Biographies Michele Specht, LDCSB
Parlons Ensembles, OMLTA Spring 2013
Activity Instructions / · Each student is provided with a picture of a person (can be real or imaginary).· The students are to introduce themselves to each other pretending that they are the person in the picture.
· They will ask each other questions about what they think the person in the picture is doing, likes or dislikes as though they are that person. This should take the form of a conversation through role play.
Variation: Students could form groups of 3 or 4. Each student would receive a biography card. The group would try to create a short skit using the people in the cards.
Overall Expectations FSL: Core French Grades 4-8 Curriculum
1998 / Gr 4 – talk about familiar topics, using very simple phrases and sentences
Gr 5 – listen to and talk about short, simple oral texts dealing with familiar topics
Gr 6 – participate in dialogues about familiar topics, and listen to and talk about short oral texts
Gr 7 – listen to and talk about short, oral texts in structured and open-ended situations
Gr 8 – listen to and talk about simple oral texts in structured and open-ended situations
Gr 9 Academic – express ideas and opinions in short conversations and teacher-guided discussions
Gr 9 Applied – express ideas and opinions in short conversations and teacher-guided discussions
Gr 10 Academic - express ideas and opinions in conversations and teacher-guided discussions
Gr 10 Applied - express ideas and opinions in conversations and teacher-guided discussions
CEFR links / A1- Je présente ma famille, Je me présente, Les besoins, Je m’exprime, Je pose des questions,
J’achète, Les directions, Les dates, Je clarifie
A2- Une journée en ville, L’information personnelle, Ma vie personnelle, Les interactions sociales,
Les expériences personnelles
B1- Je comprends, Je sors
Real Life links / Almost any situation related to the above “I can” statements.
Learning Goal /
But d’ Apprentissage / We are learning to introduce ourselves and talk about our interests in a conversation so that we can get to know one another.
On apprend à s’introduire et de parler de nos intérêts dans une conversation.
Success Criteria/
Critères de Succès:
Co-create with students / · Je peux m’introduire.
· Je peux parler de moi-même.
· Je peux poser des questions.
· Je peux répondre à des questions.
· Je peux acheter quelque chose au magasin ou au restaurant.
· Je peux inviter quelqu’un à un événement.
· Je peux dire ce que j’aime ou je n’aime pas.
· Je peux utiliser des expressions de politesse.
· Je peux terminer la conversation.
· Je peux clarifier.
Supports/Scaffolds:
Co-create with students vocabulary and expressions that they will need
Vocabulary for Anchor chart: Teacher and students will brainstorm possible expressions and questions that one might want to say in this particular situation. This list is only a suggestion of possible expressions. / Vocabulary and expressions would depend on those given by the students and depending on the situations presented. Here is a small sampling of expressions. This would also depend on the students’ abilities (A1, A2 or B1).
Comment t’appelles-tu?
Où habites-tu?
J’habite…
Quel âge as-tu?
Qu’est-ce que tu aimes faire?
C’est quand ton anniversaire?
Où vas-tu à l’école?
Comment s’appelle ton école? / Qu’est-ce que tu aimes?
J’aime/Je n’aime pas…
Où travailles-tu?
Que fais-tu comme profession?
Quels sont tes passetemps favoris?
Combien de personnes sont dans ta famille?
Biographies (continued) Michele Specht, LDCSB
Parlons Ensembles, OMLTA Spring 2013
Gradual Release of Responsibility:Focus Lesson: Modeling / · The teacher would pick one of the biography cards and would model how to role play as though they were that person.
· The teacher would model how they would introduce themselves by picking a volunteer or by playing both parts themselves.
· The teacher would model appropriate responses and questions for a simple conversation.
· The teacher would use the think-aloud strategy to model what to do if they were unsure of what vocabulary or questions to use.
Focus Lesson: Shared / · Teacher and student will model together.
· The teacher begins by introducing him/herself to the student as though they are the person on the biography card.
· The teacher asks the class to help the volunteer respond to what was said and to ask subsequent questions to extend the conversation.
· The teacher asks the class for suggestions and strategies that they can use if they get stuck.
Guided Instruction / · Students can practice in smaller groups.
· Students will introduce themselves to each other using anchor charts, peers and the teacher for support.
· Teacher and peers provide feedback related to Success Criteria.
· Multiple opportunities to practice in small groups or with partners should be given over time.
Collaborative Learning / · Practice this activity using the Receiving Line or Group Stories strategies in small groups.
· Students practice introducing themselves as different people and in different contexts.
· Teacher circulates, observes, provides support if needed and makes anecdotal notes.
Independent Practice / · Students will continue to practice introducing themselves to different people.
· The teacher observes and provides feedback and support as needed.
Independent Performance / · Students know that they are being evaluated.
· Teacher’s role is to evaluate the performance.
· The teacher can write anecdotal notes related to success criteria and/or use a checklist or rubric for evaluation.