La Musique Francophone (La Présentation)
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La Musique Francophone (la présentation) What are our learning goals? ➢ We are learning to talk about francophone singers/bands. ➢ We are learning to read about francophone singers/bands and answer simple questions. ➢ We are learning to listen to and understand francophone songs. ➢ We are learning to give our opinions about francophone songs. What is our task? You will be teaching a francophone song to your classmates. You will need to introduce the song & artist, explain relevant vocabulary, and engage the students in the activity you have prepared and ask them some questions about the song. Of course, we’ll all want to sing at the end as well. Il faut éviter [avoid] l’anglais dans vos présentations! That means you might need to prepare some visuals ahead of time to help you convey meaning. How can I break down this task into smaller steps? ❏ Select a francophone singer/band & a song to share with the class (teacher approval is required) ❏ Google the lyrics to your chosen song. Usually “paroles” plus the song title will do it. Keep in mind that lyrics found online are often slightly wrong. Study the lyrics of the song WITHOUT using a translation program - try to come to your own understanding of what the song is about. I am happy to help you with this if you’d like. ❏ Prepare an activity for your classmates to do while they listen. It could be a fill-in the blank activity, questions to answer, matching etc. Be creative! The activity must be typed on a handout and submitted to Mme.Yehudaiff for photocopying at least 2 days before your presentation date. ❏ Google the singer(s) and create a presentation relating the required information ❏ Singer name(s), image ❏ Title of song ❏ Nationality of singer(s) ❏ 5 interesting facts (e.g., family life, education, awards, experiences…) ❏ Star rating ❏ Practice, practice practice! When will our task be due? ➢ Presentations will begin the week of November 19th, 2018. Please refer to the sign up sheet. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier GRILLE D’ÉVALUATION: LES CHANSONS FRANCOPHONES Nom: ________________________ Chanson: _______________________________ Date: ________________________ Chanteur: _______________________________ Note: ________________________ (Speaking) Note: ________________________ (Reading) We are speaking in French to communication information and ideas about a francophone song. We are demonstrating our understanding of the vocabulary and ideas in a francophone song. EXPECTATION. MOVES TO ... COMMENTAIRES INTRO. No introduction. 1 2 3 4 Introduces song & gives interesting and relevant background information about the artist and/or song. QUALITY OF Student may frequently use 1 2 3 4 Student consistently uses clear, SPOKEN English and/or be difficult to comprehensible French. Errors FRENCH understand in French due do not impede communication. to poor grammar, vocabulary, and/or pronunciation. FLUENCY Student speaks with a lot of 1 2 3 4 Student speak with a smooth hesitation, too fast or too pace, appropriate intonation, and slow, with many errors in accurate pronunciation. Student pronunciation. Student speaks with ease and reads presentation and consistently makes eye-contact makes no eye-contact. with the class. ACTIVITIES & Fails to engage audience. 1 2 3 4 Creates activities and questions DELIVERY May not ask any questions. to effectively engage audience. Encourages quality student participation. Presentation is dynamic. NEW VOCAB. Chooses fewer than five 1 2 3 4 Uses visuals, examples, & PHRASES words and/or phrases to synonyms, and other strategies teach to the class. Explains to avoid using English to explain vocabulary in English or not vocabulary; good choice and at all. number of words/phrases (minimum five). MEANING Does not sufficiently explain 1 2 3 4 Thoroughly explains and meaning of song and/or explores meaning of song. misunderstands song. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier La Musique Francophone (l’écrit) What are our learning goals? ➢ We are learning to give our opinions about francophone songs using significant and specific details. ➢ We are learning to edit our written work. What is our task? Grade 8s: You will be writing an opinion paragraph comparing the song you presented to another song presented by a classmate. Grade 7s: You will be writing an opinion paragraph about the song you presented to the class. Modified Students : You will be writing an opinion (3-4 sentences) about a song that one of your classmates presented. Success Criteria ➢ I have a clear opinion that demonstrates an accurate understanding of the song(s) ➢ I have complete sentences with correct grammar (la grammaire) ➢ I have clear & detailed sentences (les phrases detailée) ➢ I checked my spelling by using my notes, tool sheets, and a dictionary (l’orthographe) ➢ I used punctuation marks correctly (la ponctuation) ➢ I used capital letters at the beginning of each sentences (les lettres majuscules) When is our task due? ➢ This will be submitted by December _____ 2018. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier GRILLE D’ÉVALUATION: LES CHANSONS FRANCOPHONES (L’ÉCRIT-8) Nom: ________________________ Chanson: _______________________________ Date: ________________________ Chanteur: _______________________________ Note: ________________________ (Writing) We are expressing our opinions about two francophone songs in writing. EXPECTATION. MOVES TO ... COMMENTAIRES MEANING/ Student does not 1 2 3 4 Student thoroughly explains UNDERSTANDING sufficiently explain and explores meaning of the meaning of the songs songs and draws an effective and/or comparison between them. misunderstands the songs. DETAIL Student does not 1 2 3 4 Student expresses a clear express a clear opinion. opinion. Student writes vague Student writes detailed sentences with no sentences with specific specific references to references to the songs. the songs. VOCABULARY Student does not 1 2 3 4 Student effectively applies effectively apply unit unit vocabulary to express a vocabulary to express clear opinion. a clear opinion. CLARITY Writing is difficult to 1 2 3 4 Student consistently uses understand in French clear, comprehensible due to poor grammar, French. spelling, punctuation, Final product reflects editing. capitalization and Errors do not impede vocabulary. communication. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier GRILLE D’ÉVALUATION: LES CHANSONS FRANCOPHONES (L’ÉCRIT-7) Nom: ________________________ Chanson: _______________________________ Date: ________________________ Chanteur: _______________________________ Note: ________________________ (Writing) We are expressing our opinions about a francophone song in writing. EXPECTATION. MOVES TO ... COMMENTAIRES MEANING/ Student does not 1 2 3 4 Student thoroughly explains UNDERSTANDING sufficiently explain and explores meaning of the meaning of the song song. and/or misunderstands the songs. DETAIL Student does not 1 2 3 4 Student expresses a clear express a clear opinion. opinion. Student writes vague Student writes detailed sentences with no sentences with specific specific references to references to the song. the song. VOCABULARY Student does not 1 2 3 4 Student effectively applies effectively apply unit unit vocabulary to express a vocabulary to express clear opinion. a clear opinion. CLARITY Writing is difficult to 1 2 3 4 Student consistently uses understand in French clear, comprehensible due to poor grammar, French. spelling, punctuation, Final product reflects editing. capitalization and Errors do not impede vocabulary. communication. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier Suggestions for activities to teach the song ❖ Ask the class to listen to the song and… ➢ jot down familiar words ➢ fill in the blanks in the chorus by using a word bank. ➢ sketchnote the lyrics ❖ Ask the class to watch the music video and… ➢ identify what they see in the video (e.g., using a checklist, oui/non…) ➢ explain the story that unfolds in the video and how it relates to the song ❖ Ask the class to read the lyrics and… ➢ find specific words or expressions (without using English) ➢ explain the meaning of the song ➢ identify opposites to some of the lyrics in the song ➢ identify key verbs/adjectives/negatives in the song ➢ identify cultural language (e.g., slang, expressions that are unique to a region…) ❖ Get the class to talk by … ➢ having them answer questions aloud ➢ having them share a statement of opinions ➢ teaching the class to sing the chorus of the song Final tips… 1. Use checklists, word banks, matching, oui/non or other simple questions for teaching/reviewing vocabulary. 2. Remember that It is okay, and sometimes necessary, to play a song more than one time for certain activities to be completed. 3. Try and plan activities from the easiest to the hardest. Think of which activities/parts of your presentation require the class to hear the song once or twice. Those should be done first. Then follow up with the more challenging activities. Adapted from an assignment by Stephanie Carbonneau & Michelle Fournier Une Liste de Chanteurs et Chansons The artist Songs by this artist The artist Songs by this artist Amel Bent ● Ma Philosophie Gabrielle Goulet ● Arc-en-ciel Amir ● J’ai cherché Keen’V ● Dans un monde meilleur ● États d’amour Antsa & Mendrika ● Je suis comme toi Kids United ● Sur ma route ● J’ai demandé à la lune ● Les Lacs Connemara ● L’oiseau et l’enfant Ben l’Oncle soul ● Soulman Le Groupe