SLIC 2010 Conference October 29-30, 2010

Bring Your Sports Unit to Life with CD-ROM

SLIC 2010 Conference – October 29-30, 2010

Myrna Andres Mount Royal University [email protected]

Hockey Bottines - Marcel Dargis © Office national du film du Canada

Remerciements

Alberta Education

Language Research Centre, University of Calgary

Le passé est toujours présent…

Le film d’animation Le Chandail, réalisé par l’Office National du Film du Canada, à partir de l’oeuvre littéraire Le Chandail de Hockey de Roch Carrier, est typiquement canadien. Il porte sur nos icônes nationales et met en valeur des notions universelles comme la rivalité et la camaraderie, la dualité culturelle (francophone et anglophone) et les traits communs.

Par le hockey et le charmant récit de Carrier, notre but est de mieux faire connaître aux apprenants la langue française et la culture canadienne.

Outre le film, le cédérom Le chandail de hockey contient des heures d’interaction à trois degrés de difficulté.

vidéoclips d’une entrevue avec l’écrivain, Roch Carrier

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 2 art canadien et entrevue avec le peintre populaire, Marcel Dargis pages du catalogue Eaton, automne-hiver 1946-1947 cartes de hockey activités informatisées lexique multimédiatique

Auteurs: Donna Mydlarski, Dana Paramskas, André Bougaïeff, Larry Katz

http://www.editions3d.ca/hockey/ WHY CONSIDER INTEGRATING LE CHANDAIL DE HOCKEY CD-ROM (LCH) INTO YOUR FRENCH PROGRAM?

1. 2007 Best Educational Award (Digital Media Association of Alberta).

2. Cutting edge in terms of quality, comprehensiveness, interactivity, versatility and focus on Canadian content.

3. Easy-to-use technology capitalizing on your students’ interest in hockey

a. to foster a greater understanding of our Canadian cultural heritage

b. to build their listening and reading comprehension skills through meaningful content integrating language development activities with authentic cultural, literary and viewing materials

c. to encourage them in speaking and writing projects that will

i. reinforce sports vocabulary

ii. recycle vocabulary and structures related to numbers, colors, clothing, seasons and physical descriptions (among others)

iii. allow for review and application of relevant grammar concepts.

4. Numerous curriculum connections, giving you tremendous flexibility in how you could integrate and exploit LCH to meet your objectives.

5. Pedagogical approach consistent with Alberta 3-Y and 9-Y FSL Programs of Studies:

a. LCH supports a learner-centred approach.

b. Language, culture and language-learning strategies are integrated into a communicative-experiential framework.

c. Meaningful comprehension activities precede and lay the groundwork for production activities.

d. Exploration of elements of French-Canadian culture leads to both cross-cultural and self-awareness.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 3 e. Students are exposed to language use in real and authentic contexts.

f. Students using LCH independently at home or in a lab develop skill in using technology to support self-directed learning and to create their own multimedia presentations.

GETTING STARTED

Ordering information: http://www.editions3d.ca

A very useful Guide pédagogique is also available to facilitate lesson, assignment and test preparation. It contains an overview of the content and layout (http://www.editions3d.ca/hockey/fr/images/ChartFrancais.pdf), as well as the complete transcriptions of the film narration and of all the cultural notes and activities of the CD-ROM. It also offers installation help and some general teaching suggestions.

Le chandail de hockey CD-ROM (LCH) can be used:

 in a computer lab, where individual or pairs of students work at their own computer stations, with or without teacher guidance (class set or networked version of LCH required)

 at home by individual students wanting or needing enrichment (several copies of LCH required)

 on a multi-media projector in the classroom (one copy of LCH required)

LCH contains a vast array of content to meet the needs of learners from the advanced beginner to francophone levels.

The goal of the following unit plan outline is to guide you through the selection and use of the content most apt to meet your curriculum objectives for:

Grade 9 (9-Y) Fields of Experience:

 Sports and Exercise (venues, clothing and equipment)  Community (French-Canadian communities)

French 20 (3-Y) Contexts for Language Experiences:

 “identifying and describing their hobbies, interests or collections (20 C 1.1)” 1

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 4  “identifying and recommending leisure and recreation opportunities found in communities (20 C 3.1)” 2

1, 2 Alberta Education. French as a Second Language Three-Year Program of Studies (Grade 10 to Grade 12), 2007, pp. 17-18. INTEGRATING LE CHANDAIL DE HOCKEY CD-ROM (LCH) INTO YOUR SPORTS UNIT IN GRADE 9 (9-Y) OR FRENCH 20 (3-Y)

Preparation

As with any other teaching tool, successful implementation of LCH will require teachers to spend some time familiarizing themselves with the content and navigation of the CD-ROM. The navigation is quite intuitive, but if necessary, help in can be obtained by clicking Aide on the menu bar from any screen. By default the help is given in French, but clicking on anglais will provide it in English. Retour takes you back to the activity you were working on.

In LCH, the various student proficiency levels are indicated by one, two or three hockey sticks and the names Peewee, Junior and Pro. The Peewee (high beginner) level activities will be the most appropriate for your Gr. 9 or French 20 students.

When you want to switch to a new activity, simply look for it in the pull-down menus without trying to close down the activity you have been working on because clicking the X in the upper right hand corner of the screen will close the entire program.

The top and bottom menu bars are accessible from every screen.

1. The various top menu bar headings (1ère période, 2e période, 3e période, Zone and Rencontres) indicate different pedagogical contexts, each containing activities suitable for different proficiency levels.

2. Top menu bar  Aide  Lettres accentuées gives independent users of LCH information on setting up their keyboard to produce accented letters.

3. Bottom menu bar  Carnet is a useful tool for students working on their own copy of the CD to make, save and print notes as they go along.

If your students will be working independently on LCH, it will be useful to

1. provide them with a written study guide indicating

a. the selection and sequence of activities they are to do

b. how their work will be evaluated and the knowledge and skills they are expected to demonstrate.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 5 2. provide a demonstration of the CD-ROM’s features and organization.

Teaching Suggestions and Sequencing for Classroom Instruction using a Multi-Media Projector

In the interests of brevity, I will be referring to the teacher as you, using the imperative to outline suggested activities, and using arrows and a bold red font to show the sequence of clicks to access the appropriate CD-ROM activities.

I. Le chandail de hockey film

Your first reaction may be that the level of French is quite high for beginning students. However, if you simplify their comprehension task in a way which allows them to feel successful, they are more likely to embrace the challenge.

A. Pre-Viewing Activities

1. Establish the context by finding out which students are already familiar with Roch Carrier’s story from their own reading or their Language Arts curriculum and ask those students to provide a brief synopsis in English.

2. Show the 10-minute film without sound the first time to acquaint students with the storyline. Ask them to watch for symbols, objects or activities they associate with Quebec.

3. Have students list in English some key vocabulary they predict might be needed to tell the story and have them listen for the French equivalents when they hear the narrated version of the film.

4. Reassure them that they are not expected to understand every word and that, in fact, catching even 20 or 30 words will be a good accomplishment.

5. To help focus their attention as they view the narrated version, have each student make two columns on a sheet of paper. In the first, they will jot down 10 familiar words they hear in the film. In the second, they will jot down new 10 words they figure out from images or context.

B. Viewing the Film

Click on 1ère Période  Le chandail to view the film.

The speaker icon allows you to turn the sound on or off and the slider controls the volume. The play, pause, full rewind, partial rewind and fast-forward buttons work like those of a CD player. You can also move

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 6 the slider to any part of the film. The + button gives full-screen viewing and clicking on the screen reduces the image size again.

C. Post-Viewing Activities

1. After viewing the film, recognize students’ comprehension success by having them share their lists.

2. Click on 2e période  Exploration du texte to replay a portion of the film with the narrative transcription.

a. Point out and review the usefulness of cognates as an aide to comprehension.

b. Pause after each section of text is displayed to ask students to identify the i. cognates they recognize ii. familiar words they can pick out now that they didn’t catch from the oral version alone.

D. Useful viewing supports

1. Dictionnaire

The hyperlinked multimedia Dictionnaire will be very helpful to students using the CD-ROM independently. They can click on an unfamiliar word in the Texte, such as colle, to access its (often illustrated) dictionary entry accompanied by the pronunciation, a definition, examples of usage and, for more advanced levels, synonyms, antonyms, homonyms and derivatives. Although only the text of the narration is hyperlinked, clicking Dictionnaire on the bottom menu bar will allow students to look up a word while doing a different activity. They can narrow down their search by letter.

2. Culture

Clicking Culture on this same screen (2e période  Exploration du texte) brings up numerous cultural notes in French, which are synchronized to appear with the appropriate segment of the film. The entire set of cultural notes can also be accessed from 3e période  Hockey, where any particular note can be easily found in the list accessed from chercher. At the Peewee (high beginner) level, these notes are primarily of use to the teacher, as they appear only in French. The same cultural notes are available in English on the English version of this CD-ROM, The Hockey Sweater.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 7 II. Interactive Vocabulary Development Activities

A. 1ère période  Hockey

1. Review or teach vocabulary from the film by clicking on each speaker icon, dragging it to the appropriate image and having students repeat the word.

2. Click on each speaker icon again to review.

3. Click on recommencer to make the pictures reappear in a scrambled order, ready for you to verify comprehension by having students call out or write down the number of each picture that goes with the word they have heard.

B. 2e période  Peewee  hockey

1. Review pronunciation by reading each of the printed words aloud.

2. Point to an image, asking Qu’est-ce que c’est? / Qui est-ce?, and have students tell you which word to drag and drop into the space below.

3. Have students carefully copy the written vocabulary with the appropriate article into their notes.

4. After giving them some time to review, use the activity as a formal or informal quiz; for example, say Numéro 1, while pointing to the first picture and waiting while students write down the appropriate article and noun.

C. 2e période  Junior  grammaire

1. Click on the green arrow to set the cloze dictée to require students to write the nouns (Noms).

2. Type out a copy of the dictée for each student, including a list of the nouns to be used (in a scrambled order), if you think it necessary.

3. Play the dictée through once in its entirety. Then replay, pausing after each missing word to give students time to write.

4. Click on indice if you would like to give them the first letter or letters as a hint. Students working independently in a lab can ask for more clues by clicking indice again. Vérifier shows them where the errors are in each word.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 8 D. 1ère période  Questions orales  Peewee

This activity reviews new vocabulary from the film, as well as previously learned material, such as seasons, vehicles, and numbers, in a new context. It requires students to apply the language learning strategy of focusing on key familiar words to try to catch the gist of an utterance. As they experience success in this, they also develop their tolerance for the presence of unfamiliar words among the familiar.

1. As each image is displayed, students will hear a question and four possible answers.

2. After they have heard all the choices, have students indicate their choice of best Réponse by show of hands or by writing down the number.

3. Show students the correct Réponse by clicking on it, or click on each Réponse if you would like them to hear the feedback for each (although this might be somewhat tedious and contain vocabulary beyond the scope of your course).

E. 1ère période  Grands moments

If your students have enjoyed the film and the previous vocabulary activities, they may enjoy stretching their comprehension skills with this junior level one. In addition to the language learning strategies reinforced through the preceding activity, this one encourages students to make use of non-verbal cues such as facial expressions and tone of voice.

1. Click on each speaker icon, playing the sound clip twice if necessary.

2. Drag and drop the correct picture beside the speaker icon.

3. Ask students to identify the verbal and non-verbal cues that they are focusing on to help them narrow down the answers.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 9 III. Listening and Reading Comprehension Activity

A. 2e période  Peewee  compréhension

Compréhension is a multiple-choice reading and listening comprehension activity based on 22 review questions about the film narrative.

1. Provide students with a little glossary of key words from the questions or answers that might be unfamiliar to them; for example, marquer un but, meilleure.

2. Have students read each question as they listen to it.

3. Give students time to read the answers and choose one.

4. Click on each answer to show the written feedback for each choice.

5. Click on the green arrows to navigate to the next question or use chercher to quickly access any question.

IV. Oral and Written Production Activities

The 3e période pedagogical context encourages more creative language use through opportunities for reading, discussing and writing.

A. 3e période Les étoiles

This activity, that hockey fans are bound to enjoy, provides a set of 31 hockey cards featuring some of hockey’s all-time greats.

1. Project the picture side of each card.

a. Give students moment to think of or write a sentence about the player based on what they see or already know about that person. Encourage them to use certain vocabulary and structures you have been teaching or reviewing.

b. Ask a few students to offer sentences to compose a little group description; for example,

C’est Jean Béliveau. Il a les cheveux bruns. Son uniforme est bleu, blanc et rouge. Il a joué pour les Canadiens de Montréal. Il est vieux maintenant.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 10 2. Click on verso to flip the card over to show the player’s statistics and ask one question about each player’s stats to:

a. get students to skim to find answers

b. orally review questions, numbers and dates

c. provide practice in distinguishing correctly among quand, où, combien de, and quel in order to select the right information to use in their response, a skill which is often difficult for beginning students.

3. Have students use the model of 3e période Les étoiles to prepare a sports card of themselves, as well as of their favourite sports hero.

a. Encourage students to choose their own favourite sport or activity, whether or not it is a team sport.

b. Help them find accurate vocabulary for the team positions and equipment of their sport by providing access to a Dictionnaire visuel.

4. Have students prepare a labelled poster of a player wearing the uniform and using the equipment of their favourite sport/activity.

5. Qui suis-je?

This activity involves all four skills and encourages students to use vocabulary related to numbers, colors and other descriptive adjectives, alphabet, passé composé.

a. Divide students into groups based on their favourite sport/activity, so that all have the necessary interest and knowledge base.

b. Have each student assume the identity of one of Les étoiles or a well-known player of their sport/activity.

c. Have each student prepare a description based on 5 – 7 characteristics of the player, making the clues progressively more specific.

d. Have students take turns reading their description aloud to their group, who tries to guess their identity; for example, Jean Béliveau:

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 11 Je suis né en 1931 à Trois – Rivières, Québec.

J’ai marqué 507 buts en saisons régulières.

J’ai porté un uniforme bleu, blanc et rouge.

J’ai joué au centre pour les Canadiens de Montréal.

J’ai porté le numéro 4.

Mon surnom est « Le Gros Bill ».

Mes initiales sont J. B.

Qui suis-je?

B. Zone  L’équipe de rêve

This task-based communicative activity is a great follow-up to Les étoiles hockey cards and can encourage use of the comparative forms of adjectives and adverbs.

1. Students working independently in a computer lab or at home can do the following:

a. Click through the cards using the green arrows to find players to drag and drop to the appropriate positions on the ice to form their dream team.

b. Have fun mixing current and former players, male and female players, or whatever their imagination allows.

c. Present their finalized team to their partner or group, explaining their choices; for example, Mon gardien de but est ... parce que ...

d. Click on album album  nouveau for a written production activity based on one of three layouts:

i. L’équipe de rêve allows them to

 drag and drop players to make up their dream team

 type a description based on criteria you give them

 save (album  sauvegarder) and/or print (album imprimer) their work.

ii. L’étoile allows them to focus on the merits of one player.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 12 iii. L’entraîneur lets them compare and contrast two players.

2. Teachers leading this as a class activity with the projector can do the following:

a. Demonstrate the dream team formation by dragging and dropping players as noted above.

b. Have pairs of students work together to negotiate in French a dream team for their favourite sport

i. by proposing players for each position and giving reasons for their choices; for example, Comme gardien de but, je veux ... parce qu’il/elle est ....

ii. by expressing their opinion of their partner’s choices; for example, Mais non, ... est meilleur parce que ....

c. Let them have fun imagining a disastrous team with players in the wrong positions or players from other sports playing certain positions.

d. Project the album with players in the 6-player L’équipe de rêve layout and use it as the basis for an oral or written quiz; for example,

Qui a joué pour les Canadiens? De quelle couleur est le chandail de hockey de ...?

C. 3e période  Catalogue Eaton Catalogue Eaton

The pages from the Eaton’s Fall/Winter 1946-47 catalogue provide a fun way to review clothing, sports equipment, colors, numbers, prices, seasons, places in the community, comparisons, and expressions such as J’aime, je préfère, je n’aime pas.

1. Provide a bit of background to Eaton’s and catalogue shopping.

2. Click on the green arrows to flip through pages 1-5 of the catalogue.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 13 3. On any page, zoom in on an item by clicking it and use the hand tool to move to other parts of the page, such as descriptions and prices.

4. Ask students to

a. compare prices with today’s prices.

b. speculate on where they thought people would go in these clothes (à l’école, à l’église, etc.).

c. give their opinion of various articles of clothing.

d. describe the outfit their mom might have chosen for them if they had been that age in 1946.

e. describe the outfit they would have chosen for themselves.

D. 3e période  Catalogue Eaton vêtements (Peewee)

Although not technically an oral or written production activity, this activity reinforces the clothing vocabulary seen in the catalogue.

1. Review pronunciation by reading each of the printed words aloud.

2. Point to an image, asking Qu’est-ce que c’est?, and have students tell you which word to drag and drop into the space below.

3. Have students carefully copy the written vocabulary with the appropriate article into their notes.

4. After giving them some time to review, use the activity as a formal or informal quiz; for example, say Numéro 1, while pointing to the first picture and waiting while students write down the appropriate article and noun.

E. 3e période  Catalogue Eaton formule de commande

The Eaton’s catalogue order form is an interesting activity involving reading comprehension and following directions in French.

1. Working independently with the CD-ROM, students can

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 14 a. use the green arrows to flip through the catalogue pages to find the ordering information for each of the three items listed in the instructions above the form

b. type the information directly into the form

c. save and/or print it (formule  sauvegarder/imprimer).

2. Leading this as a class activity, you can

a. print the blank order form from

i. the CD-ROM (formule  imprimer) or

ii. the website http://www.editions3d.ca/hockey/  Guide pédagogique  Enseignants  TÉLÉCHARGER UNE FORMULE DE COMMANDE EATON!

b. make a photocopy for each student

c. have students fill out an order form for items 1 and 3, which allows them all to work from the same projected page.

F. 3e période  Catalogue Eaton Catalogue Eaton  10

Although not technically an oral or written production activity, this activity fits well thematically here.

Dix autres usages describes ten other popular uses of the Eaton’s catalogue during the first half of the 20th century.

1. Have students form groups of 3 or 4.

2. Offer little prizes for each team that correctly identifies all 10 uses (in simple English phrases - e.g. paper dolls, school projects, goalie pads, etc.) within a specified time limit.

3. Tell them to scan for key words to help them determine meaning.

G. Rencontres  Marcel Dargis  musée d’art

Rencontres provides biographical information on Roch Carrier, Sheldon Cohen (who produced the animation for the film and the illustrations for the book), Sheila Fischman, (Carrier’s official translator) and Marcel Dargis (a folk art painter). This information, along with original interviews with

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 15 Carrier and Dargis, are too advanced to be easily adapted for the Peewee level.

However, musée d’art features 10 of Marcel Dargis’ charming oil paintings, which bring to life his memories of village life in Quebec in the 1940’s and 50’s.

1. Click on the green arrows to scroll through the 10 paintings.

2. Click on + to enlarge any painting. Click on the painting itself to minimize it again.

3. Use the paintings as a context for

a. review questions, asked by yourself or the students, using the vocabulary of the CD-ROM and other vocabulary of your curriculum; for example, Hockey bottines:

C’est quelle saison? Qu’est-ce que les enfants font? Combien d’enfants portent l’uniforme des Canadiens? (Pointing at a hockey stick) Qu’est-ce que c’est?

b. a discussion about whether the activities depicted in the paintings are still done the same way today; for example, Nous aussi, nous jouons au hockey dans la rue.

c. a written description of their favourite painting, followed by a personal response

d. sharing their written descriptions with the class.

À VOS MARQUES! PRÊTS? JOUEZ!

As you can see, Le chandail de hockey CD-ROM offers a vast array of well- researched and well-conceived content that allows you achieve a number of curriculum objectives in each task, thereby helping you maximize your limited instructional time. Each activity is generally flexible enough for you to customize it to feature whichever linguistic elements you want to reinforce and to appeal to the varied interests of your students. The hockey theme may help you connect with some previously reluctant learners, and the multimedia approach to learning will likely appeal to most students.

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 16 Students using the CD-ROM independently can also benefit from the self-paced learning and immediate feedback, the freedom to explore topics of particular interest in more depth, and the convenient dictionnaire, which encourages initiative and self-reliance in building reading comprehension.

Amusez-vous bien avec Le chandail de hockey!

Bring Your Sports Unit to Life with CD-ROM Myrna Andres 2010 17