversation
• Greeting and introducing others
• “Small talk”
• Asking and answering questions
Structures
• Transitions (needed by multimedia presenter)
• Location prepositions
Technology Connections:
• Use the Internet to find a text in French about traditional African baby naming and
practices.
• Using a French version of an Internet search engine and combining some of the following
terms may help you locate a text more quickly. Key search words: prénom, nom, bébé,
enfant, naissance, cérémonie, fête, Afrique, africain, arabe, musulmane, aqiqa, akika,
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•
•
•
•
•
•
pays francophones africains: Maroc, Tunisie, Algérie, Mauritanie, Mali, Sénégal, Niger,
Tchad, Guinée, Burkino-Fasa, Côte d’Ivoire, Togo, Bénin, Cameroun, République
Centrafricaine, Congo, Gabon, République Démocratique du Congo, Ruanda, Burundi,
Madagascar.
For different forms of the baby naming and welcoming ceremony in Morocco: go to
http://www.gov.ma. Click on Français. Click on Culture on the sidebar. Move cursor to
click on culture on the page itself. Scroll down to the big blue box and click on Akika.
To read about a new father seeking information about Akika (the naming ceremony that
takes place on the seventh day after birth) and the replies he receives on a French web
forum, go to http://www.yabiladi.com. Click on Forum. In the box marked “Chercher”,
type in akika, highlight “toutes les dates” and click on “chercher”. Scroll down to “Re:
Naissance” and click on the link.
For pictures and a description in English of an African naming ceremony, go to
http://www.folklife.si.edu/index.html. Click on on-line exhibitions. Click on A Nigerian
Yoruba Naming Ceremony in the Washington, DC Area.
For information about food, go to http://www.gov.ma. Click on Culture on the sidebar.
Scroll down to the big blue box and click on Cuisine marocaine. Click on Index des
recettes.
For information about music, go to go to http://www.gov.ma. Click on Culture on the
sidebar. Scroll down to the big blue box and click on Musique marocaine. From this site
you can download music for free (MP3 format only).
For many more links to French-speaking Africa, go to the following web site:
http://library.unp.ac.za/SubjectLinksFrench.htm. Scroll down and click on Afrique
francophone (in French). Also, go to http://dl.lib.brown.edu.francophone. This site is in
French and English. Click on Entrez and click on your specific area of interest.
Research Connections:
Lewis, Rena B., and Donald H. Doorlag. Teaching Special Students in General Education
Classrooms. 5th edition. Upper Saddle River, NJ: Prentice-Hall, 1995.
When any student has difficulty acquiring skills, the teacher adapts instruction to better
meet the student’s needs. Adaptations can include:
• Clarifying task directions.
• Adding prompts to assist students in task performance.
• Correcting specific student errors.
As an alternative to grouping students of similar ability or with similar skills, teachers
may group students heterogeneously. This has the advantage of providing students who
have not acquired the desired skills with peer models who have, and gives all students an
opportunity to learn how to work with different kinds of people and improve their social
skills.
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Helping students manage their time and meet deadlines is important for academic
success and can include the following:
• Providing a daily schedule.
• Providing time cues.
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and
Talented. Minneapolis, MN: Free Spirit Publishing, 2000.
Depending on the type of learning task assigned, gifted students benefit from working
with each other in homogeneous learning groups even if other students in the same class
do better in heterogeneous groups.
General Tip:
The estimated duration includes time for four groups to present on day seven. Adjust
accordingly if you have more or less than four presentations.
Attachments:
Attachment A, Simulation Rubric
Attachment B, Interview
Attachment C, Graphic Organizer
Attachment D, Research and Planning Directions
Attachment E, Presentation Rubric
Attachment F, Simulation Directions
Attachment G, Checklist for Expressive Art Form
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Attachment A
Simulation Rubric
Excellent (4)
Bon (3)
Moyen (2)
Tous produits
nécessaires
evidents;
authentiques du
point de vue
culturelle,
précis et
achevés.
Tous produits
nécessaires
evidents; pour
la plupart,
authentiques du
point de vue
culturelle,
précis et
achevés.
Compréhensible; peu de
petites erreurs
gramatiques, de
vocabulaire, de
prononciation,
d’intonation,
d’aisance;
compréhensible
pour la plupart
par une
personne de la
langue
maternelle
française.
Pour la plupart,
parle aisément
aux autres, est
attentif, pose
des questions et
répond aux
autres; parle en
français la
plupart du
temps.
Tous produits
nécessaires
evidents;
quelquesuns
pas
authentiques du
point de vue
culturelle ou
inachevés.
Compréhensible, mais il
existe d’erreurs
évidentes de
grammaire, de
vocabulaire, de
prononciation,
d’intonation,
d’aisance;
compréhensible
quelquefois par
une personne
de la langue
maternelle
française.
Pas toujours
disposé à parler
aisément aux
autres, à poser
des questions et
à répondre aux
autres; parle en
français la
plupart du
temps;
quelquefois en
anglais.
Nom
Produits
culturels
Compréhensibi- Compréhensilité
ble; très peu de
petites erreurs
gramatiques, de
vocabulaire, de
prononciation,
d’intonation,
d’aisance;
compréhensible
par une
personne de la
langue
maternelle
française.
Participation
(Individuelle)
Parle aisément
aux autres; est
attentif, pose
des questions et
répond aux
autres; parle en
français sans
exception.
Peu
satisfaisant (1)
Un produit
manque;
quelquesuns
pas
authentiques du
point de vue
culturelle ou
inachevés
Nombreuses
erreurs de
grammaire, de
vocabulaire, de
prononciation,
d’intonation,
d’aisance; pas
compréhensible
par une
personne de la
langue
maternelle
française.
Pas disposé du
tout à parler
aux autres, à
poser des
questions et à
répondre aux
autres; parle en
anglais la
plupart du
temps.
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Attachment A - Translation
Simulation Rubric
Excellent (4)
Name
Cultural
products
Comprehensibility
Participation
(Individual)
Good (3)
Average (2)
Needs
Improvement
(1)
One or more
All required
All required
All required
required
products
products
products
products
evident; mostly evident; some
evident,
missing; some
incomplete or
culturally
culturally
products
culturally
accurate and
accurate and
incomplete or
inaccurate.
complete.
complete.
culturally
inaccurate.
High number of
ComprehensiComprehensiComprehensierrors in
ble but
ble with
ble with very
grammar,
noticeable
infrequent
few minor
vocabulary,
errors in
errors in
errors in
pronunciation,
grammar,
grammar,
grammar,
intonation,
vocabulary,
vocabulary,
vocabulary,
fluency limit
pronunciation,
pronunciation,
pronunciation,
comprehensibiintonation,
intonation,
intonation,
fluency; would fluency; would fluency; would lity; would not
be understood
be somewhat
be mostly
be easily
understood by a understood by a by a native
understood by
native speaker. native speaker. native speaker. speaker.
Rarely initiates
Mostly initiates May not
Frequently
initiate, but will or sustains
and sustains
initiates and
appropriate
sustain
appropriate
sustains
communication
communication appropriate
appropriate
communication by questioning, communication by questioning,
by questioning, listening and
by questioning, listening and
answering
listening and
answering
listening and
others; uses
answering
others; mostly
answering
more English
others; mostly
uses target
others;
than target
language, rarely uses target
consistently
language.
language but
uses English.
uses target
also some
language, does
English.
not use English.
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Attachment B
Interview
Cet article est le sommaire d’une interview avec une personne francophone de Mali qui
habite maintenant dans l’Ohio. L’interview a eu lieu en 2005 dans l’Ohio. Cette personne
décrit la cérémonie du septième jour de la naissance selon les traditions de son village natale.
“La naissance d’un bébé est une très grande joie. Une nouvelle naissance, c’est une nouvelle
chance. Le baptême a lieu une semaine après la naissance, c’est-à-dire sept jours après la
naissance. Toute la famille se retrouve. On égorge un mouton. Chacun contribute de l’argent,
des vêtements, un peu de tout.
C’est le père qui donne le nom. Le choix du nom est souvent fonction de la reconnaissance.
Par exemple, mon père était élevé par son oncle. Pour reconnaître ça, il m’a donné son nom,
Diawoye. Les facteurs religieux sont importants aussi. Mon père a donné ma soeur le nom de
Fatoumata, d’après la femme du prophète Mohammed.
Le jour du baptême, les hommes se réunissent dans la famille pour prier. L’Iman* vient de la
mosque. Il demande le nom de l’enfant au père qui le donne. Puis, l’Iman récite les versets
coraniques, bênit l’enfant et l’accueille. Quand on annonce le nom, la griotte** commence à
chanter les louanges et on égorge le mouton. Ensuite, on donne à manger aux gens. Si c’est le
matin, on boit du café au lait.
Dans l’après-midi, les gens reviennent pour manger le mouton et boit du thé. Vers seize
heures, c’est les femmes qui se réunissent autour du tam-tam***. Elles dansent et la griotte
chante. Puis, elles donnent leurs contributions à la mere. Généralement, c’est du savon, les
habits pour le bébé , les couvertures et de l’argent aussi.”
*L’Iman – un leader des prières de la foi musulmane.
**La griotte (le griot) - une femme qui appartient à une caste spécialisée de musiciens et de
conteurs de l'Afrique de l'Ouest.
***Le tam-tam - un tambour qu’on frappe à la main.
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Attachment B - Translation
Interview
This article summarizes an interview with a French speaker from Mali who now lives in
Ohio. The interview took place in 2005 in Ohio. This person describes the baby welcoming
and naming ceremony that takes place on the seventh day after birth according to local
tradition.
“A baby’s birth is a great joy. A new arrival is good luck. The baptism (Sic.) takes place a
week after the birth, that is to say, seven days after the birth. All the family comes together.
We slaughter a sheep. Everyone gives money, clothes, a bit of everything.
The father names the child. The choice of the name is often an acknowledgement of
gratitude. For example, my father was raised by his uncle. He gave me his name, Diawoye,
out of gratitude. Religious reasons are important too. My father gave my sister the name of
Fatoumata, after the wife of the prophet, Mohammed.
On the day of the baptism, the men gather together to pray. The Iman* comes from the
mosque. He asks the name from the father who gives it to him. Next, the Iman recites verses
from the Koran, blesses the child and welcomes him or her. When the baby’s name is
announced, the griotte** begins to sing songs of praise and we slaughter the sheep. Then, we
give people food. If it’s in the morning, we drink coffee with milk.
In the afternoon, people return to eat the sheep and drink tea. Around 16.00 hours, the
women gather around the tam-tam***. They dance and the griotte sings. Then, they give
their gifts to the mother. Generally, it’s soap, clothes for the baby , blankets or money.
*The Iman – a prayer leader in the Muslim faith.
**The griotte (the griot) – a woman who belongs to a caste of musicians and storytellers
from West Africa.
***The tam-tam – a drum that you beat with your hand.
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Attachment C
Graphic Organizer
Directives:
A. Vous êtes nouveau papa ou nouvelle mama. Vous voulez faire une fête familiale pour
accueillir votre nouveau-né et pour le prénommer selon les coûtumes et les traditions
africaines, mais vous ne savez pas quoi faire. Travaillez en groupes (2 – 3 personnes).
Lisez l’article sur la cérémonie traditionelle de la naissance et répondez aux questions cidessous. Attention: il est possible qu’il vous reste encore des questions après avoir lu le
texte. Dans la boîte, expliquez ce que vous voulez savoir encore.
1. Quel est le but de la cérémonie?
2. Décrivez ce qui se passe.
3. Décrivez les produits culturels (les objects fabriqués, la nourriture, la musique, etc.)
et leur usage pendant la cérémonie.
4. Si vous essayiez de faire une telle cérémonie dans un pays francophone au-dehors
d’Afrique, quels problèmes se présenteraient? Comment les résoudre?
5. Pour faire une cérémonie comparable, il vous faut quelles informations
supplémentaires? Comment les chercher?
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Attachment C - Translation
Graphic Organizer
Directions:
A. You are the parents of a new baby and want to create an African baby naming and
welcoming ceremony to honor your cultural heritage, but you’re not sure what to do. In your
group, read the text about African birth traditions and complete the graphic organizer. Note:
the text may not give you all the information you need. In the space provided at the end of
the organizer, tell what else you might need to know.
1. What is the purpose of the ceremony?
2. Describe what happens.
3. Describe the cultural products used (artifacts, food, music, etc.) and how they are
used during the ceremony.
4. If you try to have such a ceremony in a French-speaking country outside of Africa,
what problems will you have? How might one resolve them?
5. If you were to do such a ceremony, what additional information would you need?
How would you find it?
15
Attachment D
Research and Planning Directions
Objectif: Faire des recherches et un plan d’organisation.
Mise en scène: Un bébé est né en France. Ses parents viennent d’un pays africain
francophone. Ils voudraient faire une célébration traditionelle du septième jour de la
naissance du bébé, mais, ils ne savent pas quoi faire. Aidés par la famille et des amis, ils
recherchent les coûtumes et font une célébration traditionelle pour prénommer le bébé et
pour fêter son arrivée.
Premier Jour
1. Travaillez en groupes de trois ou quatre. Décidez qui va jouer les rôles suivants: directeur
du projet/ secrétaire, directeur de recherches, présentateur.
2. Un représentant de chaque group tire un morceau de papier sur lequel est écrit des sujets
de recherches suivants: la cérémonie (les rites, les produits) et le prénom de l’enfant; la
cuisine; les accessoires (le costume, des cadeaux typiques pour l’enfant); la musique (des
chansons et des danses).
3. Les membres du groupe décident quelles informations il leur faut pour rechercher leur
sujet. Ils suggèrent des sources possibles pour ces informations et des mots-clés pour
chercher à l’Internet. A la fin de la classe, le secrétaire rend les informations suivantes au
professeur: (a) les noms des membres du groupe; (b) le sujet de recherches (c) les
informations dont vous avez besoin; (d) des sources possibles; (e) des mots-clés.
4. Le groupe commence à faire des recherches.
Deuxième et Troisième Jours
5. On continue à faire les recherches. Le directeur de recherches doit vérifier que tous les
membres de son groupe prennent part d’une manière équitable et que le groupe est prêt à
préparer la présentation.
Quatrième et Cinquième Jours
6. Chaque groupe crée une présentation de multimédia (10 – 15 diapositives) qui montre les
résultats de leurs recherches. Le groupe prépare une brochure aussi (une polycopie des
diapositives suffit). Il faut que la présentation et la brochure soient en français. La
présentation doit aussi comporter:
a.) Le sujet des recherches et les noms des membres du groupe.
b.) Les points importants – quelles informations faut-il savoir pour réaliser cet aspect de
la cérémonie?
c.) Des problèmes prévus. Par exemple, est-ce qu’on peut acheter tous ce qu’il faut dans
le pays de résidence?
d.) Comment résoudre ces problèmes.
Sixième Jour
7. Les groupes font les présentations.
16
Attachment D - Translation
Research and Planning Directions
Objective: Research and plan a traditional baptism or naming ceremony for a new baby.
Scenario –A baby is born in France. His or her parents have recently arrived from a Frenchspeaking African country and wish to hold a traditional baptism or naming ceremony on the
seventh day after the child’s birth. However, they are not sure of the procedures. With the
help of friends and family, they research, plan and hold a traditional ceremony to name the
baby and celebrate the newborn’s safe arrival.
Day One
1. Work in groups of three or four. Assign the following roles: project leader/recorder, lead
researcher, presenter.
2. A representative from each group draws a slip of paper with one of the following topics
to be researched on it: ceremony (procedures, artifacts) and baby’s name, food, props
(clothes, typical gifts for the baby), music (songs and dances).
3. The group brainstorms what information they think they will need to research the topic,
possible sources for the information and key words needed to find information on the
Internet. Recorder turns in to teacher the following information by the end of class
today: (a) names of group members; (b) topic your group is researching; (c) information
needed; (d) possible sources; (e) key words.
4. The group begins research.
Days Two and Three
5. The group continues research. The project leader should make sure the research work is
shared evenly by all group members and that the group will be ready to start working on
the presentation tomorrow.
Days Four and Five
6. The group prepares a multimedia presentation (10 – 15 slides) showing the results of its
research and prepares a handout. The presentation must be in the target language and
must contain:
a.) Title slide (topic and names of group members);
b.) Key points (what would parents need to know in order to prepare this aspect of the
ceremony?);
c.) Any problems anticipated (for example, can all the ingredients or supplies be
obtained in the country of residence?);
d.) Suggestions for overcoming these problems.
Day Six
7. Groups present multimedia slideshows.
17
Attachment E
Presentation Rubric
Excellent (4)
Bon (3)
Moyen (2)
Style de
présentation
Le présentateur
fait des
transitions
logiques d’une
diapos à une
autre;
compréhensible;
très peu de
petites erreurs
gramatiques, de
vocabulaire, de
prononciation et
d’intonation;
regarde les
spectateurs
regulièrement;
ne parle ni trop
vite, ni trop
lentement, ne
parle ni trop fort,
ni trop
doucement.
Pour la plupart,
le présentateur
fait des
transitions
logiques d’une
diapos à une
autre;
compréhensible;
peu de petites
erreurs
gramatiques, de
vocabulaire, de
prononciation et
d’intonation; en
général, regarde
les spectateurs
regulièrement;
ne parle ni trop
vite, ni trop
lentement; ne
parle ni trop fort,
ni trop
doucement.
Contenu
Toutes exigences
satisfaites; le
contenu est
précis et achevé.
Toutes
exigences
satisfaites; pour
la plupart, le
contenu est
précis et achevé.
Le présentateur
fait des
transitions
assez logiques
d’une diapos à
une autre;
compréhensible
mais il existe
d’erreurs
évidentes de
grammaire, de
vocabulaire, de
prononciation
et d’intonation;
regarde les
spectateurs
quelquefois; en
général, ne
parle ni trop
vite, ni trop
lentement; ne
parle ni trop
fort, ni trop
doucement.
Toutes
exigences
satisfaites;
quelquefois, le
contenu n’est
pas précis ou
achevé.
Peu
satisfaisant (1)
Le présentateur
ne fait pas des
transitions
logiques d’une
diapos à une
autre; difficile à
comprendre à
cause de
grandes erreurs
de grammaire,
de vocabulaire,
de
prononciation
et d’intonation;
ne regarde pas
les spectateurs
souvent; parle
trop vite ou trop
lentement; parle
trop fort ou trop
doucement.
Une exigence
manque.
18
Attachment E (Continued)
Presentation Rubric
Réalisation
Partipation
(groupe)
Utilisation de
quelques
graphiques de
quelques sons
est convenable;
compréhensible
malgré de
erreurs
évidentes;
l’ordre des
diapos n’est pas
toujours
logique.
Quelquefois, le
La plupart des
Tous membres
professeur a dû
membres ont
ont travaillé
s’interposer
travaillé
ensemble d’une
dans le groupe
manière efficace. ensemble d’une
manière efficace. pour améliorer
le
fonctionnement
du groupe.
Utilisation des
graphiques et des
sons est
convenable;
compréhensible;
pas d’erreurs;
l’ordre des
diapos est
logique.
Pour la plupart,
l’utilisation des
graphiques et
des sons est
convenable;
compréhensible;
peu d’erreurs; en
général, l’ordre
des diapos est
assez logique.
Utilisation des
graphiques et
des sons n’est
pas convenable;
difficile à
comprendre à
cause de
grandes erreurs;
l’ordre des
diapos n’est pas
logique.
Absence de
coopération
parmi les
membres du
groupe.
19
Attachment E - Translation
Presentation Rubric
Excellent (4)
Presentation
Style
(overall)
Content (of
slide show)
Layout (of
slide show)
Group
Participation
Good (3)
Speaker
transitions
between slides
mostly smooth;
comprehensible
with infrequent
errors in
grammar,
vocabulary,
pronunciation;
usually
maintains good
eye contact,
appropriate
speech rate,
intonation and
volume.
All required
elements
present; mostly
accurate and
complete.
Mostly uses
Uses graphics
graphics and
and sounds
sounds
appropriately;
appropriately;
text is
text is
comprehensible
comprehensible
with no errors;
with infrequent
slides follow
logical sequence. errors; slides
mostly follow
logical sequence.
Speaker
transitions
smoothly
between slides;
comprehensible
with very few
minor errors in
grammar,
vocabulary,
pronunciation;
consistently
maintains good
eye contact,
appropriate
speech rate,
intonation and
volume.
All required
elements present,
accurate and
complete.
All members
worked together
efficiently and
effectively.
Most members
worked together
efficiently and
effectively.
Average (2)
Speaker
transitions
between slides
fairly smooth;
comprehensible
with noticeable
errors in
grammar,
vocabulary,
pronunciation;
eye contact,
speech rate,
intonation and
volume
adequate.
All required
elements
present; some
incomplete or
inaccurate.
Makes
appropriate use
of some
graphics and
sounds; text
comprehensible
but with
noticeable
errors;
slides arranged
fairly logically.
Some teacher
assistance
needed to work
well as a team.
Improvement
Needed (1)
Speaker
transitions
between slides
are awkward;
hard to
understand due
to major errors
in grammar,
vocabulary,
pronunciation;
eye contact,
speech rate,
intonation and
volume
inconsistently
maintained.
One or more
elements
missing.
Graphics and
sounds not used
or used
inappropriately;
text hard to
understand due
to major errors;
slide
arrangement
illogical.
Little or no
group
interaction.
20
Attachment F
Simulation Directions
Objectif: Créer une simulation d’une fête de la naissance d’un bébé.
Mise en scène: Un bébé est né en France. Ses parents viennent d’un pays africain
francophone. Ils voudraient faire une célébration traditionelle du septième jour de la
naissance du bébé, mais, ils ne savent pas quoi faire. Aidés par la famille et les amis, ils
recherchent les coûtumes et font une célébration traditionelle pour prénommer le bébé et à
fêter son arrivée.
Notes. Voir Attachment A, Rubrique de la Simulation
Renseignements: Convenez ensemble une date pour la simulation. Travaillez avec les mêmes
personnes avec qui vous avez travaillé quand vous avez fait les recherches pour la
simulation. Un représentant de chaque groupe tire un morceau de papier sur lequel est écrit
les informations suivantes:
Groupe 1: Les parents, les grandparents du bébé. Il vous faut aussi une poupée.
Groupe 2: les cousins
Groupe 3: les voisins
Groupe 4: les amis
Prénommez-vous en français!
La cérémonie: Groupe 1, donnez un nom au bébé. Créez une programme pour les invités
pour leur expliquer ce qu’ils doivent faire et dire pendant la cérémonie. C’est le grand-père
du groupe 1 qui dirige la cérémonie et célèbre les rites.
Le Costume: Chaque personne doit porter quelquechose d’authentique pour la simulation.
Les Mets: Chaque groupe apporte un plat typique de la région.
Les Boissons: Groupe 1 apporte des tasses et des assiettes en plastique, des serviettes, des
fourchettes et des cuillères.
Les Cadeaux: Groupes 2, 3 et 4 apportent des cadeaux pour le bébé. Ne dépensez pas plus de
$5 par cadeau. Vous pouvez aussi faire un cadeau. Après la simulation, on les donnera à une
fondation charitable.
La Célébration: Chaque groupe doit créer et présenter une oeuvre artistique (par exemple,
une chanson, un poème, un jeu de rôle, etc.) pour accueillir le nouveau-né.
21
Attachment F (Continued)
Le jour de la simulation
Pendant la simulation, il faut:
Groupe 1 (les parents, les grandparents):
a.) Accueillir les invités.
Montrer-leur le bébé qui n’a pas de prénom avant la cérémonie.
Distribuer les programmes.
b.) Recevoir les cadeaux.
c.) Montrer les invités ou ils mettent les mets.
Instruire les invités pendant la cérémonie ce qu’il faut faire et dire et quand il faut le faire ou
le dire. Par exemple, réciter les expressions cérémoniales chanter, prier, manger.
N’oublier pas de prénommer l’enfant!
e.) Représenter une oeuvre artistique originale pour fêter la naissance du bébé.
f.) Bavarder avec les invités après la cérémonie. Il faut poser beaucoup de questions aux
autres, les écouter, et leur répondre.
Groupes 2, 3 and 4 (les cousins, les voisins, les amis)
a.) Saluer les hôtes.
b.) Faire un compliment à la nouvelle mère et au bébé.
c.) Donner aux hôtes les cadeaux et les mets.
d.) Faire part à la cérémonie.
e.) Suivre les directives.
f.) Représenter une oeuvre artistique originale pour fêter la naissance du bébé.
g.) Bavarder avec les invités après la cérémonie. Il faut poser beaucoup de questions aux
autres, les écouter, et leur répondre.
22
Attachment F - Translation
Objective: Simulate a traditional baptism or naming ceremony for a new baby.
Scenario: A baby is born in France. His or her parents have recently arrived from a Frenchspeaking African country and wish to hold a traditional baptism or naming ceremony on the
seventh day after the child’s birth. However, they are not sure of the procedures. After
careful planning and research with help from friends and family, they hold a traditional
ceremony to name the baby and celebrate the newborn’s safe arrival.
Grading: see Attachment A, Simulation Rubric.
Directions: Work in the same groups you were in to do the research for the simulation. Each
person will have a role to play. A representative from each group draws a slip of paper with
the following roles on it:
Group 1: Parents, grandparents of baby. You will also need a baby doll.
Group 2: Cousins
Group 3: Neighbors
Group 4: Friends
Be sure to give yourself a culturally authentic name!
Ceremony: Group 1 members choose the baby’s name. They also create an order of
ceremony sheet to pass out to the guests so they know what to do and say at the appropriate
time. The grandfather in Group 1 leads the ceremony and performs the rituals.
Costumes: Group members are individually responsible for creating culturally appropriate
clothing to wear on the day of the simulation.
Food: Each group brings a culturally appropriate dish to share.
Beverages: Group 1 brings cups, napkins, plates and plastic forks and spoons.
Gifts: Groups 2, 3 and 4 bring gifts (one per group) for the baby. Do not spend more than $5
per gift. The gifts can also be homemade. Gifts will be donated to charity.
Celebration: All groups create and perform a culturally appropriate original song,
Dance, puppet play, story or other kind of artistic expression that can be
performed to welcome the baby to the world. It must contain words!
23
The day of the simulation: Everyone helps set up the room. During the ceremony, you are
required to do the following in the target language:
Group 1 members (parents, grandparents):
(a) Greet guests as they arrive, pass out the order of ceremony sheet and introduce the baby
who is unnamed before the ceremony.
(b) Receive the gifts and show guests where to put the food.
(c) Lead the ceremony, including providing cues to the guests about what to do and say (for
example, repeat ceremonial phrases, sing, pray, eat). Remember to name the baby.
(d) Perform original art to celebrate the baby’s arrival.
(e) Socialize with guests afterwards. This involves frequent questioning, listening and
responding to others.
Groups 2, 3 and 4 (cousins, neighbors, friends)
a.) Greet hosts.
b.) Compliment the new mother and the baby
c.) Give gifts and food to the hosts.
d.) Participate in ceremony.
e.) Follow the directions.
f.) Perform original art to celebrate the baby’s arrival.
g.) Socialize with the hosts and other guests afterwards. This involves frequent questioning,
listening and responding to others.
24
Attachment G
Check List for Expressive Art Form
Chaque groupe crée une oeuvre artistique telle qu’une chanson, un poème, un jeu de rôle, un
chant ou un spectacle des marionettes, qui s’exprime en paroles la joie de la naissance. On
représente l’oeuvre artistique à la cérémonie. Vous ne savez pas si votre choix du genre est
convenable? Demandez-moi! Utilisez cette liste pour cocher les exigences suivantes:
□ Il faut s’exprimer en français.
□ Tous membres du groupe doivent faire ou dire quelquechose.
□ Il faut représenter l’oeuvre artistique du mémoire.
□ L’oeuvre artistique doit être compréhensible.
□ Elle doit durer pas plus longue que cinq minutes.
□ Elle doit convenir à la culture francophone.
□ Elle doit avoir rapport à la célébration traditionelle du septième jour de la naissance.
25
Attachment G - Translation
Checklist for Expressive Art Form
Your group will create a form of linguistically expressive art to perform at the naming
ceremony. Examples of expressive art are: song, poetry, story, skit, chant, puppet show. If
you are not sure if the genre you select is appropriate, ask me. Use this checklist to make sure
you have all the required elements.
□ Must be in the target language.
□ Everyone must say or do something.
□ Must be performed from memory.
□ Must be comprehensible.
□ Must be at least three minutes long, no longer than five.
□ Must be culturally appropriate.
□ Must be relevant to the baby naming and welcoming ceremony.
26

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

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