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TRANSCRIPT
2nd Edit
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REvisEd &
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Teaching Frenchthrough Songs & Games…even if you can’t sing...or don’t speak French!
•includesanAudio-CDofallthesongsandpoems
•activitysheetstoreinforcelanguagelearning
•includesnon-musicalgamesthatencouragetheuseoforalFrench
•beginnerlevelFrenchsuitablefor:FrenchImmersion–DivisionOne
FrenchasaSecondLanguage–DivisionTwo
A Teacher Resource Guidewritten and performed by Denise Gagné Williamson
illustrated by Linda Bunn
Listening Voice Media Ltd
Teaching French through Songs and Games
ii
©2004DeniseGagnéWilliamsonFirstEdition©2007DeniseGagnéWilliamsonSecondEdition,RevisedandExpanded
2008Reprinted
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystemortransmittedinanyformorbyanymeans—electronic,mechanical,photocopying,recording,scanningorotherwise—withoutthepriorwrittenpermissionofthePublisher.RequestsforpermissionsshouldbeaddressedtothePermissionsDepartmentattheaddressbelow.
For teaching purposes, limited permission is granted to purchasers of this book to make photocopies of all activity sheets found on pages 43–81 to share with their own students only.
ListeningVoiceMediaPOBox75032,CambrianRPOCalgary,AlbertaT2k1P0
Phone:(403)220•1166Fax:(403)220•1162
E-mail:[email protected]:www.listeningvoice.com
Library and archives Canada Cataloguing in publication
GagnéWilliamson,Denise,1961–
TeachingFrenchthroughsongsandgames[kit]:…Evenifyoucan’tsing…ordon’tspeakFrench!:ateacherresourceguide/writtenandrecordedbyDeniseGagnéWilliamson;illustratedbyLindaBunn.--2nded.,revised&expanded.
AccompaniedbyaCDISBN:978-0-9736911-6-0
1.Frenchlanguage—Studyandteaching(Elementary)—Englishspeakers.2.Children'ssongs,French.3.Frenchlanguage—Soundrecordingsforsecondlanguagelearners.I.Bunn,LindaII.Title.
PC2112.7.G332007 448.3'421 C2007–900317-6
TechnicalCredits:Illustrations:LindaBunnSecondeditioncoverdesignandlayout:SueImpey,ByDesignDesktopPublishingInc.PrintedbyBlitzprint,Calgary,Alberta
PRINTEDINCANADA
Denise Gagné Williamson
iii
Dedication......................................................................................................................................vAcknowledgments....................................................................................................................... viiForeword...................................................................................................................................... ix
Introduction....................................................................................................................................1 HowtoUsethisBookandCD...........................................................................................3
Tracks: 1–3 OCanada............................................................................................6 Tracks: 4–5 Pommedereinette..............................................................................8 Tracks: 6–12 Bonjour...............................................................................................9
Colour vocabulary 12 Track: 13 Rouge,rouge,rouge..........................................................................13 Track: 14–15 L’oiseaubleu.....................................................................................14 Track: 16 Lapoulettegrise...............................................................................16
Counting songs ..........................................................................................................................17 Track 17 Un,deux,trois,quatre,cinq,six,sept..............................................18 Track: 18 Troispetitspigeons...........................................................................19 Tracks: 19–20 Monmerle.........................................................................................21
Body part vocabulary ...............................................................................................................22 Track: 21 J’aidixdoigts....................................................................................23 Track: 22 Jefrappemesmains..........................................................................24 Track: 23 Latête,lesépaules............................................................................24 Tracks: 24–26 Savez-vousplanterleschoux?..........................................................25
days of the Week .......................................................................................................................26 Tracks: 27–28 Lundimatin.......................................................................................26
Hallowe’en vocabulary .............................................................................................................27 Track: 29 Labellecitrouille..............................................................................28 Tracks: 30–31 Vieillesorcière..................................................................................29 Track: 32 Ah!c’estl’hallowe’en!.....................................................................30
traditional songs ......................................................................................................................31 Tracks: 33–35 Auclairdelalune.............................................................................32 Tracks: 36–38 FrèreJacques....................................................................................33
Contents
Teaching French through Songs and Games
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Christmas songs ........................................................................................................................34 Track: 39–40 LepèreNoël.....................................................................................35 Tracks: 41–43 Onuitdepaix...................................................................................36 Tracks: 44–46 D’oùviens-tu,bergère?....................................................................37
Challenging songs .....................................................................................................................38 Tracks: 47–48 Lachansonduloup(Promenons-nousdanslebois)........................39 Track: 49 L’arbreestdanssesfeuilles..............................................................41 Track: 50 Lachasseauxlions...........................................................................42 Tracks: 51–53 Napoléon...........................................................................................44
Games that encourage the use of oral French ........................................................................45 1.J’ai----,quia-------?....................................................................................................46 2.Dix................................................................................................................................47 3.Quisuis-je?...................................................................................................................48 4.Charades.......................................................................................................................49 5.Qu’est-cequiestchangé?.............................................................................................50 6.Jem’assois....................................................................................................................51 7.Laboîteàtrésor............................................................................................................52 activity sheets ...........................................................................................................................53 Sheet: 1 L’oiseaubleu.....................................................................................53 Sheets: 2a–b Lapoulettegrise...............................................................................55 Sheet: 3 Un,deux,trois,quatre,cinq,six,sept..............................................57 Sheets: 4a–b Troispetitspigeons...........................................................................59 Sheets: 5a–b Monmerle.........................................................................................63 Sheet: 6 Savez-vousplanterleschoux?..........................................................67 Sheet: 7 Lundimatin.......................................................................................69 Sheets: 8a–c Auclairdelalune.............................................................................71 Sheets: 9a–b FrèreJacques....................................................................................77 Sheet: 10 D’oùviens-tu,bergère?....................................................................81 Sheets: 11a–d Lachansonduloup(Promenons-nousdanslebois)........................83 Sheet: 12 L’arbreestdanssesfeuilles..............................................................87 Sheet: 13 Lachasseauxlions...........................................................................89 Sheet: 14 Napoléon...........................................................................................91
Teaching French through Songs and Games
ListofCDTracks.........................................................................................................................93OrderForm...................................................................................................................................95
Denise Gagné Williamson
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DedicationThis resource guide is dedicated to Liz Ball, my last and best principal.
Liz gave me room to be the teacher I wanted to be,and encouraged me to be the person I dreamed of.
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Denise Gagné Williamson
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AcknowledgmentsMyheartfeltthanksareextendedtothefollowingpeoplewhohelpedmebringmydreamtolife.
Music Credits:Thesimpleunisonandechosongsweresungby,inalphabeticalorder:ElizabethDuke,BaileyGingras-Hamilton,SoniaGomes,HaileyMizera,SaraandMichellePijanowski,andJ.T.Rice.DrumandtrianglewereplayedbyHaileyMizeraandJ.T.Rice.AllthesestudentshadcompletedGradesOne,TwoorThreebyJuneof2004.
The songs requiringpart singingor harmony, orwithmore challenging lyricswere sungby, inalphabeticalorder:ChristinaChumak,EliseaDeSomma,VictoriaDuke,CatarinaFonseca,CharlotteandHollyForbes,MelissaForsyth,Joannakocot,CaterinaMigliarese,AliciaPredy,CheyleneSullivan,GabrielleTaylorandMaggieYoung.ThebassxylophoneanddrumwereplayedbyLeighNielsen.OtherOrffinstrumentswereplayedbyChristina,MelissaandJoanna.
Most of these students had completedGradeSix by June of 2004.Charlotte andGabrielle hadcompletedGradeThree.HollyhadcompletedGradeFive.
JudyBuzoganyofAngelMusicarrangedandperformedthepianosolosof“ONuitdePaix”and“Lachansonduloup.”
PattyShortreedarrangedandperformedallotherpianosolos.AllsongswererecordedandmixedbyChrisDanielsandLeifGilbertsonofThe Audio Lab,inCalgary
withtheexceptionof“ONuitdePaix”and“Lachansonduloup”,whichwererecordedandmixedbyPeterBuzoganyatAngel MusicinCalgary.
AllSoloandleadpartsweresungbyDeniseGagnéWilliamson.
Technical Credits:Theskillsandabilitiesofthefollowingpeoplearegratefullyacknowledged.Theircombinedeffortshelpedmetopublishthisresourceguide:LindaBunncontributedthewonderfullysimpleandtouchingillustrations;SueImpeyofByDesignDesktopPublishingcreatedthestunningcoverforthesecondedition,aswellashandlingallthelayoutrevisions.ProofreadingoftheEnglishtextwasmeticulouslyhandledbyBert,AnneandPaulGagné,ShannonStrong;andEdnaGilbert;ProofreadingoftheFrenchtextandscoreswasdonebyBertGagné,AlietteBouchardandGéraldLévesque.Mysincerethankstoyouall.
Denise Gagné WilliamsonCalgary, AlbertaDecember 2006
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ForewordWhenIfirstwrotemybook“TeachingFrenchthroughSongs&Games”intheFallof2004,IwasbasingmyideasandstrategiesonmymanyyearsofexperienceteachinginschoolsinCalgary,Alberta.Afteralmosttwentyyearsintheclassroom,IcouldseetheendofthateraapproachingandIwantedtoleavealegacyofsomeofthebest,andmostfun,thingsI’deverdoneasateacher.Sincethisbookwaspublished,Ihavehadtheopportunitytospeakatmanyteacher’sconventionsbothinthisprovinceandelsewhereinCanada.Ihavedevelopedadifferentappreciationforthecommonchallengesofsecondlanguageteaching.Otherprovinceshavedifferentcurriculums,teachertrainingstandards,andstudentexpectations.However,allteacherswanttoseetheirstudentsusingthelanguageassoonaspossible.Mostrecognisethatthisisbestaccomplishedinarelaxed,engagingatmosphere.ThatisreallythepointofthisbookandCD.It’ssubtitlecouldhavebeen“HowtohavefunwithyourstudentsinyourFrenchclassroom”.Curriculumstandardscomeandgo.Requiredcontentchanges.Ofcourse,asprofessionals,wedoourutmosttoteachthesubjectassetoutbyourprovincialauthorities.Ofcoursewewillmaintainasafeanddisciplinedenvironment.Butitboilsdowntothis.French,unlikeMathorScience,isnotamandatorysubjectthroughoutallgradelevels.Atsomepoint,studentschoosewhetherornottheywishtocontinue.IfyourstudentsenjoylearningFrench,andfindituseful,theywillwanttopersevereatit.Promotingtheloveandcontinuedstudyofthismagnificentlanguageisaveryworthygoal,andjustasimportantasothercurriculumobjectives.
What has changed in the Revised Edition?
Mostofthesongsfromthefirsteditionhavestayedthesame.Therehavebeen2additionalsongsincludedandseveralofthepre-existingonesarepresentedinslightlydiffferentways.Mostofthexylophoneonlyaccompaniementtrackshavebeenreplacedwithpianoonlyaccompaniement,aspianoiseasiertofollowalongto.Twonewactivitysheetshavebeenadded.Twohavebeenremoved.Overall,thebookhasgonefrom84pagesto94pages.Thebiggestchangehowever,istheadditionofasectionof7non-musicalgamesthatpromotetheuseoforalFrench.Mostofthosegamesarehighlyadaptableandsoarenotidentifiedwithanyparticularthemeortopic.Ipersonallyhaveusedallofthesegameswithvariousgradelevels,fromkindergartentoJuniorHigh.Ihopeyouwillfindwaystointegratethemintoyourlessonplans.
Let the singing begin!
IntroductionThisbookandtheaccompanyingCDareintendedforallthosededicatedelementaryschoolteacherswhoteachFrenchinanycapacityandwhosefirstlanguageisnotFrench,andtothosewhoarefluentinFrench,butnotsofluentinsinging!
Mygoalismeanttosupportthosebravesoulswhowouldliketobuildaninteresting,funFSLprogram,butdon’tknowwheretostartlooking.
TheproblemwithalotofFrenchmusicresourcesisthatthey’remeantforafrancophoneaudience.ThismeansthattheleveloflanguageistoodifficultforstudentsjustbeingintroducedtoFrench.I’vespentmostofmy20yearsasaFrenchImmersionteacher(10ofthoseinkindergarten)andIknowhowdifficultitistofindresourcesatanappropriatelanguagelevelforbeginningstudents.ThematerialscomingoutofQuebecorFranceare,generally,toodifficultforelementaryImmersionorFSLstudents.Addtothisthechallengeofaddressingthosematerialstonon-Frenchspeakingteachers,andyoucanbegintoseethedifficultiesthatarise.
ManyteacherswhoareperfectlyateaseinFrenchandseetheeducationalvalueofusingsongasateachingmethod,arenotcomfortablesinging.Thisiswheremyloveofandexperiencewithvoicecanhelp.Itallcomesdowntolisteningattentivelyandusingappropriatemodeling.Theresourcepackageyouholdinyourhandsdoesexactlythat.Itprovidesyouwithclear,simplearrangementsofaccessiblevocabularysongstoguaranteesuccessfulclassroomuse.
Forthisreason,mostofthesongsontheCDarefirstsungaccapella(noinstruments).Suggestionsaremadeforintegratingbeatorrhythmonsomeofthem.Pianoaccompaniment,suitableforuseduringpresentationsorspecialevents,isincludedforaselectnumberofthesongs.
ThesongsonthisCDareorganizedroughlyinchronologicalorder,beginningwithsongsyoucoulduseinSeptemberandcarryingthroughtoJune.Suggestionsforhowtopresentthesongsandactivitiestosupportthevocabularyareincluded.Thisincludesblacklinemastersforsinglecoloringsheetsaswellasbooklet-makingactivitiesforthelongersongs.
BasicallyIhavetwogoalsinpreparingthisresource.First,tomakeFrenchlanguageinstructionslessintimidating.Second,tosupportmusiclearning.Thesetwoaspectsareweightedequally.It’salwaysfunandeffectivetoteachyourstudentsFrenchthroughsongs.It’salsojustasimportanttohelpthemlearntosingwell;todeveloptheirpitchawareness,listeningabilityandsingingvoices.
Anotherimportantaspectisthattheactivitiesbefun.Ibelievethateveryonelearnsbestwhenthey’rerelaxed andhappy.So, Iwarnyounow, your students are likely to enjoy these songs!Sometimes“enjoyment”maytranslateas“giddiness”or“goofiness.”Ifthat’ssomethingthatconcernsyou,IwouldsuggestsavingsomeofthemorerambunctioussongsforFridayafternoons,or justbeforerecessorlunch.Alternately,youcouldplantohavea“settledown”songfollowaveryactiveone.It’sgoodtoprepareforhowtobestchannelthehigherlevelofenergysomeofthesesongswillstimulate,andnottobesurprisedbyit.
Thematerialcontainedinthisresourcepackageisquiteeclectic.Therearesometraditionalfolksongs,afewcampsongsI’vetranslatedmyselfandevenacoupleoffavoritesongsfrommyownchildhood.Myprimarycriterionforchoosingtoincludeasongisthatitfullyengagesthestudentsbody,mindandheart.Afterall,ourjobisnotonlytoteachtheFrenchlanguage,butalsototeachthechildrentoloveFrench.Addingfun,easygamesandsongstoyourFSLprogramcangoalongwayinachievingthatgoal.
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Teaching French through Songs and Games
Denise Gagné Williamson
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How to Use this Book and CDIt’simportanttopointoutthat,withafewnotableexceptions,thisbookandCDpackageisintendedtobeateacherresource,andnotaclassroomresource.Inotherwords,it’sprimarilysomethingforteacherstoreadandlistentobeforetakingthematerialintotheclassroom.Therearehowever,selectionsontheCDthatyoumaywishtorecordfora“listeningcenter”resource,orthatyoumaywanttosharewithyourstudents.Istronglyencourageyoutosingwithyourstudents,whetherornotyourvoiceis“perfect”.Singingwithorforothersisagiftyouofferthem.Thesoundofyourvoice“resonates”inthebodiesandimaginationsofyourstudents,andcallsoutaresponsefromthem,onanentirelynon-academiclevel.
As teachers,weallknow that a student’s ability to learnor study isdirectlyproportional to theamountofattentionthey’rewillingtogiveatask.Thisistrueforourselvesaswell.Mybestsuggestiontoyouistofixyourselfanicecupofteaorcoffeeandsettleintoacomfortablechairwithinarms’reachofyourCDplayer.It’simportanttoreadalonginthemanualtohaveaclearideaofhoweachtrackontheCDmightbeusedinyourownclassroomsituation.Learnonesongatatime.Thetracksarevery,veryshort;manyarelessthanaminute,andyoumaywanttoreplaythetrackseveraltimestobesureitmakessensetoyou.Bepatientwithyourself.Itisnotuncommontohavetohearthesamemelody10ormoretimesbeforeyoucanbegintoreproduceityourself,particularlyifyou’relearningunfamiliarwordsatthatsametime!
HerearesomegeneralguidelinesinteachingFrenchthroughsongsandgames.First,ifyourgoalisonlytoteachyourstudentstosingasong,itwilltake5to10minutesandyou’llneedalotoftheminordertofillupyourclasstime.Mostofthesongsinthisbookhavesuggestionstosupportlanguagelearning,andtoextendtheactivity.Asteachers,weknowthatchildrenhavedifferentlearningstyles.Someareauditorylearnersandwillpickupthesongsquicklyandeasilysimplybylisteningtothemafewtimes.Othersneedvisualsupport,andwillappreciatethepicturesincludedinthismanual.Althoughmostofthestudentswillbenefitfromseeingthewordsofthesong,alongwiththepicturesastheyaresingingorplayingthegames,don’trushintopresentingthewrittenwordstothesongs.Giveyourstudentstheopportunitytoexperiencethepleasureofthesongsandgamesthroughtheirbodies,theirearsandtheirimaginationsBEFOREreducingittoanintellectualexercise.Oncethey’velearnedasongandarecomfortablewithit,theactivitysheetswillprovidethemwithwrittenorvisualremindersoftheirlearning,andsomethingconcretetoshareduringstudent-ledconferencesorparent-teacherinterviews.
MostofthesongsorpoemsinthisresourcecanbetaughtateithertheDivision1levelofImmersionortheearlyDivision2level(grades4&5)ofFSL.However,althoughthesetwotypesoflearnersaresimilarinleveloflanguageacquisition,theyareverydifferentinlearningstyle,simplybecauseoftheirrespectiveages.Howcanyoumakeasongorgamewithverysimplevocabularyapplicabletonine,tenorelevenyearolds,withoutteachingdowntothem?
Idon’tbelieveyouneedawholedifferentrepertoireofsongs,butyoudoneedtomodifyoradapttheactivitiestoaccommodatethestudents.Herearesomegeneralguidelinesforadaptingsongstoolderchildren:
1.Have them write more.Agradefourorfivestudentwouldhavenodifficultycopyingoutallthelyricsformostofthesesongs.Althoughit’ssosimpleforteacherstophotocopyeverythingandhanditout,manystudentsbenefitfromthephysicalactofcopyingoutinformationforthemselves.Thebrainengagesasthehandmovesacrossthepage.Thismeanscoveringupthe
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lyricsontheactivitysheetbeforephotocopyingit.Insomecase,itmayalsomeanreducingthesizeoftheillustration(verysimplewithtoday’sphotocopiers)inordertohaveenoughroomforallthelyricsonapage.
2.Let them work in partners or groups.DivisonTwostudentsneedandenjoyworkingwiththeirpeers.Theyarelessteacher-centredthantheiryoungerschoolmates.Theirgroupscouldbebehaviororco-operativegroupsyoualreadyhavesetupintheclassroom,oryoucouldallowthemtochoosetheirown.Frommyownexperience,Iconsiderlettingthestudentschoosetheirowngroupsaprivilege,andnotaright.Personally,Iwouldnotallowthemtochoosetheirowngroupsrightfromthestart,becausethatmakesithardertotakebackcontrolwhenyouseethattheirgroupsaren’tworking.
3.Give them movement, dramatic or musical challenges,andhavethempresenttheirwork.Assoonasstudentsknowtheywillbepresentingtheirwork,theirlevelofresponsibilityincreases.Theycarewhattheirpeersthinkofthem!Someexamplesofthesetypesofchallengesare:
•Hand-jives in groups of two.Thetermhandjivereferstotwopeoplewhoinventmoreorlesscomplicatedwaysofclappingtheirownandeachothershandsinrhythm.
•Bring in some simple percussion instruments.Mostofthesongsinthisbookarein2/4or4/4time.Thatmeansthetotalnumberofbeatsareeasilydivisiblebyfour.Withinstrumentsassimpleasdrums,sticksortriangles,ingroupsoffour,studentscaninventapatterntoaccompanyasong.YouastheteacherdoNOThavetohaveamusicalbackgroundtoallowyourstudentstoexplorethis.Allyouneedistheabilitytokeepasteadybeatandcounttofourortoeight.
•Have them dramatize or arrange the song or poem in small groups, rather than the large group activity suggested in this book.Studentsthisagehavelotsofcreativeideasandusuallyhaveacquiredenoughsocialskillstobeabletoorganizethemselves.Letthemhavethechancetodothat.Itmaybealittleunpredictable,butinthelongrun,they’llprobablylearnmore.RememberthegoalistogetthemusingtheFrenchlanguage.Ifthewaytoencouragethatistoletthemperform“FrèreJacques”asarap,thensobeit.
Manyoftheactivitiespresentedthroughoutthismanualaresuitableforallagegroups.However,activities that are specifically forDivisonTwo students are identified by thewords “division 2 Challenge.”
Teaching French through Songs and Games
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Keeping French in the French ClassroomOneteachingtechniquethatisverywell-understoodintheImmersioncontextisthatitisveryimportantthatweNOTtranslatenewvocabularyforthestudents.Itisessentialtoprovideenoughvisualsupport,sothatthestudentscanassociatetheFrenchworddirectlywiththeimage,ortheaction,withoutaddingtheunnecessarystepoftranslating.IfyourepeateverythingyousayfirstinFrench,theninEnglish,youarereallyteachingyourstudentsthattheydon’tneedtolistenattentivelytotheFrench,becauseiftheywaitabitthey’llgetthe“easy”(English)version.
Thesameappliestostudentswhorepeat,orre-labelthingsinEnglish.It’simportanttodiscouragethathabit.Thiscanbeadifficultconceptforstrongstudentswhothinktheyarehelpingtheirclassmatesbytranslatingtheteacher’sinstructions.Theyneedtounderstandthat,bytranslatingaloud,theyaredeprivingtheirclassmatesoftheopportunitytolearnforthemselves.Ihavefoundthatagentleone-on-onediscussionofthisproblem,outsideofnormalclasstime,isusuallyenoughtohelpthesestudents(whojustwanttoshowtheirpeershowgoodtheirownFrenchis)whytranslatingisnotthebeststrategy.
Singingisaperfectsolutiontotheproblemoftranslating,becausethebeat,wordsandactionsarealllearnedtogetherasaunit—thestudentscannottranslateandstillmakeitsoundlikeasong.Also,therhythmicnatureofasongorpoemhelpstobreakdowndifficultFrenchsyllables,makingthelanguagemoreaccessible.And,asweallknowfromsongsthatstickinourbrainsallday,singingmakeslanguageeasiertoretain.So,comeon,tryit!Let’steachFrenchthroughsongsandgames.
Denise Gagné Williamson
Teaching French through Songs and Games
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O CanadaThevariationsofO CanadaontheCDareexamplesofsongsyou’llwanttoplayforyourstudents.Duringmyyearsasateacher,Iwasofteninschoolswhereournationalanthemwaseitherplayedovertheintercomsystem,orwheretheteachernextdoorwouldplayarecordingforthechildrentosingalongwith.Ihavebeenconsistentlyappalledathowpoortheserecordingswereasmusicalmodels.O Canadaisadifficultsongforchildren.Thatdifficultyisincreasedwhentherecordingthey’reexposedtoisofamalebaritonevoice(toolowforthemtomatchpitch),orofachildren’sfour-partharmonychoir(generallytoohighandtoohardtoheartheprincipalmelody).Addtothattheissueoflearningitinasecondlanguage,whereitissoimportanttoclearlyheartheenunciationofeachword,andyoumightunderstandwhyimpropermodelingofournationalanthemcreatesunnecessaryobstacles.
OnmyCD,therearethreeversionsofO Canadaforyoutochoosefromasmodelsforyourclassroom.IfyouareteachingbeginnersingersorstudentsnewtoFrench,Iwouldsuggestusingthefirstversion(solovoice,noaccompaniment),untilthestudentsachievearoughapproximationofpitchandwords.(Ofcourse,asa“bestpractice”teacher,you’llalsohavethewordswrittenoutonchartpaperforthemtoreadalongwith,whetherornotallthestudentsinyourclassareabletoread!)
The secondversion, children’s unisonvoicewith simple accompaniment,wouldbe a stepmoredifficultforclarityoflanguage.Itwouldbebettersuitedtostudentsoncethey’vehadsomeexposuretothesongbeingsunginFrench.Theverysimpleaccompanimentissomethingthatolderstudentswillimmediatelywanttotryforthemselves.Allthat’srequiredisahanddrumandafewrhythmsticks.
Thepianoversioncanbeintroducedoncethestudentshavemasteredthemelodyandthelanguage.It’salsohandytohaveapiano-onlyversionforcelebrationsandassemblies.
track 1:Solovoice–Acapella.
track 2:Groupunisonvoicewithhanddrums.
track 3:Pianosolo.
NB:Theterm“unisonvoice”referstoagroupofpeoplesingingthesamethingatthesametime.
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O Canada
O Canada! Terre de nos aïeux,Ton front est ceint de fleurons glorieux!Car ton bras sait porter l’épée,il sait porter la croix!Ton histoire est une épopée des plus brillants exploits.Et ta valeur, de foi, trempée,protégera nos foyers et nos droits,protégera nos foyers et nos droits.
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Pomme de reinetteThissongdoesn’tfitwithanyparticularvocabularytheme,butissuchausefulthingtoknowthatitdeservestobepresentedhere.
ThisistheFrenchequivalentof“Eeny-meeny-miney-mo”.Itisusedinallthesamecontexts.Childrencatchontothepurposeofthisrightaway,andbecauseit’ssoeasy,canshowofftheirprowessinmanydifferentsituations.“Pommedereinette”isatypeofapplefoundinWesternFrance.“Pommed’api”isasmallwhiteandredapple,alsonativetoFrance.But,really,themeaningofthewordsisunimportant.ThisislessofavocabularysongandmoreanexcusetogetyourstudentsusingFrench!
Pomme de reinette et pomme d’api,Petit tapis rouge.Pomme de reinette et pomme d’api,Petit tapis gris.
track 4:Solovoice–chantedversion.
track 5:Solovoice–sungversion.
NB:Normally,the“e”attheendofawordisALWAYSpronouncedwhensungorchanted,evenwhenit’snotnormallypronouncedintheregularspokenFrench.(Averyclearexampleofthisruleistrack 16:“LaPouletteGrise”).Exceptionally,whenthe“e”isnotbeingpronounced,itisoftenseenwrittenasfollows:
Pomm’ de reinett’ et pomm’ d’api,Petit tapis rouge.
Throughoutthisbook,Ihavechosentowriteoutthelyricsofsongsintheirproperform,asaclearexampleofthecorrectFrench,whetherornotthefinal“e”ispronounced.
Denise Gagné Williamson
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BonjourEverythingbeginswith“Bonjour”.Itishowonesays“hello”inFrench.Althoughthismayappearextremelysimple,Icannotemphasizestronglyenoughthebenefitsofsinging“Bonjour”toyourstu-dents.Ifyouwantyourclasstimetobeginontimeandontaskeveryday,Ihighlyrecommendthatyoubeginwithsong.“Bonjour”issomethingyourstudentscanlearnquicklyanditestablishestheFrenchspeakingparametersforyourtimetogether.Ihavemanysuggestionsforhowtosing“Bon-jour”withyourstudents,dependingontheirage,singingability,thetimeofyearandtheclassroomcontext.
“Bonjour” as a signal that French has begun
IfyouarethetravellingFrenchteacherforseveralclasseswithinanEnglishschool,orifyouonlyteachFrenchtoyourownstudentsforafewperiodsaweek,youneedtohaveasignalthatit’stimetochangegears,takethe“Englishhat”offandputyour“Frenchhat”on.Sayingtoyourstudents“Ok,getyourFrenchduo-tangsout”justdoesn’tdothat.Singingisaveryclearsignalthatdoesnotrequireanyotherclassroommanagementtechniquestobeeffective.Youmaystillhave1-2studentswhodon’twanttosing,butyou’llalsohavethemajorityofyourstudentsgettingonboardandsing-ingalongwithyou.Thisinstantlycreatesafocusedcontext. Theeasiestandbestknown“Bonjour”songisasfollows:
Bonjour les amis, bonjour!Bonjour les amis, bonjour!Bonjour les amis, bonjour les amis, bonjour les amis, bonjour!C’est le français!*
*This last line could be replaced with other words, such as “Comment ça va?” I have heard many different versions of this, so just choose what you like best.
track 6: Solovoice
Onceyouhavesungthisgreeting,yousimplygoonwiththerestofyourlessonplan.Theredoesn’tneedtobeanyspecificfollow-up.Thepurposeofsingingthisistogetyourstudentspre-paredforlearning.Itisnotalessoninitself.ThissongworkswellwithanyelementarygradelevelnewtotheFrenchlanguage.Itallowsthemtoimmediatelybesuccessfulin“speaking”French,butsincetheysingasagroup,itdoesnotputanyonepersoninthelimelight.Astheschoolyearprogresses,youmaynotice,however,thatstudentsbe-cometoofamiliarwiththissimplegreeting.Yourcuethatit’stimetochangeiswhentherearefewerofthemsinging,andmoreofthemthatcontinuetochatwiththeirfriends.Aformof“bonjour”thatisabitmorechallenging,andrequiresmoreattentionontheirpartisthefollowing“Question-Response”greeting.Theteacher(orotherleader)singsthefirstphrase,andthestudentsrespondwiththesecondphrase,whichisslightlydifferent.(Ofcourse,youwoulduseyourownname,orsimply“Madame”/”Monsieur”inthesecondline!)
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track 7:Groupquestion-response.
Dependingontheinterestsandabilitiesofyourstudents,andyourowncomfortlevelwithmusic,afurtherchallengewouldbetoaddsimplepercussioninstrumentsasmusicalsupport.Division2studentslovethis!Itwilltakequiteafewclassesbeforeeveryonegetsaturntotryit.(Ifyou’renotsurehowtointroducethistothegroup,ask2ofyourstrongerstudentstolearnapercussivepatternwithyouduringrecessorlunchtime.Thisway,youdonotneedtoprovidecomplicatedinstructionsthatwouldrequireEnglishtranslationforthegroup.Theexampleofthestudentswillspeakvolumesforyou.)
track 8:Groupquestion-responsewithsimplepercussion.
“Bonjour” as a way of taking attendance
Takingattendanceisaresponsibilityteacherscannotignore.Youmaynothavetotakeattendancewitheverygroupyouteach,butyouwillhavetodoitsometimes.Inmyexperience,ifyoutakeattendanceinexactlythesamewayeveryday,notrequiringanythingmorefromyourstudentsthanasimple,mindless“Here”(or“ici”inFrench),thosefirstfewminutesofclasstimecarrythepotentialforstudentsgoofingoffordisconnecting.Don’twastetheirtimeoryours!Createachallengeforthem,rightfromthefirstsecondofclass,somethingtheyneedtoactivelylistenandrespondto.Ising“bonjour”tomystudents,whetherinkindergartenorGradeSix,adjustingthedegreeofdifficultyfortheleveloftheclass.Moststudentsenjoythis.Itdrawseveryone’sattentiontomeandcreatesalearningmoodintheclassroom.
AccordingtotheOrffmethodofMusicpedagogy,ourveryfirststeptowardssinginginvolvestwonotes;Sol-MiorG–E.
Thinkbacktoatimewhenyoustoodatyourbackdoor,callingyourchildorsiblinginforsupper.Yourvoicewouldtakeonaparticularcadence,somewhereinthevicinityofthesetwonotes.Forthatreason,theSol-Micombinationisoftenreferredtoasthe“callingvoice”.Ifyouneedtotakeattendancewithbeginnersingers,orifyouwanttosingtothemindividually,perhapstolearntheirnames,thisiswhereyoubegin.Sing“Bonjour”followedbyeachstudent’snameandaskthattheysingbacktoyouinecho.
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“Echo”isaformwheretheleadersingssomethingandthestudentrepeatsexactlythemelodythatwassung.
track 9:Acappellavoicetwo-noteecho,steadypitch.
Onceyourstudentscanrespondonpitch,thenextdegreeofdifficultywouldbetouseatwo-noteechowherethepitchchanges,goingprogressivelyhigherorlower.
track 10:Acappellavoicetwo-noteecho,variedtwo-notepitch.
Thelastdegreeofdifficulty,usinganecho,istocreateamorecomplicatedmelody.Youdon’tneedtocreateanoperaonyourfirstdayout!It’senoughtoaddoneortwonotesatatime.Thisissomethingthatwillgrowovertimewithyourstudents.
track 11:Acappellavoice,simplemelodyecho.
The“Question-Response”formcanalsobeadaptedforattendancetaking,usinganypopularmelody.NB:Thestudentsmustknowthesongmelodybeforeyoucandothis!Beginwithsomethingverysimple,suchas“HappyBirthday.”
track 12:Acappellavoicequestion-responseusingknownsongs.
Onceyourstudentsarefamiliarwiththisformat,youcanuseanymelodytocreatemoreandmorechallenge.Theimportantthingisthatyouchoosesongstheywillbefamiliarwith.O Canada,yourschoolanthem,Christmassongs(e.g.:Jingle Bells,Rudolf the Red-Nosed Reindeer)orotherverywell-knownsongs(ie:Frère Jacques)areallverygoodchoices.Onceyou’vechosenasong,continuetosingituntiltheverseisfinishedbeforejumpingintoasecondchoice.Iusuallydon’tannouncemysongchoicebeforebeginning,althoughIwilltellthestudentswhetherwe’reusingan“echo”or“response”form.Thismethodisverychallenging,butalotoffun!
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Colour Vocabulary
Grammar Tips
Whencolourwordsareusedasnouns,theyarealwaysinthemasculine.
•Example:J’aimelebleu.(Ilikeblue.)
Whencoloursareusedasadjectives,theymustagreewiththegenderofthenountheyaredescribing.NB:Notallcolourshaveafeminineform.
•Example 1:Latableestverte. “Table”inFrenchisfeminine,so“verte”iswritteninthefeminine. •Example 2:Lechandailestblanc. “Chandail”ismasculine,therefore“blanc”iswritteninthemasculine.
Lescouleurs:(masculine/feminine,whenapplicable)
Blanc/blanche whiteNoir/noire blackJaune yellowOrange orangeRouge redViolet/violette purpleBleu/bleue blueVert/verte greenGris/grise greyRose pink
Adarkervalueofacolouris“foncé.” •Example:Sarobeestrougefoncé.(Herdressisdarkred)
Alightervalueofacolouris“pâle” •Example:Monpantalonestbleupâle.(Mypantsarelightblue)
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Rouge, rouge, rouge Thisisawonderfulsongtoteachchildreninthefirstweekofclass.Itisvery,verysimpleandithelpsyoutolearnalltheirnames!
Theideaisthatanyonewearingthespecifiedcolour(red,intheexample)wouldstandup.Inthesecondpart,theteachersingsthenameofeachchildstanding.
Besidesreinforcingvocabularyforcolours,thestudentsalsoneedtorespondtosimpledirections:“lève-toi”(standup)and“assois-toi”(sitdown).Studentslovetoheartheirownnamebeingsung…forsomeit’stheonlywordtheyunderstandinFrench!
track 13:Solovoice.
(Insertthecolourofyourchoice…)
Rouge, rouge, rouge, qui porte le rouge? Si tu portes le rouge aujourd’hui,Lève-toi maintenant.Rouge, rouge, rouge, lève-toi!
Ashley, Kaylee, Michael, BenPortent le rouge aujourd’hui.Rouge, rouge, rouge, assois-toi!
Jaune, jaune, jaune, qui porte le jaune?Si tu portes le jaune aujourd’hui,Lève-toi maintenant.Jaune, jaune, jaune, lève-toi!
Yvonne, Alex, Laura, Katie,Kirby, Jordan et MarikaPortent le jaune aujourd’hui.Jaune, jaune, jaune, assois-toi!
division 2 ChallengeOnceyou’vegonethroughthissongonceortwice,havethestudentssingbacktheirownnames.
Introducethisnewstepwith1–2whoyouknowwillenjoythechallengetryingitontheirown,andsinginginfrontoftheirclassmates.
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L’oiseau bleu Thisisawell-knownOrffsong.
Ihaveadapteditbothasagameandasalisteningactivity.Unlikethefirstcoloursong(“Rouge,rouge,rouge”),onlychildrenwhoarewearingmostlythecolournamedgettostandup,andbecomethebirdsofthesong.Inotherwords,eithermostoftheirpantsortheirshirtsmustcontainthecolourspecified.Asthesongprogressesthestandingstudentsfollowtheinstructions.Thisrequirescomprehensionoftheterms“garcon”(boy),“fille”(girl)andavarietyofbodyparts.Toencourageevengreaterlistening,theinstructiontotapherontheshouldersmaychangetorubhimonhisback,taphimonhishands,etc.Whentheverseends,the“birds”flybackhometotheiroriginalspots.
TousetheActivitySheet,havestudentscolourtheirpicture,eachchoosingtheirfavoritecolourforthebird.Onceyouhavecollectedafewofthesesamples,withavarietyofcoloursforthebirds,usetheseasvisualsupportforthesong.
track 14:Solovoice.
track 15:Pianosolo.
(Insertthecolouradjectiveofyourchoice…)
L’oiseau bleu, l’oiseau bleu à ma fenêtre,L’oiseau bleu, l’oiseau bleuà ma fenêtre.Prends une petite fille, (…youcanalsochangegender,ifdesired)tape-lui sur les épaules. (…andpickadifferentbodypart)Prends une petite fille, tape-lui sur les épaules.Ah! Je retourne chez nous!
Here’sanexampleofhowallthosechangescanbeincorporated.
L’oiseau jaune, l’oiseau jauneà ma fenêtreL’oiseau jaune, l’oiseau jauneà ma fenêtrePrends un p’tit garçon,frotte-lui le dos. Prends un p’tit garcon, frotte-lui le dos.Ah! Je retourne chez nous!
See Activity Sheet #1 on p. 53
Denise Gagné Williamson
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L‘oiseau bleu
Voice
L'oi seau bleu, l'oi seau bleu, à ma fe nê tre, l'oi seau bleu, l'oi seau bleu, à ma- - - - - -
fe nê tre. Prends une pe tite fille, ta pe lui sur les é pau les. Prends une pe tite- - - - - - -
fille, ta pe lui sur les é pau les Ah! je re tourne chez nous!- - - -
L'oiseau bleuTraditional
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La poulette grise Thissongreinforcesthegrammaticalconceptofagreementbetweenfemininenoun,lapoulette(thehen)andfeminineadjective.
Therearemanydifferentversionsofthissongaround,somewithmusic,somenot.MyfavoritemusicalversionisbyConniekaldorandCarmenCampagneontheir“LullabyBerceuse”album.However,thefollowingchantedversionishowmygrandfathertaughtittome.
“Coco”isacommonwordfor“egg”.“Dodoisacommontermfor“sleep”or“nap.”
C’est la poulette grise, Qui a pondu dans l’église.Elle va pondre un beau petit cocoPour son petit qui va faire dodo.
C’est la poulette blanche,Qui a pondu sur une branche.Elle va pondre un beau petit cocoPour son petit qui va faire dodo.
C’est la poulette brune ,Qui a pondu sur la lune.Elle va pondre un beau petit cocoPour son petit qui va faire dodo.
C’est la poulette verte Qui a pondu sous la couverte Elle va pondre un beau petit coco. Pour son petit qui va faire dodo.
Thesearenotallthepossibleverses,butIcautionyou,particularlywithDivision2students,againstteachingthemallthepossiblerhymesanddeprivingthemoftheopportunitytocreatetheirown.Asmoreandmoreresearchindicates,theabilitytounderstandandcreaterhymeisessentialforsupportingone’sabilitytoreadandwrite.Thisisanexcellent“comptine”(nurseryrhyme)toencouragestudentstoinventtheirownrhymes,whereonlytwowordsinthepoemwouldneedtochange.
To Use the Activity SheetPhotocopyback-to-backcopiesofthe2-sidedactivitysheetforeachstudent.Foldfirstalongline“A,”thenalongline“B.”Staplethecenterspineandcutopenalongthetopfold.
Studentscolourthefirsttwopages,andfillintheblanks.Theytheninventtheirownrhymeforthethirdpage,fillingintheblankswithappropriatewords.Finallytheydrawtheplacewherethelittlehenwilllayheregg.
track 16:Solovoice–chantedversion.
See Activity Sheets #’s 2a & b on p. 55 & 56
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Counting Songs
Grammar TIpsAllnumbersaremasculine,exceptforanycontaining“un”(one),whichcouldbeeithermasculineorfeminine.
• Example:Ungarcon/unefille
Un/une oneDeux twoTrois threeQuatre fourCinq fiveSix sixSept sevenHuit eightNeuf nineDix ten
Onze elevenDouze twelveTreize thirteenQuatorze fourteenQuinze fifteenSeize sixteenDix-sept seventeenDix-huit eighteenDix-neuf nineteenVingt twenty
Whennumbersareusedtodescribemultipleobjects,theobjectandanyadjectives,mustbewritteninpluralform.
•Example: Unebellefleur,deuxbellesfleurs. Unpetitoiseau,troispetitsoiseaux
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1,2,3,4,5,6,71,2,3,4,5,6,7violette, violette1,2,3,4,5,6,7violette en bicyclette
Thisisasongthatfrancophonechildrenusuallylearnattheirmother’sknee,muchlike“Pat-a-cake”or“ThisLittlePiggyWenttomarket”inEnglish.It’scharmliesnotsomuchinthevocabularyitteaches,asinitsadaptabilitytoawidevarietyofsituations.Withveryyoungchildren,onecouldactitout,byclappingone’shandsduringthecountingpart,andcyclingintheairwhilelyingonone’sbackduringthe“violetteenbicyclette”part.Alsowithyoungerchildren,thiscanbeusedforbodypercussionactivities.(“Bodypercussion”referstocreatingapatternofclappingandtappingone’sownbody.)Anexampleofthiswouldbetoclapyourhands,thentapyourknees,thentouchyourshoulders.Activitiesthatintegratebodypercussionsupportbodyawareness,eye-handco-ordination,andtheconceptofpatterningwithinakinestheticframework.Beginwithonlytwoactions,andgraduallybuildmorecomplicatedpatternssyourstudentsbecomesuccessfulwiththeeasierlevels.Overandaboveallthosepedagogicalconcerns,bodypercussionisfun!
division 2 Challenge
WithGrade4and5studentsIhaveusedthissongasareplacementforsinging“Bonjour”.Itstillfulfillsthesamepurposeofgatheringeveryone’sattention,andstartingFrenchclassquicklyandefficiently,butithasdifferentchallenges.ForDivision2students,Ipresentthisrhymeasahandjive(“Handjive”differsfrombodypercussioninthesensethatitreferstocreatingapatternofclappingandtappingvariousbodypartswith a partner.)Tobeginwith,Iaskeveryonetobemypartnersimultaneously.Thismeansthateveryoneisfacingmeandactingasthoughtheyareclappingmyhands.Oncetheyareabletokeepupwithme,usuallyafterafewdays,Iaskthemtotrythesamepatternwithapartner.Thosewhocansucessfullydothatareinvitedtopresentinfrontoftheirclassmates.Onceeveryoneiscomfortablewiththatdegreeofdifficulty,thenextstepistogetthemtoinventtheirownhandjivewithapartner,withthegoalofpresentingtheirpatterntotheirclassmates.Withthesedailyorweeklyadaptations,includingtheshowingoftheirwork,thissimplerhymecaneasilybeusedforseveralweeks!
N.B.Aswiththe“Bonjour”songs,thisisnotmeanttofillanentireclassperiod.ItisafiveminuteactivitytoestablishthelanguageparametersandtoremindthestudentshowmuchfunlearningFrenchis!
track 17:Solovoice-chanted-sung.
See Activity Sheet # 3 on p. 57
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Trois petits pigeonsThisismyowntranslationofasongmyfavoriteAuntiesangtomysiblingsandme,whenwewereyoungchildren.AsfarasIknowsheinvented“ThreeBluePigeons.”I’venevermetachildagedthreetoeightwhodidn’tlovethissong.Itisasure-fireattentiongetter!ItisdedicatedtoClaraBryceand128fosterchildrenherlifetouched.
Thissongmaynotbeappropriateforchildrenolder thanGradeThree,but thatdependsonyourstudents.
Itbeginswiththreepigeonssittingonafence.Thiscouldbeillustratedeitherbyholdingthreefingersupright,withafingerfromtheotherhandhorizontallybeneathtoactasthefence.Alternatively,makeonecopyoftheActivitySheetsandholditupfortheappropriateverse.Ateachverseonepigeonfliesaway.Whentherearenomoreleft,thepigeonsreturnonebyone.
Trois petits pigeons, trois petits pigeons, trois petits pigeonsAssis sur la clôture.Oh! regarde! Un s’est envolé!
(Ourvoiceisalittlebitsadder)
Deux petits pigeons, deux petits pigeons, deux petits pigeonsAssis sur la clôtureOh! regarde! Un autre s’est envolé!
(Nowwe’requitesad.)
Un petit pigeon, un petit pigeon, un petit pigeon Assis sur la clôture.Oh! regarde! Il est parti aussi!
(Ourheartsarereallybroken.)
Pas de petits pigeons, pas de petits pigeons, pas de petits pigeonsAssis sur la clôture!
(Suddenly,ourspiritsareliftedabit!)
Oh! regarde! Un est revenu!Un petit pigeon, un petit pigeon, un petit pigeonAssis sur la clôture.
See Activity Sheets #’s 4a & b on p. 59 & 61
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(Ourvoicebecomesevenhappier!)
Oh! regarde! Un autre est revenu!Deux petits pigeons, deux petits pigeons, deux petits pigeons Assis sur la clôture.
(Finally,joyofjoys!Ourthreelittlepigeonsarereunitedoncemore!)
Oh! regarde! Le dernier est revenu aussi!Trois petits pigeons, trois petits pigeons, trois petits pigeonsAssis sur la clôture!
track 18:Solovoice.
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Mon merleInDivisionOne,theActivitySheetsareintendedtocreateateacher-madeproduct.Colourandlaminatethebird(youcouldaddsomekindofbackgroundaswell)andeachofitsfivefeathersindividually.GlueVelcrotabsonthebackofeachfeatherandnearthebird’srump.Eithertheteacherorchosenhelperscouldremoveonemoreofthefeathersasthesongprogresses.Ifnumbersarewrittenoneachfeather,thechildholdingitcouldholdthefeatherupagaininreverseorderthrougheachverse.
Mon merle a perdu une plumeMon merle a perdu une plume, plume, plumeIl ne chantera plus, mon merleIl ne chantera plus.
Mon merle a perdu deux plumesMon merle a perdu deux plumes, une plume, plume, plume.Il ne chantera plus, mon merleIl ne chantera plus.
Mon merle a perdu trois plumes,Mon merle a perdu trois plumes, deux plumes, une plume, plume, plume.Il ne chantera plus, mon merleIl ne chantera plus!
Mon merle a perdu quatre plumes,Mon merle a perdu quatre plumes, trois plumes, deux plumes, une plume, plume, plume.Il ne chantera plus, mon merleIl ne chantera plus!
Mon merle a perdu cinq plumes,Mon merle a perdu cinq plumes, quatre plumes, trois plumes, deux plumes,
une plume, plume, plume.
track 19:Solovoice.
track 20:Pianosolo
division 2 Challenge Havethestudentsworkingroups,witheachonecreatingtheirownbirdpuppetandtailfeathers.
Theactivitywouldculminateineachgrouppresentingtheirsong.Caution!Thissongistrickierthanitappears,particularlywhenyou’reusingmanipulativesandtryingtomaintaintheorderofit!
See Activity Sheets #’s 5a & b on p. 63 & 65
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Body Part Vocabulary
Latête headLesyeux eyesLenez noseLabouche mouthLesdents teethLalangue tongueLesoreilles earsLescheveux hairLesépaules shouldersLecou neck
Ledos backLesbras armsLesmains handsLesdoigts fingersLesfesses bumLeshanches hipsLesjambes legsLesgenoux kneesLespieds feetLesorteils toes
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J’ai dix doigtsThisisjustalittlepoemtogeteveryone’sattention.Thediagramillustratesthehandmovementsthataccompanyit.
track 21:Solovoice.
1.J’aidixdoigts (Ihavetenfingers)
3.Jelesouvre (Iopenthem)
5.Etjelescache (AndIhidethem)
7.Jelesmetsenbas (Iputthemlow)
J’ai dix doigts, ils sont tous à moi.Je les ouvre, je les ferme, et je les cache.Je les mets en haut, je les mets en bas.Je les croise comme ca.
2. Ilssonttousàmoi (Theyallbelongtome)
4. Jelesferme (Ishutthem)
6.Jelesmetsenhaut (Iputthemhigh)
8.Jelescroisecommeça (Ifoldthemjustso!)
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Je frappe mes mainsThisisanotherpoemIuseasanattention-getter.Itsadvantageisthatitcansmoothlyshiftthestudentsfromstandingandmillingabouttosittingdownquietly.
Je frappe mes mains, je touche mon nez, je saute au plafond.Je frappe mes mains, je touche mon pied, et je tourne en rond.Je frappe mes mains, je touche mon nez, je m’assois tout seul.Je frappe mes mains, je touche mon pied, je ne fais plus de son.
I clap my hands, I touch my nose, I jump up from the ground.I clap my hands, I touch my toes, I turn myself around.I clap my hands, I touch my nose, I sit myself back down.I clap my hands, I touch my toes, I do not make a sound.
track 22:Solovoice.
La tête, les epaulesThissongisveryeasy.Tocreatechallengeforyourstudentsoncethey’velearnedit,Iliketodoitfasterandfaster.It’sagoodsongtoenergizeyourstudentsononeofthose“blah”days.Pleasenote,themelodyforthissongisslightlydifferentfromitsEnglishcounterpart,whichyourstudentsmaybefamiliarwith.Onceagain,thisdifferenceinrhythmandmeterhelptoavoidthetranslationtrap.Thesongisperformedstandingup.NB:Wetoucheachbodypartaswesingit.
La tête, les épaules, les genoux, les pieds.La tête, les épaules, les genoux, les pieds.La tête, les épaules, les genoux, les pieds.Les yeux, le nez, la bouche, les oreilles.
track 23:Solovoice.
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Savez-vous planter les choux?Thistraditionalsongcanbeapproachedinseveralways.It’sanexcellenttoolforteachingbodypartvocabulary.Furthermore,Ioftenuseittoexplorevocaldynamicswithyoungsingers.
teaching vocabulary:
Refrain: Savez-vous planter les choux, à la mode, à la mode, Savez-vous planter les choux, à la mode de chez nous?
verse: On les plante avec les mains, à la mode, à la mode. On les plante avec les mains, à la mode de chez nous!
Foreachsuccessiveverse,thehighlightedwordisreplacedbythenameofadifferentbodypart.Iusuallyhavethestudentsmakethesuggestions,aslongastheysaythewordinFrench.(WithearlykindergartenorGradeOne,ImayallowthemtomakethesuggestioninEnglish,andthenrepeatitfortheminFrench,askingthemtoalsorepeatitafterme.However,bythefifthorsixthtimewe’vedonethesong,IwouldinsistthattheysaythewordinFrench.)
Dependingonyourlevelofcomfortwithmovement,andtheageofthestudent,thesingerscouldindicatethebodypartnamedusingtheirhandsonly,forinstancebytappingtheirheadinbeatwhilesinging“onlesplanteaveclatête,”etc.Forthosebraversouls,andforyoungerstudents,Isuggestusingthenamedbodyparttotaponthefloordirectly.Inthisinstance,ofcourse,inordertotapone’shead,itwouldmeanbeingsomewhatupsidedown!
teaching vocal dynamics:Vocaldynamicsreferstoeverythingthatisnotstrictlypitch-related.Itcanrefertovolume,key,style,etc.Theimportanceofvaryingvocaldynamicsisthatitencouragessingerstoexercisetheirvocalchords,andtoexplorethepotentialoftheirvoicesindifferentways.Italsoaddsinteresttothesong.
Exploringone’svocaldynamicsistheoppositeofthemonotone.
track 24:Solovoice.
track 25:Groupecho.
track 26:Pianosolo
See Activity Sheet #6 on p. 67
Voice
Sa vez vous plan ter les choux, à la mo de, à la mo de? Sa vez vous plan ter les- - - - - -
choux, à la mo de de chez nous?-
Savez-vous planter les choux?Traditional
G D G
D G
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Lundi matinThisisasongtoteachthedaysoftheweek.
Lundi matin, le roi, sa femme et son p’tit prince,Sont venus chez moi, pour me serrer la pince.Mais, comme j’etais pas làLe petit prince a dit “Puisque c’est comme ça, nous reviendrons mardi!”
Witheachverse,thewordinbolditalicschangestobecomethenextdayoftheweek,sothesecondversebecomes:
Mardi matin, le roi, sa femme et son p’tit prince,Sont venus chez moi, pour me serrer la pince.Mais, comme j’etais pas làLe petit prince a dit “Puisque c’est comme ça, nous reviendrons mercredi!”
ThewayIintroducethissongtostudentsistofirsttodoareviewofthedaysoftheweek:
Lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche.
UsuallyIwouldhavethisvocabularywrittenoutonachartoronflashcards.
Whenthesongbegins,Istandaloneandsing,illustratingthesongwithhandsignals.Atthephrase“pourmeserrerlapince”Iwouldshakehandswithsomeone,whowouldthenstand
andjoinmeinsinging.Eachtimethephrase“pourmeserrerlapince”comesaround,everyonestandingchoosesonepersontoshaketheirhand,causingthemtostandupandjointhesong.Dependingonthenumberofstudentsintheclass,usuallybyFridayorSaturday,everyoneisstandingandsinging.Atthatpointwejustmarcharoundtheclassroom,shakinghandswithwhomeverwelike,andtryingtoendupbackatourownspotforthelastlineofthesong,whichends:
“Puisquec’estcommeça,nousreviendronsjamais!”atwhichpointeveryonesitsbackdown.
Yousee,sincetheking,queenandprincehadtriedtocomevisiteverysingledayoftheweek,onthelastdaythey’vegivenupanddecidedto nevercomebackagain!
track 27:Solovoice.
track 28:Voicecrescendo(voicesprogressivelyaddedon).
See Activity Sheet #7 on p. 69
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Hallowe’en VocabularyLasorcière thewitchLacitrouille thepumpkin(alsojack-o-lantern)Lefantôme theghostLachauve-souris thebatUnearaignée thespiderLemonstre themonsterLechatnoir theblackcatLesquelette theskeletonLesbonbons candyLecostume costumeLehibou theowlLemaisonhantée thehauntedhouseLalune themoonLesac thebagQuêter totrickortreat
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La belle citrouille(Sungtothetuneof“Alouette”)
Buildalargepumpkinheadwithremovableparts(eyes,nose,mouth),outofpaper,feltorsomeothermaterial.Asthesongprogressesandwe“eat”thevariousparts,weremovethemfromthepumpkinhead.
Refrain:La citrouille, la belle citrouilleLa citrouille, je vais la manger!
Theversesaredoneinecho.Thisisindicatedbyparentheses.
Je vais lui manger les yeux, (je vais lui manger les yeux.)Et les yeux, (et les yeux),La citrouille (la citrouille) Oh!
Refrain:
Je vais lui manger le nez (je vais lui manger le nez)Et le nez, (et le nez)Et les yeux (et les yeux)La citrouille (la citrouille) Oh!
Refrain:
Je vais lui manger la bouche (je vais lui manger la bouche)Et la bouche, (et la bouche)Et le nez, (et le nez)Et les yeux (et les yeux)La citrouille (la citrouille) Oh!
Refraintoend.
track 29:Groupecho.
division 2 ChallengeHavethestudentsworkingroupstocreate,outofconstructionpaper,theirownpumkinwithremovable
eyes,noseandmouth,oranyotherappropriatebodyparttheychoose.Haveeachgrouppresentthesongfortheclass,usingtheirpumpkintoillustrateit.
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La citrouille
Vielle sorcière(Sungtothetuneof“FrèreJacques”)
Vieille sorcière, vieille sorcièreque fais-tu ? que fais tu?Je mange une citrouille, je mange une citrouille.Cric, crac, croc! Cric, crac, croc!
track 30:Solovoice.
track 31:Pianosolo
Forsuggestionsonhowtomakethissongmorechallenging,pleasereferto“FrèreJacques”onpage33.
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Ah! c’est l’hallowe’en!(Sungtothetuneof“LondonBridges”)
Thisisanactionsong,performedstanding.Whentheskeletondancesthetwist,sodowe!
Le squelette danse le twist, danse le twist, danse le twist.Le squelette danse le twist.Ah! C’est l’hallowe’en!
(Theghostraiseshisarmsabovehisheadeachtimehesays“Ooouu!)
Le fantôme fait “Ooouu! Ooouu! Ooouuu!”Le fantôme fait “Ooouu!”Ah! C’est l’hallowe’en!
(Theblackcatwasheshiswhiskerseachtimehesays“Meeow”)
Le chat noir fait “Miaou, miaou, miaou. Miaou, miaou, miaou. Miaou, miaou, miaou.”Le chat noir fait “Miaou, miaou, miaou,”Ah! C’est l’hallowe’en!
(Thewitchclimbsontoherbroomandfliesthroughtheair)
La sorcière sur son balai, son balai, son balai.La sorcière sur son balai.Ah! C’est l’halowe’en!
OnceI’vetaughtthissongtoaclass,andtheyunderstandtheconcept,IwillhavethemsuggesttheirownHallowe’encharacters,whichwealsoactout.Ofcourse,youneverknowwhatthey’llcomeupwith!
division 2 ChallengeHaveeachstudentdrawaHallowe’encharacter.Whencomplete,eachstudentwouldpresenttheir
characterandsuggestactionsorsoundsappropriatetothecharacterthatwouldfitthesong.Iftheydon’tknowhowtonametheircharacterinFrench,theywouldneedtofindthewordinaFrench-Englishdictionary,andwriteitontheirpicture.
track 32:Solovoice.
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Traditional SongsThetraditionalsongsincludedinthisbookaresongsthat,veryoften,existedfortwoorthreehundredyearsintheoralcontextbeforebeingwrittendown.Itisimportanttorealize,becauseoftheoralhistory,thatmanytraditionalsongshaveseveralversions.Asanexample,IhavethreeseparateanddistinctversionofwhatIcall“LaChansonduLoup”(“TheWolfSong”)inmypersonalmusiccollection.Somehavedifferentwords,somehaveadifferentmelody,somehaveadifferenttitle.IhavemadechoicesregardingwhichversionofasongIwouldinclude,butthatdoesn’tmeanit’stheonlychoice.
Itispossible,asyouteachyourstudentsasong,thatoneofyourcolleagues,oraparenthelper,willsay“Ilearntthatsongdifferently”.There’snothingwrongwiththat!Iknowhowintimidatingitis,whenyou’relearninganynewskill,tohavesomeonesay“That’snothowIlearntit.”Justasweunderstandandtoleratethatnoteverystudentwillpaint theirskyblue,weneedtounderstandandtoleratethatsongsarisingfromanoraltraditionmayexistinmorethanoneform.AfrancophonecomingfromNewBrunswickmayknowaversionof“L’arbreestdanssesfeuilles”(“Thetreeleavesareinblossom”)thatisdifferentfromtheonepresentedhere.Notbetterorworse,justdifferent.
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Au clair de la lune
IfirstsawtheideaofsupportingthevocabularyofthissongwithpicturesinthebookMa Chanson, Ma Musique,bySr.ThérèsePotvin.ThisisanexcellentresourceforpeoplewithagoodmasteryofFrenchandfamiliaritywithkodalymusicpedagogy.
TherearemanywaystoincorporatethepicturesandlyricsontheActivitySheetsinyourteaching.Withyoungerchildren,Ispreadthepicturesoutinajumbled-uporder.Aswesingthesong,Istopateachlineandaskachildtofindthepictureneeded.Thisisgoodforassociatingapicturewithvocabulary.Youcouldalsophotocopythesesheets,andhaveeachchildproducetheirowncopyofthestory,eitherleavingthewordsprintedintheirentirety,orblankingoutsomeofthemandhavingthemchoosefromalist.
division 2 Challenge Witholderchildren, Iwouldhave themwork ingroups,working toseewhocanput thecorrect
picturewiththeproperwordsfirst.Alternately,Iwouldwritethelyricmodelontheblackboardoronanoverhead,givethegroupsonlycopiesoftheillustrations,andhavethemcopyoutthesongandputthepicturesinorder.
Au clair de la lune,mon ami Pierrot,Prête-moi ta plume,pour écrire un mot.Ma chandelle est morte,je n’ai plus de feu.Ouvres-moi ta portepour l’amour de Dieu.
track 33:Solovoice.
track 34:Groupunisonvoice.
track 35:Xylophonesolo
See Activity Sheets #’s 8a, b & c on p. 71, 73 & 75
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Frère JacquesFrère Jacques isprobablyoneofthebestknowntraditionalfolksongsintheworld.Itisveryeasytolearn.Becauseofitsmusicalsimplicity,itisagoodchoiceforaddinganinstrumentalbeatto,orforarrangingasacanon.Also,thetuneofthissongisoftenborrowedtocreateothersimplevocabularysongs.(See“VeilleSorcière”onpage28.)
Frère Jacques, frère JacquesDormez-vous? Dormez-vous?Sonnez les matines, sonnez les matines.Ding-Dang-Dong, Ding-Dang-Dong.
Thevocabularyofthissongisabitantiquated,asitreferstoamonkwhohasforgottentowakeupintimetoringthebellsformorningprayers.
Foreachstudent,photocopyseparatelybothofActivitySheets.NB:DoNOTphotocopybacktoback!StudentscolourandcutoutpicturesfromActivitySheet#9aandgluetheminthecorrectorderontoActivitySheet#9b.Theyalsoprintintherepeatedwordsforeachpicture.
division 2 Challenge – Musical optionsThisisoneofthesongsthatworkswellwiththe4/4beatintroducedinTrack9.Threesteadydrumbeatsfollowedbyonetriangletaponthefourthbeat.
Thissongalsoworkswellasacanon.(A“canon”isasongformwhereonegroupbeginsthesong,withasecondgroupbeginningthesamesongalittlebitlater.)Besurethatyourstudentscanallsingthissongwellinunison,beforeattemptingpart-singing!
Theeasiestformofcanoninvolveshavingtwogroupsofchildren.Ifinditworkswelltohaveoneofthestrongerchildrentaketheroleofstudent-leaderforeachgroup.Thisfreesmeuptohelpwhichevergroupneedsitandtokeepthingsflowing.Thefirstgroupbeginssingingthesong.Thesecondgroupbeginssinging,fromthebeginning,whenthefirstgroupreachestheendofthefirstline.
Ifyou’reworkingwithanoldergroup,oronethatismusicallystrong,youcanincreasethelevelofdifficultybyhavingmoregroupsperformthecanon,orbyhavingeachgroupcreatedifferentinstrumentalsupport.EachCDtrack31–34increasesindifficulty.
track 36:Solovoice.
track 37:Twopartvocalcanon.
track 38:Pianosolo.
See Activity Sheets #’s 9a & b on p. 77 & 79
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Christmas Songs
Le père Noël
LepèreNoël SantaClauslescadeaux presents/giftscharmant charming
O nuit de paix
lapaix peaceleciel theskyl’astreluit thestarisshiningleschamps thefieldstoutrepose alliscalml’airpuretfrais thepure,crispairlebrilliantchoeurdesanges thebrightchoirofangelsauxbergersapparaît appearstotheshepherds
D’où viens-tu, bergère?
D’oùviens-tu? whereareyoucomingfrom?bergère shepherdess(afemaleshepherd)l’étable thestablelacrèche themangerlapaillefraîche clean(fresh)strawchantantleslouanges singingthepraisesof
Denise Gagné Williamson
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Le père NoëlThissongborrowsaveryoldmelodycalled“CadetRoussel”thatwasasongmeanttoinspiresoldiersduringthebuildingoftheRepublicofFrance.Theoriginalsongwasratherlongandsillyandhadquitedifficultlyricsthattoldthestoryof“CadetRoussel”havingthreehouses,threesuitsofclothing,threehats,threewives,etc.However,thenewlyricsareeasyenoughforthissongtobeusedbyveryyoungDivisionOnestudentsatChristmastime.
Threeofthelinesarerepeatedinthissong.Onewaytoaddinterestmusicallywouldbetodivideyourstudentsintotwogroupsandhaveonegroupsingeachoftheselinesthefirsttime,andthesec-ondgroupsingthe“echo”ofthem.
Le père Noël a trois cadeaux, Le père Noël a trois cadeaux.Un grand et deux petits cadeaux Un grands et deux petits cadeaux.Le grand cadeau et pour Papa,Et les deux autres pour Maman.Ah! ah! ah! oui vraiment, le père Noël est bien charmant!Ah! ah! ah! oui vraiment,le père Noël est bien charmant!
track 39:Solovoice.
track 40:Pianosolo.
Voice
Le Père No ël a trois ca deaux, le Père No ël a trois ca deaux.- - - -
Un grand et deux pe tits ca deaux, un grand et deux pe tits ca deaux.- - - -
Le grand ca deau est pour pa pa et les deux au tres pour ma ma an. Ah! ah!- - - - - -
ah! oui vrai ment, le Père No ël est bien char mant!- - -
Le Père NoëlTraditional
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O nuit de paixSilent Night, holy night,All is calm, all is bright.Round yon Virgin, Mother and child.Holy Infant so tender and mild.Sleep in Heavenly Peace.Sleep in Heavenly Peace
O nuit de paix! Sainte NuitDans le ciel l’astre luit.Dans les champs tout repose en paixMais soudain dans l’air pur et fraisLe brillant choeur des angesAux bergers apparaît.
IhaveoftenhadmyChristmaschoirsperformthissongwiththreeverses,witheitherthefirstorthethirdbeinganentireverseof“Oouu.”
track 41:Solovoice–Frenchverseonly.
track 42:Groupunisonvoices–3verses,EnglishandFrench.
track 43:Pianosolo–3verses.
Denise Gagné Williamson
D’où viens-tu bergère?Soloist: D’où viens-tu bergère? D’où viens-tu? Group: D’où viens-tu bergère? D’où viens-tu? Je viens de l’étable, de m’y promener J’ai vu un miracle, ce soir arrivé.
S: Qu’as-tu vu, bergère? Qu’as-tu vu? G: Qu’as-tu vu, bergère? Qu’as-tu vu? J’ai vu dans la crèche un petit enfant. Sur la paille fraîche, mis bien tendrement.
S: Est-il beau, bergère? Es-t-il beau? G: Est-il beau, bergère? Es-t-il beau? Plus beau que la lune, aussi le soleil Jamais dans le monde, on vit son pareil.
S: Rien de plus, bergère? Rien de plus? G: Rien de plus, bergère? Rien de plus? Y a trois petits anges descendus du ciel. Chantant les louanges du Père éternel.
S: Allons-y, bergère. Allons-y G:Allons-y, bergère. Allons-y Portons-lui des langes, aussi des drapeaux Et pour sa couchette, un petit berceau.
track 44:Solovoice.
track 44:Groupunisonvoicewithxylophone.
track 46:Pianosolo.
NB:SeeChristmasSongsonpage34foranexplanationofthevocabulary.
See Activity Sheet #10 on p. 81
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Teaching French through Songs and Games
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Challenging SongsIfworkingwithDivision1students,thelastthreesongsarebettersuitedforafterChristmaseitherbecauseoftheirthemeorbecauseoftheirdegreeofdifficulty.Division2studentswouldbereadytotrythemmuchearlierintheyear,aslongasthey’reupforachallenge.Allfourofthesesongshavealotofwords.ForthesongLa chasse aux lions,childrenarerequiredtoinventtheirownobstacles,somethingthatrequiresacertainvocabularybaseasaprerequisite,ortheabilitytouseaFrench-EnglishDictionary.
However,onceyourstudentshavelearnedthesesongs,theycanberevisitedthroughouttheyear.Forexample,whenIhavestudentscreatetheirownmapsforLa chasse aux lions,Iwouldkeepthose,choosingoneortwomapstouseeachdaythatwesingthesong.Inanaverageclassof30students,thismeansitwouldtakeatleast15daysinordertoalloweveryonetopresenttheirmap!
Denise Gagné Williamson
La chanson du loup (Promenons-nous dans le bois)Thisisatraditionalfolksongandseveralvariationsinbothwordsandmelodyexistforit.Itisasongthatreinforces“clothing”vocabulary.
Refrain:Promenons-nous dans le bois, pendant que le loup n’y est pas.Si le loup y était, il nous mangerait.Si le loup n’y est pas, il nous ne mangera pas!
We’re walking through the woods, while the wolf is not there.If the wolf was around, he would surely eat us.But since he’s not, he cannot eat us.
Loup y-es-tu?OUILoup que fais-tu?
1.Je me réveille (I’m waking up) 2.Je mets ma chemise (I’m putting on my shirt) 3.Je mets mes pantalons (I’m putting on my pants) 4.Je mets mes souliers (I’m putting on my shoes) 5.Je mange! (I’m eating!)
Playing the GameThewayIorganizethisgamedependsonthespaceavailableandsometimesonthecharacterofthe
groupIamteaching.Inalarge,openspace(thegymorthemusicroom),I’llchoosethreetofiveofthestudentstobe
wolves.Theyliedown,pretendingtobeasleep,whiletheothersformastandingcirclearoundthem.Duringeachrefrainthestandinggroupdanceinacirclearoundthewolves.Ioftenvarythespeedofthesongandmeansoflocomotionforinterestandtomaintainclasscontrol.So,sometimeswegallopandsingwithfullvoices,sometimeswewalkontippy-toeandwhisper.
Aftereachrefrain,thecirclestopsinordertoaskthewolf:ifhe’sthere(Loup y-es tu?)andwhathe’sdoing(Loup que fais-tu?).Thewolvesrespondwiththeanswers(1–5)indicatedabove.InkindergartenandGradeOneitmaytakeawhilebeforethechildrenrememberthevocabulary,sountilthen,Imaygivetheresponsesandthestudentsrepeatthemafterme.Havingthestudentscreatetheirownstorybooksofthesongwillhelp.
Whenwegettothefifthresponse(“jemange!”)eachofthewolvesisallowedtocatchoneoftheirclassmateswho,inturn,becomethenewwolves.Theoriginalwolvesreturntothecirclewiththeirclassmates.
See Activity Sheets #’s 11a, b, c & d on p. 83, 84, 85 & 86
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Teaching French through Songs and Games
Game VariationsInsmallerspaces,orwitholdergroupsthataretoorambunctious,playingthegameasdescribedabove
isnotfeasible,unlessyoudecidetoletthemplayitoutsideasaspecialactivity.Analternatewaytoplayistohavethewolvesmovearound,whiletheotherchildrenstandstillasthetreesintheforest.Inthiscase,the“trees”remaininacirclewhilethe“wolves”weaveinandoutaroundthem.
Finally,ifyou’reteachingthissonginaregularclassroomwithdesks,thewolvescouldremainseatedattheirdesks,whiletherestoftheclassgoesupanddowntherows.Whenitcomestimeto“eat”,thewolveswouldtagtheperson,eithertotheirrightortheirleft,whoisstandingclosesttotheirdesk.
Creating the BookPhotocopyeachofthesheetsasback-to-backcopies,liketheoriginals.Eachstudentwillneedboth
pages.TheywillfoldeachpageindividuallyfirstalonglineA,thenalonglineB.Staplealongtheinnerspine.Cuttheupperfoldsofeachpage.
Thepagesreproducedherehavesomewordsleftblankthroughoutthebook.Thisenablesstudentstofillintheblanksandassociatethecorrectwordwiththecorresondingimage.
track 47:Groupecho.
track 48:Pianosolo.
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Denise Gagné Williamson
L’arbre est dans ses feuillesThissongisverysimilartotheEnglishsongThe Green Grass Grew All Around.Aftereachoftheverses,whicharedoneasechoes,yougothroughtheentiresongcumulatively.WithDivison2students,thisisagreatsongtoaddspoonsto,asinstrumentalaccompaniment.Evensoupspoonsfromthestaffroomwillwork.
Thewords “maridon,mariden”donotmean anything.They aremusical “filler,” just as singing“shooby-doo”wouldfillanEnglishsong.
Refrain: L’arbre est dans ses feuilles, maridon, mariden (The tree leaves are in blossom) L’arbre est dans ses feuilles, maridon, don, den.
1. Et dans l’arbre, il y a une branche (echo) 1. On the tree, there’s a branch. La branche est dans l’arbre!
2. Et dans la branche il y a un trou (echo) 2. In the branch, there’s a hole. Le trou est dans la branche, La branche est dans l’arbre.
3. Et dans le trou, il y a un nid (echo) 3. In the hole, there’s a nest. Le nid est dans le trou, Le trou est dan la branche, La branche est dans l’arbre.
4. Et dans le nid, il y a un oeuf (echo) 4. In the nest, there’s an egg. L’oeuf est dans le nid Le nid est dans le trou Le trou est dans la branche La branche est dans l’arbre.
5. Et dans l’oeuf, il y a un oiseau (echo) 5. In the egg, there’s a bird. L’oiseau est dans l’oeuf,
6. Et dans l’oiseau il y a un coeur (echo) 6. In the bird, there’s a heart. Le coeur est dans l’oiseau,
7. Et dans le coeur, il y a de l’amour (echo) 7. In the heart, there’s love. L’amour est dans le coeur,
track 49:Solovoice.
See Activity Sheet #12 on p. 87
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Teaching French through Songs and Games
La chasse aux lionsThisismyowntranslationofthepopularcampsong“Goin’onalionhunt.”Iintroduceittomystudentsthefirstfewtimeswithoutvisualsupport,butactingoutthesong.Oncethey’refamiliarwithhowthesongworks,Ishowthemhowwecancreateamapusingaspiralshape.Weencounterdangersalongthewaytofindthelion,butweneedtoretraceourfootstepstogetbackhome,sowegothroughallthedangersagain!Thesuggested“dangers”listedbelowaretoillustratehowthesongandthepicturegotogether.
Dependingonyourcomfort levelwithnoiseandmovement,youcouldhavethechildrenactouttheobstaclesusingonlytheirhandsandarms,whilesitting.Or, ifyouhaveaccess toa largespace(gymormusicroom),youcouldleadthechildreninactingoutthesongusingtheirwholebodies,inmovement.
Professor: Je chasse des lionsElèves: (je chasse des lions)
P:Moi, je n’ai pas peur E:(Moi, je n’ai pas peur)
P:J’ai un beau fusil, E:(J’ai un beau fusil)
P: Et des balles à mon côté E:(Et des balles à mon côté)
P: Oh! Oh! E:(Oh! Oh!)
P: Qu’est-ce que je vois? E:(qu’est-ce que je vois?)
1.Je vois un grand lac. 2.Je vois une montagne. 3.Je vois des grands arbres. 4.Je vois une caverne (wherethelionishiding).
Qu’est-ce qu’il y a dans la caverne?Je ne peux rien voir, car il fait trop noir.Je vais allumer une allumette….Aie!
See Activity Sheet # 13 on p. 89
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Denise Gagné Williamson
Anydangersorobstaclescanbeusedinthissong,andthechildrenlovecreatingtheirownmaps.Withsomegroups,Iallowwhoevermadethemaptobetheleader.ThisreallyencouragesthemtousetheiroralFrenchinfrontoftheclass.Eventheshyestchildwillwanttobetheleaderofthissong.WithkindergartenorGradeOnestudents,IwouldwritetheFrenchwordsfortheirobstaclesforthem.Witholderstudents,theyneedtolabelthemapthemselves.ThisgivesDivision2studentstheopportunitytousetheirFrench-Englishdictionaries.
track 50:Groupecho.
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grass
lion
lake
trees
mountains
Teaching French through Songs and Games
Napoléon(NapoléonBonaparte,EmperorofFrance1804-1815)
Thewordsofthissongareveryeasytolearn.IttalksaboutNapoleonmarchingofftowarwithhis500soldiers,whoareallwalkinginperfectstep.
Napoléon avait cinq cents soldats.Napoléon avait cinq cents soldats.Napoléon avait cinq cents soldats,Marchant du même pas. Tra-la-la!
Thechallengeofthesongsinvolvesphysicalco-ordination.Onceyourstudentscansingthesong,havethemstand.Thiswillworkevenifdoneinaclassroomwithdesks.Everyonemarchesinplace,keepingaverysteadybeatwiththeirfeet.(ThisisindicatedbythedrumontheCD).Thesongissungrepeatedly,butwitheachsuccessiveverse,wereplaceoneword,beginningattheendwith“soldats”,withclapping.Now,thehandsarekeepingtherhythmofthesongwhilethefeetkeepthebeat.
track 51:Solovoice–1verseonly.
track 52:Groupunisonvoice,withdrumandclapping.
track 53:Pianosolo
Game VariationsDependingonthespaceyou’reworkingin,Ioftenaskforthefrontrowofstudentstowalkaround
tothebackoftheirrowduringthephrase“marchantdumêmepas.Tra-la-la!”andforeveryoneelsetoadvanceonestep.Whatthisdoesisallowmetoobserveallthestudents,butfocusingonlyonthefourorfiveattheheadofeachcolumnforeachverse.
division 2 ChallengeWitholderstudentsthiscouldbedoneasaneliminationgame.Thosethatareattheheadoftheir
rowareobservedtoensurethattheycancoordinatetheirfeetandhandsandmarchinsynchwiththeirhandsclappinginrhythm.Iftheycan’tdothatorlosetheirrhythm,they’reaskedtositdown.Eventuallyyou’llendupwithonlyafewwhoaredeclaredthewinners.
See Activity Sheet #14 on p. 91
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Denise Gagné Williamson
Games that encourage the use of oral FrenchIntroducing New Vocabulary
Thegamesincludedinthefollowingsectionaregamestopractise familiarvocabulary,nottopresentnewvocabulary.
Therearemanywaystointroduceunfamiliarvocabularywithoutrelyingontranslation.Ioftenbringineitheritemsorillustrationsoftheitemsoractions,andpresenttheminitiallyinaverysystematicandstraightforwardway.Forinstance,ifwewereworkingon“winterclothing”,Imaybringinatuque,mittens,bootsandacoat.Or,Imayhaveillustrationsofthesesameitemswiththewordswrittenonthem.*Iwouldholduponeitematatimeandsay“Voiciunetuque”,thenaskthestudentstorepeatthatphraseafterme.
Aftergoingthroughallofthenewwords(notmorethan5-8atatime),Iwouldaskindividualstudents“Montre-moilatuque”.Afterreviewingthenewvocabulary,wemaydoavarietyofthingstoreinforcetheconcept;readastorythattargetsthevocabulary,watchavideooraDVD,learnasong.Olderstudentsmaybeaskedtowriteoutthewordsandillustratethem,youngerstudentsmayhaveamodifiedversionofthatactivity.
Initiallytheteacherisdoingmostofthemodellingofthepronunciationanduseofthewords.Even-tually,though,youwillwantthestudentstobeginusingthetargetlanguage.Structuringthatrequire-mentwithinthecontextofagamegoesalongwayingettingpastself-consciousnessandshyness,particularlywithDivision2students.
Youwillnoticethatthegamesarenotpresentedaccordingtotheme.That’sbecausetheyareeasilyadaptabletosupportthepractiseofANYtheme.
*Thereareseveralfactorstotakeintoconsiderationbeforedecidingwhetherit’smoreappropriatetouserealitemsorillustrations.
•Areyouteachingyoungerorolderstudents?•Areyoustayinginoneclassroomandhavingstudentscometoyouforinstruction,orareyoua“travelling”Frenchteacher,pushingacartfromoneclassroomtothenext?
•DoyouhaveanavailablebulletinboardconsecratedtoFrench?
Eachteacherisinthebestpositiontounderstandtheopportunitesandrestraintsoftheirownteachingsituation,andtoknowthedevelopmentallevelsandinterestsoftheirstudents.InanycaseIwouldalwayseventuallyhaveflashcards,posters,photographsorotherillustrationsthatincludethewrittenwords.Itisnicehowever,tosometimestocatchstudentsoff-guardalittlebyus-ingrealitems.
N.B.Idonotclaimtohaveinventedthesegames.Usually,Ilearnedthesebyplayingthemmyself.SomeareadaptationsofDramagamesIlearnedaspartofmydegree.WhenpossibleInotedthesource.
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Teaching French through Songs and Games
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IwasfirstintroducedtothisgamebymygoodfriendDianeMartel,whouseditwithherGrade7lateimmersionstudentsinordertohavethempractisesayingtheirnumbers.AlthoughIwillde-scribeitherewiththeexampleofnumberwords,itcanbeadaptedforothertypesofvocabulary.
Materials: Cardspreparedinadvance,oneforeachstudent.Eachcardhasthewords“J’ai(anum-ber).Quia(anothernumber)?writtenonthem.(Seeexamplebelow)It’simportantthatthenumbersdonotfollowthenormalcountingorder.Notknowingthenextnumbertobecalledhelpstokeepstudentsontheirtoes!
J’ai 1 Qui a 23?
J’ai 23
Qui a 7?
J’ai 7
Qui a 15?
J’ai 15
Qui a 3?
Makingthecardscanbealittletricky.Here’sonetechniquethatworkswell.Writethefirstpart“J’ai---”forallthenumbers,inorder,ofyourtargettedrange(ex:1-20,1-30).Spreadthemout,inorder,onatable.Asyoupickupone,finishwritingthequestion“Quia----?”andthenimmediatelycompletethatcardnext,placingitinaspearatepileaseachisfinished.Inthisway,youwon’trepeatanynumbersorskipany.Forthelastremainingcard,youcouldeitherwrite“J’aifini”or“quia1?”forthesecondphrase.
playing the game:Shufflethecardsanddealoutoneforeverystudent.Thepersonholdingthecardthatsays“J’ai1”willalwaysbethefirstpersontostart.Thepersonstandsupandreadsthestatementandthequestion,thensitsdown.Whoeverhasthecardwiththerequestednumberstandsupandreadstheirstatementandquestion.Thiscontinuesuntileveryonehashadachancetoreadtheircard.
alternate ways to play:
small group:Thisgamecouldalsobeplayedwithinasmallergroupof4-6students.Inthatcase,everypersonwouldhavemorethanoneopportunitytoreadacard,andtheywouldneedtolistenmoreattentivelyforallthenumberstheyholdintheirhand.
Using other vocabulary: Ratherthannumbers,youcouldcreatesetsofcardsthatreinforceanyoth-erthemevocabularyyourstudentsarelearning;food,clothingoranimalsallworkwell.WiththosetypesofthemesIalwaysincludeanillustrationofthewordoneachcard,aswellasthewrittenwords.
Note:Whenmakingnumbercards,becauseofthemixeduporder,eachtimeyouwanttoexpandtherange,you’llneedtocreateanewset.Ex;1-20,1-50,etc.
J’ai -----, qui a --------
DixThisgameisdeceptivelysimple.Thereisacertainamountofstrategyinvolved,soitisbestsuitedtoDivision2students,althoughyoungerstudentsenjoythemorestraightforwardversions.
Materials:None
playing the game: Studentsareinvitedtoeitherstandbesidetheirdesks,ortoactuallysitontopofthem.Astheyareeliminated,theywilltaketheirseat.Thegoalistobethelastpersonstanding,andtohelpyourfriendsremainstandingaslongaspos-sible.Oneaftertheother,followingapre-establishedorder(easiesttoaccomplishifthestudentsareinstraightrows),eachstudentcountsupwardsfrom1.Theymaysayeither1-2numbersatatime.Thepersonwhoseturnitisatthenumberten(“dix”)iseliminated.Astheyearprogressesandstudentsbecomefamiliarwithmorenumbervocabulary,theycanalsobeeliminatedatanymultipleoften.Atthebeginning,it’sacceptabletocountfrom1-10overandover.
alternative ways to play:
•Studentsmayworkinpartnersorteams,thegoalthenbecomestobethelastteamstanding.•Youmaychoosetoworkwithmultiplesof5.Thegamesbecomesmuchfasterwiththisadapta-tion.•Replacethenumberwordsformultiplesof5or10withnonsensewords.Example:anymultipleof5isreplacedbytheword“flûte”,andallmultiplesof10become“poof”.Inthisversion,studentsareonlyeliminatediftheymakeanerror.Itrequiresfullattentivenessandisverychallenging,butalotoffun!(Mythankstotheanonymousteacherparticipantwhodemonstratedthisvariationatthe2007MightyPeaceteacher’sconvention.)
n.B. Whatever version of this game you choose to explore with your students, it is absolutely imperative that the order of players be pre-determined and does not change over the course of the game. that is relatively straightforward if your students are in rows, but will need to be discussed and clarified if your students are in groups.
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Denise Gagné Williamson
Qui suis-je?Materials: Cardswithpicturesoffamiliarpeoplegluedontothem,andlabelledwithappropriatedescriptivevocabulary.Thesecardscouldbecreatedbystudentsorbytheteacher.Photographscutsoutfrommagazinesworkwellforfamouspeople.Usingphotographsofschoolpersonnelwouldbeanotheroption,dependingonthethemebeingexplored.
playing the game: Eachstudentoutofasmallgroupgetonerandomlychosencard,butisnotal-lowedtolookatit.Ifthecardsarepre-threadedonstrings,thestudentshangthecardontheirbackinsuchawaythateveryoneelsecanseethepicture.Theirjobistotrytoguesstheidentityofthepersonwhosepicturethey’rewearing.
version one:Thepersonwearingthecard(“theplayer”)asksquestionsthatcanonlybeansweredby“Oui”or“Non”Ex:Est-cequejesuisunefille?Est-cequejesuiscanadien?Est-cequejesuischanteur?Est-cequejesuispoliticien?
version two:Theplayeraskesquestionsthathavetobeansweredincompletesentences.Ex:Est-cequejesuisungarçonouunefille?Réponse:Tuesungarçon.
Ex:Quelleestmacarrière?Réponse:Tuescomédien.(You’reanactor) Ex:Qu’est-cequejefais?Réponse:Tutravaillesdansunbureau.
Withbeginningstudents,itmightbeagoodideatopreparealistofquestionswiththemaheadoftime,appropriatetothethemeyou’relearningtogether.Thisactivitywouldworkwellwiththemesrelatingtofamilymembers,schoolpersonnel,careers,orsimplytoreinforcedescriptiveadjectives.
alternate ways to play:
Thefirsttimeyouintroducethisgameyoumaywishtohaveonlyonestudentdemonstrateinfrontoftheclass.Oncethegameisunderstood,itcanbestructuredinmanydifferentways.•inpartners,whereonepersonistheplayerorwherebothpeoplearesimultaneouslytheplayer.•giveonlyhalfthestudentscards.Eachsubgroupwillgettobeaplayerinturn.Insteadofputtingthepicturesonstrings,eachstudentcouldwearasimplepaperheadbandandtuckthepictureintothefrontofit.Inthiswayeachstudentcanseethepictureofthepersonstandingbeforethem.
Thisgamealsoworkswellwithanimalvocabulary.
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Teaching French through Songs and Games
Denise Gagné Williamson
CharadesThisisanadaptationofthepopular,traditionalgamethatintegratesverystrongvisualcuesandcanbeaddedto,ormademorechallengingasthetheschoolyearprogresses.
Materials:Cardswithimagesthatreinforcecurrentvocabularyandaredividedintopilesofnouns,verbsandadverbsoradjectives.Familytheme:Lamaman,lepapa,lafille,lebébé,lagrand-maman,etc.Wintersportstheme:faireduski,patiner,jouerauhocky,faireduluge,etc.
Creatingthecardsforthisgameisagoodtaskforstudents.Providethemwithmagazines,andpre-cutoutconstructionpapercards,andalistofvocabularytheyneedtofind.Eachcardmayonlyhaveoneimageonit.Studentsshouldlabeltheimagesotheintentionisclear.Teachersmayneedtosupervisethatpartoftheactivityasclarityisimportant.
playing the game:Dividethecardsintopilesofnouns,verbsandadjectivesoradverbs,orsubject,verb,object.Astudent(“theplayer”)picksonefromeachpileandhastoactitoutinsuchawaythattheirclassmatescanguessthesentence.Eachtimesomeoneguessescorrectly,thatcardgetsturnedovertoshowtheimageandword.Theplayerisnotallowedtospeakatall.theaudiencemembersmustguessinFrench.WhoevercansaytheentiresentenceinFrenchattheendbecomesthenextplayer.
alternate ways to play:
Tointroducethisgame,orwithyoungerstudents,itmaybebestforoneplayertoactoutthecharadefortheentireclass.Whenthestudentsaremorefamiliarwithhowthegameworks,theycouldplayinteams;witheachpersonoftheteamgettingaturntoactoutacharaderegardlessofwhoguessesthesentence.
Asyouworkthroughvariousthemes,itiseasytocreatemorecardsandaddtothevocabularybankavailableforthecards.Ifyouprefer,youcouldkeepeachthemeseparate.Ex:onesportstheme,onefoodtheme,oneschoolvocabularytheme,etc.
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Teaching French through Songs and Games
Qu’est-ce qui est changé?ThisgameisanexcellentwaytogetstudentspractisingusingdescriptivelanguagedealingwithposiThisgameisanexcellentwaytogetstudentspractisingusingdescriptivelanguagedealingwithposition,simpleobjectsandbodyparts.
Materials:3-5chairsandwhateverobjects(“props”)arepartofthevocabularyyouwishtorein-force.Youwillalsorequireanumberofvolunteerstudents(“statues”)equaltothenumberofchairsbeingused.
playing the game:Thestudentvolunteersplacethemselvesinpositionsrelativetotheirchairandtheirprop.Example1:afemalestudentstandstotherightofherchair,holdinganopenbookinherlefthand.Example2:amalestudentmaysitonhischair,withhislegscrossed,writinginaduo-tangwithapencil,whilewearingglasses.
Allthestatuesfreezeintheirpositionfor1minute.Theotherstudentssimplyobservethemandtakenoteoftheirposture.Theseobserversthenturntheirbacks,orcovertheireyes,whilethestat-ueschangesomethingabouttheirstance.Inourfirstexample,thegirlcouldnowstandontheothersideofherchair,ORshecouldcloseherbookORshecouldholdherbookintheotherhand.Inthesecondexample,themalestudentcouldexchangehispencilforacolouredmarkerORhecouldcrosshislegstheotherway,ORhecouldremovehisglasses.Thesechangesshouldnottakemorethanaminutetoperform.Finally,theotherstudentsturnaroundagaintofacethemandtrytoidentifywhathaschanged.TheyneedtodescribethechangesinFrench.
alternate ways to play:
Dependingonthecompositionandageofyourgroup,therearemanyvariablesthatmaychangethewayyoustructurethisgame.Theteachermaywishtomakethechangestothestatues.Theremightbearuleabouthowmanychangesareallowedatonetime.Whoeverguessesthechangesbecomesthenextstatue.Otherstudentscouldbethe“sculpters”ofthestatues.Thismeansthattheygettoinitiallyplacethevolunteerinaparticularposition,andthenmakethechangesforthesecondpartofthegame.Thisgamecanbesimplifiedforyoungerstudentsbyhaving4-5playersholdaproporwearaclothingaccessoryinfrontoftheclass,thenstepoutoftheclassroominordertoexchangetheseitemsamongstthemselves.
Asalways,teachersareinthebestpositiontodiscerntheinterestsandabilitiesoftheirstudents.Don’tbeafraidtoexperimentuntilyoufindtheprocedurethatworksbestforyourgroup.
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Denise Gagné Williamson
Je m’assoisThisgameisbestsuitedforyoungerstudents.IhaveuseditforkindergartentoGrade3.Itisaverysillygame,butitcatchesthestudentsoff-guardandsoisanexcellentwaytobringeveryone’sat-tentionbacktoyou.Youngchildrenneedtomove,soit’salsoagoodwaytowakeeveryoneup,ifthey’vebeenconcentratingand/orsittingstillforanextendedlengthoftime.Theobjectiveofthisgameistopractisepositionorbodyparts.
Materials: None.Canbeplayedeitheratthecarpetarea,oratstudent’sdesks.
playing the game:
version one: Atthecarpetarea.Theteachergivessuggestionsforhowto“sit”,whichthestu-dentsactout.Ex;Jem’assois.......•surmesgenoux•surmesgenouxetjeplacemescoudesparterre•surmondos•surmondosavecmespiedsdansl’air.
version two: withstudentsattheirdesks.Theteachergivessuggestionsforhowto“sit”inrela-tiontoone’sdesk.Ex:Jem’assois....•surlehaut(endessus)demonpupitre•endessousdemonpupitre•avecmesmainssurmachaise•avecmespiedssurmachaise
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Teaching French through Songs and Games
La boîte à trésorThisisanothergamethathasmany,manyapplications.Ioriginallyuseditwithkindergartenstudentswhileteachinga“5Senses”theme,butfounditsoadaptablethatIhavesinceuseditinmanydiffer-entcontexts,andwithallelementarygrades.Studentswhoareprimarilyvisuallearnersfindthisgameextraordinarilydifficult.
Materials:Ashoeboxwithholescutateitherend,largeenoughforahandtofitin.Todiscouragepeeking,glueapieceofblackfabricovertheinsideoftheholes.Ifyouwantsomethingsturdier,youcouldattach3-4inchlengthsofsockstotheholes,sothatstudentssliptheirhandsthroughthesockstoreachinsidetheshoebox.Youwillalsorequireavarietyofobjectsrelatedtoyourunitofstudy.since your students are working “blind”, it is the teacher’s responsibility to ensure the safety of these objects. Materials with sharp edges or those containing common allergens should not be used!
playing the game:Eachstudenttakesaturnplacingtheirhandsinsidetheboxandtryingtoguesstheidentityofoneobjectfoundwithin.
version one:Theplayerrespondstoquestionsaskedeitherbyapartner,asmallgroup,ortheentireclass,dependingonhowindependentlyyourstudentscanwork.
version two:Thestudentsdescribetheirobjecttoapartner,smallgrouporentireclass,withoutprompting.
Factors to consider:•Doyoubeginwithseveralobjectsintheboxandhavestudentsremovetheonethey’vechosenafterdescribingandguessingitsidentity?Inthiscasebesuretoplacemoreobjectsintheboxthanthenumberofstudentsplaying.Inthisway,eventhelastplayerwillhaveachoiceofobjects.
•Doyouplaceanewobjectintheboxforeachturn?Thismaybegoodwhenyouintroducethegametoyourentireclass,butitcanalsobemoretimeconsuming.
•Doyourequirethateachplayermakeaminimumnumberofdescriptivestatementsbeforeguessingwhattheirobjectis?Inthisway,youensurethatstudentsusethetargetvocabulary.
•Doyouprovidestudentswithsentencestemstocomplete(Ex:Monobjetest…Ila…)•Ifworkingwitholderstudents,itcanworkwellthatonepersonwritedowntheirpartner’sdescrip-tiontolatersharewiththeentireclass.
suggestions for objects:•Animaltoys,whetherplushorrubber,aregoodtouseeitherforpractising"bodypart"vocabulary,orforanactualanimal-relatedtheme(ex:thejungle,thefarm,etc.)
•Startcollectingaboxofobjectsofinterestingtextures.Thingslikeseashells,rocks,sturdydriedflowers,naturalsponges,etc.forcethestudentstostretchtheirdescriptivevocabularyskills.
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ActivitySheet#1
L’oiseau
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© 2004 • Denise Gagné Williamson
LineA
LineB
La poulette griseEcris par
C’est la poulette ,
Qui a pondu sur .
Elle va pondre un beau petit coco
Pour son petit qui va faire dodo.
ActivitySheet#2a
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© 2004 • Denise Gagné Williamson
LineA
LineB
C’est la poulette ,
Qui a pondu dans .
Elle va pondre un beau petit coco
Pour son petit qui va faire dodo.
C’est la poulette
Qui a pondu
Elle va pondre un beau petit coco
Pour son petit qui va faire dodo.
ActivitySheet#2b
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© 2004 • Denise Gagné Williamson
ActivitySheet#3© 2007 • Denise Gagné Williamson
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ActivitySheet#4a
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© 2004 • Denise Gagné Williamson
Trois petits pigeons,
trois petits pigeons, trois petits pigeons
Assis sur la clôture.
Oh! regarde! Un s’est envolé!
Deux petits pigeons,
deux petits pigeons, deux petits pigeons
Assis sur la clôture
Oh! regarde! Un autre s’est envolé!
ActivitySheet#4b
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© 2004 • Denise Gagné Williamson
Pas de petits pigeons,
pas de petits pigeons, pas de petits pigeons
Assis sur la clôture!
Un petit pigeon,
un petit pigeon, un petit pigeon
Assis sur la clôture.
Oh! regarde! Il est parti aussi!
ActivitySheet#5a
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© 2004 • Denise Gagné Williamson
ActivitySheet#5b
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© 2004 • Denise Gagné Williamson
ActivitySheet#6
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© 2004 • Denise Gagné Williamson
Lundi matin
__________ matin, le ______ , sa __________ et son p’tit prince,
Sont venus ________ ______ , pour me serrer la ____________.
Mais, _____ j’etais pas là
Le __________ ____________ a dit
“Puis que c’est comme ça, nous reviendrons __________ !”
ActivitySheet#7
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© 2004 • Denise Gagné Williamson
ActivitySheet#8a
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© 2004 • Denise Gagné Williamson
ActivitySheet#8b
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© 2004 • Denise Gagné Williamson
Pour l’amour de Dieu.
Prêtes-moi ta plume,
Je n’ai plus de feu.
Ma chandelle est morte, Ouvres-moi ta porte
Au clair de la lune,
mon ami Pierrot, pour écrire un mot.
ActivitySheet#8c
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© 2004 • Denise Gagné Williamson
ActivitySheet#9a
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© 2004 • Denise Gagné Williamson
ActivitySheet#9b
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© 2004 • Denise Gagné Williamson
Frère Jacques dormez-vous?
Sonnez les matines Ding, dang, dong.
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D’où viens-tu bergère?
ActivitySheet#10
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© 2004 • Denise Gagné Williamson
Je mets mes ________
LineA
LineB
La chanson du loupSi le loup y etait,
il nous mangerait!
Je mets mes ________
ActivitySheet#11a
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© 2004 • Denise Gagné Williamson
LineA
LineBPromenons-nous dans le bois,
pendant que le loup n’y est pas.
Je mange!
ActivitySheet#11b
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© 2004 • Denise Gagné Williamson
Je mets mes __________
Je mange!
LineA
LineB
Loup, y es-tu?
Oui
Loup, que fais tu?
Je me ________
Je mets mes __________
ActivitySheet#11c
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© 2004 • Denise Gagné Williamson
LineA
LineBSi le loup n’y est pas,
Je mets ma _______
ActivitySheet#11d
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© 2004 • Denise Gagné Williamson
Je mets ma _______
ActivitySheet#12
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© 2007 • Denise Gagné Williamson
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ActivitySheet#13
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© 2004 • Denise Gagné Williamson
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ActivitySheet#14
Napoléon avait cinq cents soldats.
Napoléon avait cinq cents _____________.
Napoléon avait cinq _______ _____________.
Napoléon _________ _______ _________ _____________.
_______________ _________ _______ _________ _____________
.Marchant du même pas, tra la la!
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© 2004 • Denise Gagné Williamson
Napoléon Bonaparte est né en 1769.Il etait empereur de la France de 1804 à 1815.
Le grand amour de sa vie etait sa première femme, Joséphine.Napoléon est bien connu pour ses stratégies militaires géniales.
En 1808, tout l’Europe etait sous son contrôle.Il a finalement été vaincu à Waterloo en 1815.
Il est mort en prison en 1821
Denise Gagné Williamson
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List of CD Tracks O Canada track 01:Solovoice–Acapella. track 02:Groupunisonvoicewithhanddrums. track 03:Pianosolo. Pomme de reinette track 04:Solovoice–chantedversion. track 05:Solovoice–sungversion. Bonjour track 06:Solovoice. track 07:Groupquestion-response. track 08:Groupquestion-responsewithsimplepercussion. track 09:Acappellavoicetwo-noteecho,steadypitch. track 10:Acappellavoicetwo-noteecho,variedtwo-notepitch. track 11:Acappellavoice,simplemelodyecho. track 12:Acappellavoicequestion-responseusingknownsongs.
Colour songs Rouge, rouge, rouge track 13:Solovoice. L’oiseau bleu track 14:Solovoice. track 15:Pianosolo. La poulette grise track 16:Solovoice–chantedversion.
Counting songs 1,2,3,4,5,6,7 track 17:Solovoice-chanted-sung. Trois petits pigeons track 18:Solovoice. Mon merle track 19:Solovoice. track 20:Pianosolo
Body part vocabulary J’ai dix doigts track 21:Solovoice. Je frappe mes mains track 22:Solovoice. La tête, les épaules track 23:Solovoice. Savez-vous planter les choux? track 24:Solovoice. track 25:Groupecho. track 26:Pianosolo
days of the Week Lundi matin track 27:Solovoice. track 28:Voicecrescendo(voicesprogressivelyaddedon).
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Denise Gagné Williamson
Teaching French through Songs and Games
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Hallowe’en vocabulary La belle citrouille track 29:Groupecho. Vieille sorcière track 30:Solovoice. track 31:Pianosolo Ah! c’est l’hallowe’en! track 32:Solovoice.
traditional songs Au clair de la lune track 33:Solovoice. track 34:Groupunisonvoice track 35:Xylophonesolo. Frère Jacques track 36:Solovoice. track 37:Twopartvocalcanon. track 38:Pianosolo.
Christmas songs Le père Noël track 39:Solovoice. track 40:Pianosolo. O nuit de paix track 41:Solovoice–Frenchverseonly. track 42:Groupunisonvoices–3verses,EnglishandFrench. track 43:Pianosolo–3verses. D’où viens-tu, bergère? track 44:Solovoice. track 45:Groupunisonvoicewithxylophone. track 46:Pianosolo.
Challenging songs La chanson du loup track 47:Groupecho. track 48:Pianosolo. L’arbre est dans ses feuilles track 49:Solovoice. La chasse aux lions track 50:Groupecho. Napoléon track 51:Solovoice–1verseonly. track 52:Groupunisonvoice,withdrumandclapping. track 53:Pianosolo
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