Grade 7 - Exploring Creative Works

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• respond to creative works from the Francophone world
  

SUGGESTED INSTRUCTIONAL STRATEGIES

Students at this level can recognize familiar language in creative works and can sometimes use their growing range of strategies to make educated guesses at the meaning of new expressions. Given the opportunity to make choices, they will respond to creative works in personal ways, for instance, by designing a magazine cover or creating a captioned cartoon.

• Have students view a Grade 7-level French video, (e.g., Bach et Bottine). After the video, students work in groups to draw or produce on the computer posters depicting the content. Posters can be displayed around the room.
• Have students read a French fable (e.g., Le Corbeau et le Renard). After discussing the fable, students work in groups to create skits to demonstrate their understanding.
• Have students listen to songs in French. As they listen and follow lyrics sheets, they note repeated phrases, words, or rhythms. Groups then practise lip-sync routines which they present to the class.
• Have groups of students look at excerpts from French-language comic books such as Astérix and Tin-Tin and identify phrases or expressions useful for creating their own brief (six-to-eight frame) comic strips, modelled on those they have read. For example, students could create a simple story sequence using alternating frames of Bonnes nouvelles (e.g., j'arrive à l'école) and Mauvaises nouvelles (e.g., je suis en retard)

SUGGESTED ASSESSMENT STRATEGIES

As students develop their knowledge of and facility with French, they are able to experience and respond to an increasing range of creative works, including those they seek out themselves. Assessment information most often comes from observing students' participation and engagement, and reviewing their responses and reflections.

• As students work in groups to create posters depicting the content of the video, look for evidence that they:
  • are willing to engage in the task
  • convey the meaning of the video
  • demonstrate effort
• When evaluating students' skits, rate each aspect of their performance on a five-point scale where 5=excellent and 1=requirements not met. Students can assess their own performances and provide feedback to their peers using the same scale. For example, check if groups:
  • communicate clearly
  • reproduce French words and patterns in an understandable form
  • convey the message found in the creative work
  • participate in the group process
• As students listen to and lip-sync songs, look for evidence that they:
  • respond to the meaning as well as the sounds and rhythms
  • make connections with other music they have heard
  • are open and willing to engage in new experiences
• When evaluating the comic strips, look for evidence that students:
  • are willing to explore meaning
  • use appropriate greetings
  • use vocabulary that matches the illustrations
  • incorporate features from the French comic strip viewed
  • are willing to share work with others
    

RECOMMENDED LEARNING RESOURCES

 Multimedia

• Acti-Vie 2, 3
• Savoir faire: Visages 2

Music CD

• Créer un monde de paix
• Loup du Nord

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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