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The «L.É.G.O» System of teaching French Language Arts

The «L.É.G.O» System of teaching French Language Arts. T. Bucci Grade Nine Lockview High School. What is «L.É.G.O»?. A way to cover the outcomes in a variety of ways in French Language Arts, Gives the students an idea on what is being covered on a particular day,

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The «L.É.G.O» System of teaching French Language Arts

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  1. The «L.É.G.O» System of teaching French Language Arts T. Bucci Grade Nine Lockview High School

  2. What is «L.É.G.O»? • A way to cover the outcomes in a variety of ways in French Language Arts, • Gives the students an idea on what is being covered on a particular day, • A fun way to look at their daily routine!

  3. Remember LÉGO? • Lots of different sizes and colours, • Start with one block and build on it, • Limitless possibilities for creativity, • Everyone can perceive differences in similar structures, • Can be shared or used individually, • It’s fun to use!

  4. …just like French class! • All of those points can be linked (like lego!) to our French Language Arts class! Everyone started grade 7 immersion with 1 or 2 blocks, and have built upon their knowledge. As their French teacher (since grade 8 for most), I will be their ‘foreman’ for their continuing construction!

  5. But wait…there’s more… • Using the word «L.É.G.O», we can break down our daily routine with 4 essential components to the French Language Arts Curriculum!

  6. «L»…LECTURE • «Lecture», reading various texts for meaning, vocabulary, and pleasure! • Includes independent silent reading in French once a cycle, practicing their reading aloud, novel studies, Literacy Circles, and various other reading activities…

  7. «É»…ÉCRITURE • Practice writing various texts, including opinion, composition, and creative (short story), • «Stratégies Pour Écrire…Un Texte D’Opinion», Martine Cavanagh, • Writing Portfolio in class (ongoing assignments).

  8. «É»…ÉCOUTE • Listening to various French speakers (radio, television, films) for authentic experiences and cultural diversity, • Activities could also include dictations, reading in groups, and listening to Radio-Canada (French CBC).

  9. «G»…GRAMMAIRE • Their favourite! • Exam in September to see what they know, what we need to cover, • Topics will include verbs (past tense, subjoctif, conditional, future), pronouns, agreement, and more! • Worksheets.

  10. «O»…ORALE • Activities to include ‘warm-ups’, individual and group presentations (spontaneous and planned), group discussions, debates, «concours oratoire?», • French is ALWAYS to be spoken in French Immersion classrooms!!!

  11. «O»…OTHER STUFF • «ORTHOGRAPHE», various spelling activities (games, dictation, spelling bee?), • «ORDINATEUR», computer time for typing good copies, research on the internet, WebQuests, and email groups.

  12. Why I Think «L.É.G.O» Works… • Predictability (at the start of the year), • Autonomy (later in the year), • It ‘connects’ all of our activities in French Language Arts, • It’s a fun way to remember what we do in class!

  13. Why it needs to connect… • If there is no ‘L’…

  14. Why it needs to connect… • If there is no ‘É’…

  15. Why it needs to connect… • If there is no ‘G’…

  16. Why it needs to connect… • And no ‘O’… …«leg»…a reach, I know…

  17. The last slide… • This information is on my webpage! • http://hrsbstaff.ednet.ns.ca/buccit • Homework on the website is subject specific, • Any questions, comments, concerns? Email me at abucci@hrsb.ca, phone me at 860-6000 ext. 772-1252, or follow my twitter feed @MBucci1, • Thanks for coming to Curriculum Night!

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