Grade 10- Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• discuss and respond to authentic creative works from the Francophone world
  

SUGGESTED INSTRUCTIONAL STRATEGIES

At this level, students will be able to experience a range of creative works and may bring examples from outside the class. Engagement in activities increases when students can make personal choices and when they are encouraged to respond creatively from a variety of options.

• Over three or four lessons, have students watch a French-language film and complete a variety of tasks to assist comprehension of the film, such as stopping the video to make predictions, webbing character traits, mapping the storyline, or impersonating the main characters in an interview. They can create posters to publicize the film, including short communiquéde presses with details about when and where it is playing and a plot summary. Students can use these posters to conduct role plays about going to see the film.
• Have students in groups choose their favourite cuts from a variety of French-language CDs and put together music awards ceremonies for the class. Students make nominations in French and give as much background information as possible. Categories chosen by students could include meilleure chanteuse, meilleur groupe, and so on.
• Have students read a selection of French-language children's stories and then select one
  of the following projects:
  • create a pattern book for young children
  • illustrate a story to clarify the meaning
  • role-play a story
  • retell a story
  • change one element of the story all the way through
  • record a story on audio cassette
  • create a multimedia presentation
    

SUGGESTED ASSESSMENT STRATEGIES

As students develop increasing facility with oral language, the range of response activities they can engage in increases. Teachers frequently collect assessment information by observing presentations and listening to discussions, as well as by reviewing visual and written representations.

• When students role-play going to see a film or retell or role-play a story, assess them for:
  • clear communication
  • direct reference to details provided in the original source
  • appropriate vocabulary and structures
  • credible and comprehensible interaction
• In students' visual presentations (e.g., film posters, pattern books, story illustrations, multimedia presentations) look for evidence that they:
  • respond to and represent key ideas, events, or themes
  • draw attention to unique or unusual features
  • add interest by providing details, images, and elaboration
• When groups of students rehearse and present their music awards, ask each group to develop a peer-feedback or audience-response form so their classmates can offer responses and constructive advice. After the performance, have students summarize the peer responses and offer a self-assessment of their group's presentation, in which they focus on strengths, special features, areas that need improvement or did not turn out as planned, and what they learned.
• Occasionally have students reflect on and self-assess their responses to creative works by responding orally or in journals to prompts such as:
  • J'aime écouter des materiaux en français quand ________.
  • J'aime surtout le poème, l'histoire, ou la chanson ________ parce que ________.
  • J'aime le genre de musique, d'histoire, de poème, ou de film ________ en français et en anglais parce que ________.
  • J'aime plus les chansons, les histoires, et les films quand ________.
    

RECOMMENDED LEARNING RESOURCES

 Print Material

• "Le magazine" Anthology Series

 Multimedia

• Entre amis Series, Level 3
• Des chansons québécoises sans frontières
• Savoir faire: Passages 3

Video

• Le café des rêves

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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