BC Education - Technology Education 11 and 12

Sample 2: Grade 6

Topic: Le Chandail de hockey

1. Prescribed Learning Outcomes:

Communicating
It is expected that students will:

make and respond to simple requests
express preferences and interests
participate in known and predictable classroom situations

Aquiring Information
It is expected that students will:

extract specific information from French-language resources to complete authentic tasks
express acquired information in oral and visual forms

Experiencing Creative Works
It is expected that students will:

respond to creative works from the Francophone world

Understanding Cultural Influences
It is expected that students will:

identify elements of Francophone cultures that are different from or similar to their own

2. Overview

The teacher developed a series of activities based on the short story Le Chandail de hockey by Roch Carrier. The activities took place over a two-week period. Evaluation of the prescribed learning outcomes was based on:

written responses to the story, using English when required
creation of sports posters
oral presentations of sports posters

3. Planning for Assessment and Evaluation

The teacher asked students to list sports and physical activities they enjoyed, and recorded their responses (in French) on a classroom chart. The key vocabulary resulting from this activity was also added to the classroom word bank. Groups of three or four students each chose a sport or activity and researched three to five words (mostly cognates) related to the sport. Resources included classroom dictionaries, CD-ROMs, the Internet, and the teacher. These words also became part of the classroom word bank.
The teacher prompted a discussion, using English when required, on sports and culture by posing questions that encouraged students to talk about their prior knowledge and connect the lesson activities to their personal experiences. For example:
- What sports do you watch? Do you have teams you usually cheer for?
- How many of you own a piece of clothing with a sports logo? What sports are represented? What teams?
The teacher listed the most popular teams and logos on a chart, then invited students to talk about why some sports and teams are more popular than others. Questions included:
- Why are these teams so popular? How do people choose the teams they cheer for?
- Are some teams or sports more popular with girls than with boys? With older people? Younger people? Do you and older members of your family cheer for the same teams?
- What makes some sports more popular in some cities, provinces, or countries than in others?
The teacher then focussed the discussion on hockey, posing questions such as:
- Why is hockey so popular in Canada?
- What teams are most popular now?
- If you lived in Toronto, what hockey team would you most likely cheer for? What if you lived in Montreal?
The teacher explained that they were going to read a French book about a boy who loved hockey and whose favourite team was the Montréal Canadiens. Students predicted French words and phrases they might hear, and the teacher listed these on the board. Students also speculated about other words that might be helpful and the teacher made a short list of unfamiliar French words the students might listen for. The teacher explained that they should focus on a few key questions, and provided students with the following list:
- Who are the characters?
- Where does the story take place?
- What is the story about?
- What is the problem in the story?
- What feeling or emotion do you get from the story?
- How does the story end?
The teacher read the book Le Chandail de hockey. Students listened, then, in groups of four, discussed what they had heard. The groups listed the main things they noticed, and noted questions about the parts they did not understand. Next, they watched the video, Le Chandail, looking for clues that would help them answer their questions. They then discussed the story as a whole class, focussing on the storyline (what happened?)
During the next class, they watched the video a second time. This time, the teacher asked students to focus on cultural elements by asking questions such as: What differences are there between the boy's life in this story and your life? After listing what they noticed, students considered which differences were caused by the time in which this story took place (when their grandparents were children), and which differences were connected with the place where the story happened (Québec).
Students wrote reflections in their journals (in English), briefly explaining their opinions or responses to the story, and telling what they had learned.
The teacher gave students a list of web sites and books. In pairs, students used the available resources to write five facts about the Montréal Canadiens or Roch Carrier. This information was recorded on chart paper and displayed in the classroom. Following this, the pairs wrote five questions to be used in a trivia game. The teacher divided the class into Team A and Team B. Each team asked questions of the other team. Teams were given one point for each correct answer. Students were able to refer to the charts which were posted in the classroom.
For the next class, students collected information about favourite sports or activities. The whole class worked with the teacher to outline task requirements and criteria. Each student then created a poster that illustrated and labelled in French three or four important aspects of one sport or activity. Students presented their posters to the class, using key words in sentences or phrases about their sports (e.g., J'aime le ski. La montagne s'appelle Big White.) Evaluation focussed on their oral presentations and their posters.

4. Defining the Criteria

The teacher reviewed the learning outcomes for these activities, explaining the requirements of each task to students. The teacher and students decided the following key criteria should be demonstrated in the assigned tasks.

Oral Presentation

oral language is understandable
approximates French pronunciation
attempts to correct speech
presents the required vocabulary
attempts to self-correct

Poster

presents key words in French
conveys meaning in French by combining pictures, words, and actions

Journal

offers a personal response to Le Chandail de hockey
includes reasons and examples to support the response
demonstrates interest or insight into cultural differences

5. Assessing and Evaluating Student Performance

Teachers and students used performance rating scales to evaluate student work. Students had copies of the scales as they prepared their posters and journal entries. The same rating scales were adapted for other activities throughout the year. At the end of the unit, the teacher conferenced briefly with each student about work completed.

Oral Presentation

Note: Communication of meaning is the most important consideration.

Rating	Criteria
Outstanding 4	Student goes beyond the task requirements to offer an innovative or extended presentation. Most of the oral language is understandable, although speech may be hesitant and include Anglicisms and approximate pronunciations. Classroom and other resources used to identify a variety of useful vocabulary. Student chose correct vocabulary and presented the information in clear sentences. Uses some of the structures and functional language practised in class. Attempts to correct and clarify speech.
Good 3	Student presents the required vocabulary and makes the meaning clear through words and actions. Speech may be hesitant and difficult to understand. Uses some of the structures and functional language practised in class. Attempts to correct speech.
Satisfactory 2	Student presents the required vocabulary. Able to make the meaning of most of the words clear, often relying on pictures and actions rather than words. Tends to rely on one or two words to communicate meaning rather than longer structures or sentences.
Requirements Not Met 1	Student has not demonstrated the required criteria. In some cases, the student may be asked to repeat this or a similar assignment with additional support from the teacher.

Poster

Rating	Criteria
Outstanding 4	Meets all criteria. Goes beyond the basic requirements to demonstrate additional learning (e.g., includes vocabulary beyond practised list, features interesting or unusual details, labels include explanation or analysis). Attempts to engage the audience through use of appropriate, eye-catching images.
Good 3	Complete and accurate. Uses the structures and vocabulary provided to present required information. Includes a variety of information. Uses appropriate images.
Satisfactory 2	Meets the requirements. May omit some information or make errors (e.g., labels or matches to diagram are incorrect or incomplete).
Requirements Not Met 1	May be incomplete, inappropriate, or incomprehensible.

Journal

Rating	Criteria
Insightful 4	Offers a personal response to the story, supported by reasons and examples. Includes some insights or observations about cultural context (may reflect on own culture, or cultural influences in other times or places).
Aware 3	Offers a personal response to the story, with at least one reason or example as support. Tends to be direct and concrete (e.g., I liked it because I like sports). Also offers some comment on culture or context (e.g., I learned that it was hard for kids to get things like hockey sweaters when my grandparents were young).
Parial 2	Offers a personal response. Reasons tend to be vague (e.g., because it was boring). Typically unelaborated; includes little detail.
Not Demonstrated 1	Little or no evidence of personal response or cultural awareness.

Last Modified: February 2002

BC Ministry of Education Home Page