Creative Jobs - ODE IMS - Ohio Department of Education

Transcription

Creative Jobs – Grade Four
Interdisciplinary Lesson
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Ohio Standards
Connection:
Foreign Language
Communication
Benchmark K
Present information orally,
signed or in writing.
Indicator 11
Write and share lists,
phrases and sentences
about pictures or everyday
topics (e.g., animals,
family members, numbers,
primary/secondary colors).
Cultures
Benchmark D
Identify and describe
products of the target
culture and students’ own
culture.
Indicator 6
Identify and describe
similarities and differences
between products of the
target culture and students’
own culture (e.g., toys,
games, clothing).
English Language Arts
Communication: Oral
and Visual
Benchmark G
Deliver a variety of
presentations, using visual
materials as appropriate.
Lesson Summary: Novice Proficiency Level
In this interdisciplinary lesson, students identify French
products, the people who create them and the materials
needed to produce the products. They compare these
products with those of the students’ own culture. They
choose a creative job, such as boulanger (baker), viticulteur
(wine maker), créateur de parfum (perfume maker),
sculpteur de santons (clay figurine maker), modéliste
(fashion designer), pâtissier (pastry maker), producteur de
fromage (cheese maker), then create a multimedia
presentation describing how a French product is made. In
the presentations, they will give job titles, tell where in
France materials to make the products are grown or found
and how the products are made. Through guided research,
they will obtain information and pictures to use in their
presentations. Prior to this lesson, students will have
learned vocabulary for basic foods, professions and
everyday objects. They will know basic verbs and present
tense forms. This lesson also reinforces social studies and
science concepts taught at previous grade levels. As an
interdisciplinary lesson, students are able to view products
and perspectives through new lenses, while deepening their
skills in using and organizing information.
Estimated Duration: Three hours and 30 minutes
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per 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: Students in fourth grade have begun to
connect with the larger world around them and are curious
to know how their daily lives compare with those of their
target language peers. Fourth graders have also begun to
think about what people do for a living and what jobs they
may want to do in the future. Those students who have
access to computers can use the Internet to search for
information and learn basic keyboard skills.
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Indicator 8
Deliver informational
presentations (e.g.,
expository, research) that:
a. present events or ideas in
a logical sequence and
maintain a clear focus;
b. demonstrate an
understanding of the topic;
c. include relevant facts,
details, examples,
quotations, statistics,
stories and anecdotes to
clarify and explain
information;
d. organize information to
include a clear
introduction, body and
conclusion;
e. use appropriate visual
materials (e.g., diagrams,
charts, illustrations) and
available technology; and
f. draw from several
sources and identify
sources used.
Technology
Technology and
Communication
Applications
Benchmark B
Develop, publish and
present information in print
and digital formats.
Indicator 6
Develop a slide show using
graphics, text and audio
from more than one source
(e.g., create a presentation
about Ohio government
with text, pictures and
music or narration).
A multimedia presentation enables early language students
to make useful sound-symbol correspondences. It also
differentiates instruction for aural and visual learners.
From the Field: This lesson does a great job of merging
language, social studies (factors of production) and
technology. Also, I like that students can choose between a
multimedia presentation, a poster or a skit for their final
projects. I think students enjoy learning about different
careers.
Pre-Assessment:
• Arrange students into groups of two or three.
• Prepare enough sets of Attachment A, Producteurs,
Attachment B, Ce dont les producteurs ont besoin, and
Attachment C, Produits, for each group of students.
Duplicate each attachment, cut apart the words and
pictures and mix them as separate sets. Print a copy to
keep for yourself as a key before you cut the rest apart.
• Instruct students to match the words and pictures for
each set. Give one set to each group of students.
• Give them a time limit of two minutes per set, and then
change to the next set. This will ensure that all teams
finish the matching and that they will be ready to check
their answers at the same time.
• Give students a key to check their work after they have
finished each set.
• Call on each group to report the number of correct
responses after completing each set.
Instructional Tip:
It would be best to use authentic pictures of French
producers, materials and products, if possible. French
magazines and the Internet are good sources for pictures and
these can be used for many activities once they are created.
Scoring Guidelines:
Only the individual groups score this Pre-Assessment. As
groups report the number of pictures correctly matched,
make note of which categories were more difficult for
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which groups. Ask students to review those vocabulary items that were most problematic
by having partners take the matching pairs and paperclipping them together at the top,
with the pictures facing out on one side and the words on the other. Have students take
turns quizzing each other by looking at the pictures and saying the words in French.
Post-Assessment:
• Ask each student to create a Venn diagram comparing and contrasting the French
products studied in this lesson with their U.S. counterparts. They may cut out pictures
from French and American magazines that you provide, or they may draw pictures to
represent the products. You may help with this comparison by asking questions such
as, “Quand tu penses au pain, à quoi penses-tu?” (When you think of bread, what
picture comes to your mind?) Most students will think of a loaf of sliced bread rather
than a French baguette. For a pastry, most will probably think of a doughnut, rather
than an éclair. You may make a bulletin board display of the posters or pictures.
• Ask groups of two or three students to create multimedia presentations of creative
jobs to present to their classmates. Students will take turns with the presentation in
French, each doing an equal part. They will briefly describe how a product is made,
including basic steps of the process, materials the producers need and where they are
found and the name of the job. (If computers are not available, this presentation could
be done by creating a poster, booklet, skit or other appropriate product.)
Scoring Guidelines:
• Check Venn diagrams to see that students have included either magazine cutouts or
pictures that they drew for each of the seven products in this lesson. Allow students to
add more products if there is time.
• Use Attachment D, Rubric for Creative Job Presentation, to evaluate the small- group
presentations. All students and you will score the presentations based on Attachment
D.
Instructional Procedures:
Day One
1. Conduct the Pre-Assessment.
2. From the pictures used for matching in the Pre-Assessment, choose a career
(producer), material and product that go together. Form sentences with the words and
pictures, showing the relationship of a producer using needed material to make a
product. For example:
• Le créateur de parfum a besoin de fleurs pour faire du parfum. (The perfume
maker needs flowers to make perfume.)
• Le boulanger a besoin de farine pour faire du pain. (The baker needs flour to
make bread.)
3. Continue to form sentences with the vis uals at the board. As you place the pictures,
say the words in French and place the words below the pictures. After doing two or
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three sentences, begin to ask questions with short answers as you place the producer
visuals at the board. For example:
• Et le modéliste, qu’est-ce qu’il fait? les vêtements (What does the fashion
designer make? clothing)
• Le sculpteur, qu’est-ce qu’il fait? les santons (What does the sculptor make? clay
figurines)
• Le chocolatier, il a besoin de quoi? de chocolat (What does the chocolate maker
need? chocolate)
• Le producteur de fromage, il a besoin de quoi? de lait (What does the cheese
maker need? milk)
Have students answer by choosing the correct picture and placing it at the board with
the producer while saying the word for the product or raw material.
After all the sentences are completed at the board, remove the words and review by
saying the sentences in random order. Ask students to point to the pictures the
sentences describe.
Ask students if there are people in their town who do the creative jobs indicated in the
picture sentences. You also might ask about their family members. For example:
• Est-ce qu’il y a un boulanger ici à (nom de ville)? (Is there a baker here in
_____?)
• Est-ce qu’il y a un créateur de parfum? (Is there a perfume maker?)
• Est-ce que ton père ou grand-père fait des santons? (Does your father or
grandfather make clay figurines?)
• Est-ce que ta mère ou grand-mère fait des bonbons au chocolat? (Does your
mother or grandmother make chocolate candies?)
Give students Attachment E, Les Métiers créatifs dans ta ville (Creative Jobs in Your
Town), to take home and fill out for the next day.
Day Two
8. Ask students to share the results of their questionnaires, Attachment E, by briefly
answering oui or non (yes or no) questions. Proceed through the list of questions on
the sheet.
• Il y a un chef à (nom de ville)? (There is a chef in ____)?
• Write the names of the creative jobs at the board as you ask students which jobs
exist in their town. When finished with the questionnaire, count the number of
creative jobs that there are and ask students to point out which jobs are common
to those typically found in France. Say, “Quels sont les métiers communs en
France et ici? (Which are the jobs that are common to France and to here?) Quels
sont les métiers qui ne sont pas représentés ici? (Which are the jobs that are not
represented here?)”
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Instructional Tip:
This is a good place to ask some follow- up questions to reinforce previously learned
vocabulary, such as: Comment s'appelle-t-il? (What is his name?) If the vocabulary has
already been introduced, students could be encouraged to answer with a family
relationship, instead of oui or non.
9. Choose one of the creative job visuals from Day One, Pre-Assessment and review the
careers, the needed materials and the products with students. Review sentences, and
pause so that students can add the vocabulary.
• C’est qui? Le boulanger. (Who is it? The baker.)
• Qu’est-ce qu’il fait? Il fait du pain. (What does he make? He makes bread.)
• Il a besoin de quoi pour faire du pain? Il a besoin de farine. (What does he need
to make bread? He needs flour.)
10. As you review several of the jobs with students, attach the visual of that job at the
board.
11. Choose one job visual, point to it and act out how the product is made. Try this script:
Le boulanger fait du pain. Il a besoin de farine. La farine vient du blé. On moud le
blé pour faire la farine. Le boulanger prend un bol. Il met la farine, la levure, de
l’eau et un peu de sel dans le bol. Il mélange tout ensemble. Il petrit la pâte. Il le
laisse lever. Il fait retomber la pâte. Il met la pâte dans un plat beurré. Il le laisse
lever un peu plus. Il met la pâte au four pour 50 minutes. (The baker makes bread.
He needs flour. Flour comes from wheat. The wheat is ground to make the flour. The
baker takes a bowl. He puts the flour, the yeast, some water and a little salt in the
bowl. He mixes it all together. He kneads the dough. He lets it rise. He punches it
down. He puts the dough in a buttered pan. He lets it rise a little more. He puts the
dough in the oven for 50 minutes.)
12. Employ a Gouin series (see next Instructional Tip) to lead students through the
sequence of how another product is made. Visuals of vocabulary items that may not
have been previo usly studied (e.g., oven, flask, kiln) will be very useful here. At the
end of the sequence, ask students to say the name of the career in French.
Instructional Tips:
• In a Gouin series, a teacher describes how to do something using a sequence of short,
simple sentences in the target language. (See previous example for the baker.) The
teacher pantomimes the actions in French and, whenever possible, incorporates
visuals or manipulatives along with the actions so that students understand and form a
relations hip between the words and the actions. Students pantomime the actions that
the teacher does to go along with the spoken words. Gradually, the students can
pantomime just by hearing the words without seeing the teacher pantomime the
actions.
• Observe students as you pantomime how the products are made. Check for
comprehension of previously taught verbs, such as put, mix, cut and cook. Do more
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repetitions, if necessary, or choose to pantomime the making of a product that uses
similar verbs.
Take down the visua ls of jobs and place the visuals for products at the board.
Ask students to volunteer to pantomime the making of a product. Other students try to
guess the name of the product.
As students are learning the vocabulary for this lesson, it may be helpful to have a
word wall posted in the room for the new vocabulary, especially for the French names
of the jobs.
13. Finish with writing practice. Divide students into groups of two and give them
Attachment F, Construis des phrases.
• Review meanings of avoir besoin de (to need), se servir de (to use) and utiliser (to
use).
• Ask each team to form and write sentences and share at least one sentence per
group with the class by saying it aloud.
14. Have students look at the visuals of products at the board.
15. Explain to students that they will create presentations on creative jobs where they
explain what raw materials are needed, where they are found and how the products
are made. Ask students to choose two products that they would be interested in
researching. Ask students to write the products on a piece of paper, put a number “1”
by their first choice and a number “2” by their second choice and give the paper to
you.
Day Three
16. Distribute Attachment G, Producteurs, ce dont les producteurs ont besoin, et produits
(Producers, What Producers Need and Products). Instruct students to fill in this chart,
which has three columns: producteur (producer), ce dont les producteurs ont besoin
(what producers need) and produits (products). Ask students to use the word bank at
the bottom of the chart to fill in the missing information. This is a formative
assessment to see if they understand the basic concepts and vocabulary.
17. Place students in small groups of two or three according to their choices from Day
Two, Step 15, for researching a product. Group students so that, if possible, each
group has at least one member who has good computer skills.
18. Give students Attachment D, Rubric for the Creative Job Presentation, and discuss
your expectations that all students will strive to fulfill the criteria of the rubric at the
highest level (4).
Instructional Tip:
Have a list of Web sites prepared for students to visit. (See the Technology Connections
section for possible Web sites and search keywords.) These French Web sites will show
how various products are made and serve as good sources for vocabulary and expressions
needed for students’ presentations. This would best be done as a full group activity in the
computer- lab environment.
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Day Four
19. Show students an example of an excellent multimedia presentation on a creative job
other than any that students will do.
• Model the French for them, and explain how to set up the organization of the
slides or pages. Focus discussion on the concept of a clear introduction, body and
conclusion.
• Explain that each slide must contain complete sentences that use the correct form
of the verb for the chosen subject. Vocabulary must make sense and clearly show
the steps of the process of making the product.
• Review how to insert pictures and sound, both student created and from the
Internet.
• Teach students how to go to the French search engines and how to type in
keywords to find sites that will apply for their research (e.g., fromage/cheese,
raisins/grapes, santons/clay figurines, pâtisserie/pastries, etc.).
• Go to a site that applies and show students how to use reading strategies such as
looking for picture clues, cognates and main ideas to help them find key phrases
and vocabulary that they can use in their presentations.
Instructional Tip:
Day Four, Step 19, would best be done as a full- group activity in the computer lab. It
would be ideal to have the computer teacher in your school review the specific skills
useful in making the multimedia presentations with your students either as part of their
computer time or in your classroom helping teams of students while you help the students
with language specific questions.
20. Give students time to discuss and storyboard their multimedia presentations. Explain
that as part of their assessment for this lesson, as a separate activity, they also will be
asked to compare and contrast the French products that they research with U.S.
products.
21. Give students materials that they require for the project, such as computer access for
multimedia presentations, poster paper, magazines, scissors, drawing materials for
poster and materials which can be used to create props for skits.
Day Five
22. Monitor and help students with projects.
Instructional Tip:
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 for their presentations than
others.
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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
goals than others? Are there certain benefits to making a multimedia presentation
or a poster 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
including an authentic photo from the target country have the same effect as
including a picture from the U.S.?
23. As groups of students finish preparing their multimedia presentations, ask them to
create the Venn diagram Post-Assessment. Provide enrichment and extension
materials for those teams who finish ahead of others. French games, videos, books
and puzzles that connect with creative jobs and products would be most appropriate.
Examples are Memory France game, online vocabulary games, listening center songs
in French which include names of occupations or products, videos of France or
francophone countries which show regional products, GeoSafari® game cards which
include products or occupations and Go Fish games which use vocabulary for
products, occupations or raw materials.
Instructional Tip:
Organize these enrichment activities and materials so that you will need to give only
minimal help.
Day Six
24. Continue to help students as they prepare presentations.
25. Review the rubric with the class prior to beginning presentations.
26. Have students present their multimedia presentations on creative jobs to the class.
27. Have everyone observing the presentations (you, the presenters and other students in
the class) use Attachment D, Rubric for Creative Job Presentation, to evaluate the
small- group presentations.
28. Collect the rubrics after you and the students have evaluated each presentation.
Return these rubrics with comments to students after presentations are completed.
Ask each student at this time to read his or her feedback from the class and to note
(on the back of the rubric) one area of strength and one area where he or she could
improve.
Day Seven
29. Review the rubric for presentations briefly.
30. Finish presentations.
31. Collect Venn diagrams for you to evaluate and display.
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32. Ask students to share their multimedia presentations or alternate products at
community events in support of foreign language.
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).
• Students showing evidence of not meeting the standards may find it helpful to have
patterns like -eur or -trice at the end of words pointed out more explicitly to help
them group them as producteurs.
• Students who have difficulty with the sentence builder may find it helpful to play a
review game before beginning the work on presentations. To review, ask students to
pick a visual from a mixed group of the jobs, needed materials and products without
looking, then draw the idea at the board. Other students would try to say in French
what was being drawn. Put a helper sentence at the top of the board such as Le...a
besoin de...pour faire... (The ___ needs ___ to make ___.) After guessing the
vocabulary item, students would make sentences with the words using the helper
sentence with the other two missing vocabulary words. Teammates could help with
the missing words, if necessary.
• Students who need this extra practice will most likely need more individual attention
and possible simplification of the French in their presentations as they research and
find vocabulary and structures to describe the process of making the product. You
may need to provide a list of verbs that would be appropriate to use when describing
the making of a particular product and have those students choose the words that they
need, looking up just those words in a dictionary, if necessary, to find those that they
wish to use in the presentations.
• Students demonstrating evidence of exceeding the standards will probably enjoy the
creation of the presentations because they have some choice of topic. It will challenge
them to figure out the French on the Internet and in other research materials written in
simple French.
• All students will enjoy the enrichment activities available (French games, video,
books and puzzles) when they have finished their preparations. You may want to
include an extra day to have some time for all students to enjoy these activities, since
there may be some groups who have worked diligently, but who did not get a chance
to try the enrichment materials.
Extensions :
• Team teach a lesson with a social studies teacher who is teaching creative careers and
products in the students’ hometown.
• Plan a field trip with a social studies teacher to visit a local business where creative
products are made. Compare and contrast these products with those studied in this
French lesson as part of the debriefing for the field trip.
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Have students do experiments of observation of smell or taste as they mix drops of
essential oils together to create a perfume or put various fillings together to create
different sorts of pastries. These experiments may be set up in such a way that
students measure using grams or milliliters. This would allow for vocabulary
extensions and science connections. It also would address different learning styles.
Home Connections :
• Parents will help students fill out Attachment E, Les Métiers créatifs dans ta ville.
• It would be very helpful for parents to point out products made in France when
shopping in a supermarket, department store or craft market. Parents may buy French
products for their children to try, like cheese, pastry or bread.
• Parents may serve as chaperones on the field trip to visit businesses where regional
products are manufactured.
• Parents may want to share a craft with their children to help them learn how products
are made (e.g., knitting, beadwork, soap or candle making, model building). This also
would help students learn patience and perseverance.
• Provide recipes for students to bake bread or make pastry.
• Parents could help their children research topics of interest on France and the French
language through a variety of sources, such as family frie nds who speak French or
have traveled in France, the Internet, the library or travel to France or another
francophone country.
Interdisciplinary Connections :
English Language Arts
• Research
Benchmark D: Communicate findings orally, visually and in writing or through
multimedia.
Indicator 6: Use a variety of communication techniques, including oral, visual,
written or multimedia reports, to present information gathered.
Social Studies
• People in Societies
Benchmark A: Compare practices and products of North American cultural groups.
Indicator 2: Compare the cultural practices and products of the local community
with those of other communities in Ohio, the United States and countries of the
world.
Technology
• Technology and Information Literacy
Benchmark C: Use the Internet to find, use and evaluate information.
Indicator 4: Record and organize information gathered from selected resources to
generate a product.
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Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an
endorsement of that particular resource or any of 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:
For the student:
copies of Attachments A-G, blackboard, magnets, paper, drawing
materials, French and U.S. magazines, resource materials (books,
games, video), Internet access
computer access to do multimedia presentations, pencil, materials
to make posters, if this option is chosen
Vocabulary and Structures:
Les producteurs :
• le boulanger (la boulangère)
• le créateur de parfum (la créatrice de parfum)
• le modéliste
• le pâtissier (la pâtissière)
• le producteur de fromage (la productrice de fromage)
• le sculpteur
• le viticulteur
Producers :
baker
perfume maker
fashion designer
pastry chef
cheese maker
sculptor
wine maker
Ce dont les producteurs ont besoin
• l’argile
• la farine
• les fleurs
• le lait
• les raisins
• le sucre
• le tissu
What producers need
clay
flour
flowers
milk
grapes
sugar
cloth
Les produits
• le fromage
• le pain
• le parfum
• la pâtisserie
Products
cheese
bread
perfume
pastry
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les santons
les vêtements
le vin
clay figurines
clothing
wine
Technology Connections :
• Multimedia presentations are the intended Post-Assessment.
• Internet research is an integral part of the multimedia presentations.
• Making a video demonstration, with teacher assistance, of how a French product is
made could be an option for those who do not have computer access to do the
multimedia presentations.
• Videos also can be watched for enrichment or research. Examples include: Families
of France (segment for the girl who lives in the country whose father is a wine
maker); Touring France (segments which show regional products); Rick Steves’
“European Adventure” (shows regional products and sometimes how they are made).
Be sure to preview and show only segments appropriate for younger viewers.
• Useful Web sites include:
www.momes.net and click on dictionnaire. Go to the letter “V,” then vendages, then
Vendages au Mas de Pigné, title is Les aventures d'une goutte de jus de raisin. (There
are many words that can be useful in making the multimedia project in this
dictionnaire section. Many words have live links to interesting sites.)
http://julienlevasseur.free.fr/ and follow the link to “faire du pain” (how to make
bread).
http://mtn-cremli.ac-nice.fr/~retic/ecoles/saintex/cmtlb/boulang.htm (The Academy
de Nice and their trip to the bakery.)
Keywords: santons, camembert, galimard
Library Connections :
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making
library connections across academic content standards and disciplines. Also included are
grade-band models for student research and specific information concerning copyright
and fair use of materials laws. K-12 teachers are encouraged to utilize the library
guidelines and collaborate with the school library media specialist whenever possible.
Ohio’s library guidelines can be found under the heading of Library at
www.ode.state.oh.us/academic_content_standards/.
• Ask the library- media specialist for help in selecting appropriate Web sites for the
explanation of how French products are made.
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Ask the library- media specialist to create a classroom collection of books in French
that are related to products of France. Have this collection in the classroom for
student use.
Collaborate with the library- media specialist to read books to students during library
time that describe the steps in a process for making various products (e.g., craft
projects, foods, etc.).
Research Connections :
Curtain, Helena and Carol Ann Pesola Dahlberg. Languages and Children: Making the
Match. 3rd ed. White Plains, NY: Longman Publishing Group, 2004.
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Students should develop research skills in order to find answers to questions they
have about the target culture.
The Gouin Series (where the teacher acts out a sequence of steps and students
respond to, imitate and recreate) links language to action and visuals, which aids
comprehension and helps address various learning styles.
Assessment is done in a meaningful context.
Graphic organizers help students to better process and retain information.
Shrum, Judith L. and Eileen W. Glisan. Teacher’s Handbook: Contextualized Language
Instruction. Boston, MA: Heinle & Heinle, 2000.
• Teacher-provided language promotion assistance helps encourage students to
communicate in the target language.
• Providing opportunities to study in-depth content through meaningful,
contextualized instruction where there is opportunity to progress through required
tasks more quickly is appropriate differentiation for gifted students.
General Tips:
• This would be a good lesson to build students’ understanding of how concepts and
vocabulary can be used in various ways. For example, they may have thought of
products as things they use, but not thought much about how they are made or the
resources needed to make them. This concept also helps students understand the
world of work.
• The introduction to Internet research will motivate students to continue to look there
for information about France and French when they are curious about something.
• It is assumed that the technology indicators for this lesson will have been previously
taught by the technology teacher and are being reinforced and assessed by you.
Attachments:
Attachment A, Producteurs
Attachment B, Ce dont les producteurs ont besoin
Attachment C, Produits
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.
Attachment D, Rubric for Creative Job Presentation
Attachment E, Métiers créatifs dans ta ville
Attachment F, Construis des phrases
Attachment G, Producteurs, ce dont les producteurs ont besoin, et produits
14
.
Attachment A
Producteurs
Matching Cards
Mets ensemble le producteur avec sa photo.
Le viticulteur (La
viticultrice)
Le producteur (la
productrice) de fromage
Le (la) modéliste
15
.
Le créateur (la créatrice)
de parfum
Le boulanger (La
boulangère)
Le pâtissier (La pâtissière)
Le sculpteur
16
.
Attachment B
Ce dont les producteurs ont besoin
Matching Cards
Mets ensemble la photo avec la chose dont les producteurs ont besoin.
L’argile
Le sucre
Les fleurs
17
.
Le tissu
La farine
Les raisins
Le lait
18
.
Attachment C
Produits
Mets ensemble le produit avec sa photo.
Le fromage
Le parfum
Le pain
19
.
Les santons
Le vin
Les vêtements
La pâtisserie
20
.
Name: ___________________
Criteria
Correct use of
French
grammar
Use of
appropriate
French
vocabulary
Correct
information on
how product is
made
4
No errors with verb tense, adjective
agreement and use of articles.
Presentation
of project to
audience
Effective use
of multimedia
technology
Attachment D
Rubric for Creative Job Presentation
Date: ____________________
Total: _____________
3
Two or fewer errors, which did not
interfere with audience
comprehension.
Two or fewer errors which did not
interfere with audience
comprehension.
2
Three or more errors in grammar
were made, but still comprehensible
to audience.
Three or more errors in vocabulary,
but still comprehensible to audience.
1
Errors in grammar interfered with
audience comprehension.
No errors in factual information on how
product is made. Relevant facts, details
and examples provided clarity.
Two or fewer factual errors of a
minor nature. Relevant facts, details
and examples are evident, but did
not always provide clarity.
Three or fewer factual errors in
information. Some evidence of
relevant facts, details and examples,
but clarity was not consistent.
Presenters were well organized, spoke
clearly and held audience attention.
Appropriate use of technology (if
multimedia presentation).
Multimedia presentation contains
graphics, text and audio from more than
one source.
Presenters did a good job in
presenting the information, with
some minor errors in technique.
Presenters did a fair job of
some distracting errors in technique.
Multimedia presentation contains
graphics, text and audio from one
source, or presentation includes
graphics or audio, but not both.
A bibliography of two resources
from the Internet (or from other
sources) is included. Recording and
organization of information is
documented, but some gaps exist.
Multimedia presentation included
minimal text, graphics or audio.
Errors in factual information that
significantly interfered with
audience comprehension of how
product is made. Little or no
evidence of relevant facts, details or
examples to provide clarity.
Presenters did a poor job of
many errors in presentation
technique.
Multimedia presentation did not
include graphics or audio.
Students generally worked well
together, and responsibilities were
divided evenly for the most part.
Students worked adequately
together, but the work was not as
evenly divided as expected.
No errors with vocabulary for name of
job, product, raw materials and verbs
used to describe how product is made.
Incorporation
of research
A bibliography of three resources from
the Internet (or from other sources) is
included. Thorough recording and
documented.
Group effort
Students worked very well together and
divided responsibilities evenly.
A bibliography of one resource from
the Internet (or from other sources)
is included. Recording and
incomplete.
Score
Errors in vocabulary interfered with
audience comprehension.
No bibliography of resources was
included, and students demonstrated
minimal skill in searching for
resources on the Internet or from
other sources. Little or no recording
and organization of information is
documented.
Students worked poorly together,
and all did not do the work equally.
21
Attachment E
Les Métiers créatifs dans ta ville
Regarde autour de toi, dans ta ville. Encercle les métiers créatifs que les personnes dans ta
ville font.
Chef
Fleuriste
Peintre
Boulanger (boulangère)
Créateur de parfum
Modéliste
Décorateur (décoratrice) d’intérieurs
Producteur de fromage
Chocolatier
Photographe
Écrivain
Autres métiers?
Dans ta famille ou parmi tes amis y a-t- il des personnes qui font ces métiers? Écris “ami” ou
“famille” après le métier.
22
Attachment E
Creative Careers in Your Town
Look around your town. Circle the creative jobs below that people in your town do for a
living.
Chef
Florist
Painter
Baker
Perfume maker
Fashion designer
Interior decorator
Cheese maker
Chocolate candy maker
Photographer
Writer
Other jobs?
Do you have friends or family who do these jobs? If so, write “friend” or “family” after the
name of the creative job.
23
Attachment F
Construis des phrases
Nom: ____________________________________
Date: ____________________________________
Choisis une expression de chaque colonne et construis une phrase logique. Utilise les espaces
au dessous et écris cinq phrases complètes. Sois préparé(e) de partager les phrases avec nous.
Le modéliste
La créatrice de parfum
La boulangère
Le producteur de fromage
Le sculpteur
Le viticulteur
Le pâtissier
a besoin de farine et de levure
cultive les raisins
utilise l’argile
a besoin de lait
se sert de tissu
se sert de l’essence de rose
a besoin de sucre
pour faire des vêtements.
pour faire du fromage.
pour faire des santons.
pour faire de la pâtisserie.
pour faire du vin.
pour faire du pain.
pour créer du parfum.
1.
___________________________________________________________________________
2.
___________________________________________________________________________
3.
___________________________________________________________________________
4.
___________________________________________________________________________
5._________________________________________________________________________
24
Attachment F
Sentence Builder
Name: _________________________________________
Date: __________________________________________
Choose a phrase from each column and write a logical sentence. Use the bla nks below to
write five sentences. Be prepared to share them with us.
The fashion designer
The perfume maker
The baker
The cheese maker
The sculptor
The wine maker
The pastry chef
needs flour and yeast
grows grapes
uses clay
needs milk
uses cloth
uses rose oil
needs sugar
to make clothes.
to make cheese.
to make clay figurines.
to make pastries.
to make wine.
to make bread.
to create perfume.
1.
___________________________________________________________________________
2.
___________________________________________________________________________
3.
___________________________________________________________________________
4.
___________________________________________________________________________
5.
___________________________________________________________________________
25
Attachment G
Producteurs, ce dont les producteurs ont besoin, et produits
Nom: ____________________
Date: ____________________
Utilise les mots suivants pour compléter le tableau. Attention! Tu dois écrire les mots qui
vont ensemble. (p. ex., Chef + tomates = spaghettis.)
Producteurs
Le chef
Ce dont les producteurs ont
besoin
de tomates
Produits
des spaghettis
du fromage
d’argile
Le boulanger
de tissu
du vin
La pâtissière
Mots utiles
producteurs
le modéliste
le sculpteur
le viticulteur
le producteur de fromage
la créatrice de parfum
a besoin
de farine
de fleurs
de lait
de sucre
de raisins
produits
des santons
du parfum
des vêtements
du pain
de la pâtisserie
26
Attachment G
Translation
Producers, What They Need and Products
Name: ______________________________
Date:________________________________
Use the following words to complete the table. Careful! You must write words that go
together. Example: chef (chef) + tomates (tomatoes) = spaghettis (spaghetti).
Producteurs (Producers)
Exemple (Example):
chef (the chef)
Le
besoin (What the producers
need)
de tomates (tomatoes)
Produits (Products)
des spaghettis (spaghetti)
du fromage (cheese)
d’argile (clay)
Le boulanger (the baker)
de tissu (cloth)
du vin (wine)
La pâtissière (pastry chef)
Mots utiles (Word bank)
le modéliste (fashion
designer)
le sculpteur (sculptor)
le viticulteur (wine maker)
le producteur de fromage
(cheese producer)
la créatrice de parfum
(perfume creator)
a besoin (need)
de farine (flour)
de fleurs (flour)
de lait (milk)
de sucre (sugar)
de raisins (grapes)
Produits (producs)
des santons (clay figurines)
du parfum (perfume)
des vêtements (clothing)
du pain (bread)
de la pâtisserie (pastry)
27
Clef (Key)
Exemple (Example): Le chef
(the chef)
Le producteur de fromage
(cheese maker)
Le sculpteur (sculptor)
Le boulanger (the baker)
Le modéliste (fashion
designer)
Le viticulteur (wine maker)
La pâtissière (pastry chef)
La créatrice de parfum
(perfume creator)
besoin (What the producers
need)
de tomates (tomatoes)
Produits (Products)
des spaghettis (spaghetti)
de lait (milk)
du fromage (cheese)
d’argile (clay)
de farine (flour)
de tissu (cloth)
des santons (clay figurines)
du pain (bread)
des vêtements (clothing)
de raisins (grapes)
de sucre (sugar)
de fleurs (flowers)
du vin (wine)
de la pâtisserie (pastry)
du parfum (perfume)
28

Creative Jobs - ODE IMS - Ohio Department of Education

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