Unit: Why Humans are humans too? Term: Autumn Year: 3 Lessons: 1 ‐ 4 A short Introduction to Free Inspire Units Free Draft Trial Units ©Cornwall Learning Designed to Inspire outstanding practice. Each year is divided into nine adaptable themed units for medium term planning, each lasting about four weeks. •
Themed units cover all subject Programmes of Study in the Statutory Primary Curriculum 2014 including SPAG. •
Guidelines suggest a sequence of lessons with some exemplified, but units can be tweaked, adapted, personalised with new ideas, texts, resources and locations to cover POS. •
Teachers write their objectives and differentiate for the class they teach each day. •
Language lessons are linked to the theme, detailed with Microsoft PowerPoint’s •
Unit Maths coverage will fit with existing Mathematics schemes. Four lessons of applied Maths fit with the unit. •
Schools will continue to use existing phonics and guided reading programmes; and they will be using their own PSHE, RE and PE programmes, although we have mapped some themed PE into the units. •
Units have some resources attached and some need to be sourced. •
Each unit has a launch ppt. To develop the identified learning and life skills further support is available in the Cornwall Learning Skills for Life Programme published Granada Learning. http://www.gl‐assessment.co.uk/products/cornwall‐learning‐skills‐life‐programme With the departure from levels, we recommend the use of existing progress tracking until new materials are made available. The Inspire Team is working to develop some AfL and progress tracking tools which will be available later this year. We are working with Rising Stars on Assessment Tests. http://www.risingstars‐uk.com/series/rising‐stars‐assessment/?offset=all Giant Phonics has 140 lessons and Microsoft PowerPoint’s to supplement Letters and Sounds http://cornwalllearning.org/giant‐phonics Contact us: Jo Rowe [email protected] 3 CONTENTS Programme of Study .............................................................................................. 4
Summary.................................................................................................................................. 4
Lesson 1 ................................................................................................................. 5
Lesson objectives ..................................................................................................................... 5
Entrée ...................................................................................................................................... 5
Plat........................................................................................................................................... 6
Dessert ..................................................................................................................................... 7
Lesson 2 ................................................................................................................. 8
Lesson objectives ..................................................................................................................... 8
Entrée ...................................................................................................................................... 8
Plat........................................................................................................................................... 9
Dessert ................................................................................................................................... 10
Lesson 3 ............................................................................................................... 11
Lesson objectives ................................................................................................................... 11
Entrée .................................................................................................................................... 11
Plat......................................................................................................................................... 12
Dessert ................................................................................................................................... 12
Lesson 4 ............................................................................................................... 13
Lesson objectives ................................................................................................................... 13
Entrée .................................................................................................................................... 13
Plat......................................................................................................................................... 14
Dessert ................................................................................................................................... 14
©Cornwall Learning Publications 2013 4 Programme of Study Unit: French ‐ Why are humans animals too? Year: 3 Term: Autumn Summary Recognise how we communicate with each other and identify the skills required. Be aware of simple linguistic and cultural diversity. Identify country/countries where different languages are spoken. Understand the need to listen with care. Repeat words and simple phrases modelled by the teacher. Identify phonemes which are the same as/different from English and other known languages. Speak clearly. Sing songs. Join in with storytelling. Identify phonemes which are the same as or different from English and other known languages. Recall, retain and use vocabulary. Identify social conventions at home and in other cultures. Perform finger rhymes and songs. Perform simple communicative tasks. Remember a sequence of spoken words. Use physical response, mime and gesture to convey meaning and show understanding. Imitate pronunciation of sounds. Ask and answer questions. Remember a sequence of spoken words. Recognise conventions of politeness. Discuss language learning and share ideas. ©Cornwall Learning Publications 2013 5 Lesson 1 Setting the scene – all aboard for France! (Lessons are divided into entrée, plat et dessert (starter, main course and dessert) due to the idea of a chef being a character running throughout the programme introducing cultural points/specific teaching points????) Resources Required: Soft toy / ball Picnic basket with food items: le pain ‐ bread le jambon ‐ ham le fromage ‐ cheese l’orange ‐ orange le chocolat ‐ chocolate la limonade ‐ lemonade Use flashcards of food if real items not unavailable. Desirable but not essential: Map, tickets, dictionary, umbrella, sun‐cream etc. Digital picture flashcards for this lesson: le pain ‐ bread le jambon ‐ ham le fromage ‐ cheese l’orange ‐ orange le chocolat ‐ chocolate la limonade – lemonade Digital map of France within Europe Possible ‐ Electronic character welcoming the pupils on board. Maybe the first time the pupils have heard authentic French spoken in whole sentences. ‘Bonjour! Je m’appelle Pascal Poireaeu. Je suis Français. Bienvenu à bord et bon voyage!’ Lesson objectives We are learning to: Recognise how we communicate with each other and identify the skills required Be aware of simple linguistic and cultural diversity Identify country/countries where different languages are spoken Understand the need to listen with care Repeat words and simple phrases modelled by the teacher Identify phonemes which are the same as/different from English and other known languages Speak clearly Notes: Encourage the pupils to look at the person speaking to them Entrée Seat the pupils in rows as if they were on a cross‐channel ferry or a high‐speed train. Ask them to imagine that they are ready to depart for a trip to France. Inform the pupils that you have packed a bag ready to take for the journey. Ask for ideas about what may be packed inside. Using the maps of Europe and France, show the pupils where France is and also its location in comparison with Great Britain. Find their general location on the map and look at possible ©Cornwall Learning Publications 2013 6 route. Tell the pupils that French is also spoken in other countries across the world, for example Belgium, Canada, Switzerland, Madagascar, Mali. Ask questions to stimulate ideas, such as: What might you see when you get there? What will the weather be like? How will you pay for things? How will you understand the language? Will anything be the same? What will you eat? There will be pupils who have had real experience of travelling abroad and others will have prior knowledge from a variety of sources which they will want to share. It is important to draw out their knowledge and preconceptions to build new learning upon. Give the pupils the opportunity to continue to discuss in smaller groups and gather ideas from them all. Create a ‘what we already know about France’ poster which can be added to during future lessons, also adding information they discover at home. They could do this as a small group challenge and have their own poster to see which group finds out the most. Plat Now say to pupils that the person sitting next to them is French and it would be polite to greet them in their own language. Introduce the vocabulary bonjour – hello. Begin by modelling bonjour by throwing the ball to random pupils and saying bonjour Emily, bonjour William and so on. Some pupils will very soon join in by returning the bonjour greeting with the ball. At this point give the pupils the opportunity to play with the j sound in the middle of bonjour, pointing out that it is used frequently in the French language– make it long, make it short, in a deep voice, in a high voice. Point to yourself and say your name e.g. Monsieur White and also to other adults in the class, although you may also have to introduce Madame Brown, Mademoiselle Black. Greet individual pupils by name and encourage the pupils to reply bonjour Monsieur or bonjour Monsieur White. Throw the ball and say bonjour monsieur or mademoiselle to each child accordingly. When they have had plenty of opportunity to hear the new vocabulary, encourage them to share the greeting with the ‘passenger’ next to them – bonjour monsieur or bonjour mademoiselle. Bring out the picnic basket and tell the pupils that they are going to learn some words for a French picnic for their ‘journey’. Make a point of emphasising how France is renowned for its cuisine. This may prompt the pupils into talking about French foods they already know. Divide the pupils into small groups (no more than 6 groups). One pupil is nominated from each group and approaches the picnic basket and selects a picnic item. Tell each pupil the French name in turn and they go back to their group and teach them the new word. When they are ©Cornwall Learning Publications 2013 7 happy that their group knows the word, the next player brings the picnic item back, selects another, listens to the new name and goes back to the group to teach the new word. This process continues until they have attempted all the items in the picnic basket. Show all the items one by one and ask each group in turn if they remember what it is, making sure to model the word and allowing the pupils time to repeat. (At this stage there may be pupils who are initially reluctant to speak and prefer to listen to begin with.) Dessert Evaluate the picnic basket activity with the pupils. Did your group manage to learn the words for the food in the picnic basket? Pupils suggest some reasons why the activity was/was not a success for particular groups. Ask for suggestions to enable successful language learning in future sessions. Emphasise importance of listening as a key language learning skill. Traditional song – Frère Jacques. Many pupils will already know this song but may be unaware of its origins. Encourage them to participate Play Digital song : Frère Jacques, Frère Jacques ! Dormez‐vous? Dormez‐vous? Sonnez les matines! Sonnez les matines! Ding, daing, dong! Ding, daing, dong! Brother Jack, Brother Jack. Are you sleeping? Are you sleeping? Ring the morning bells! Ring the morning bells! Ding, dang dong! Ding, dang, dong! ©Cornwall Learning Publications 2013 8 Lesson 2 Setting the scene – all aboard for France! (Lessons are divided into entrée, plat et dessert (starter, main course and dessert) due to the idea of a chef being a character running throughout the programme introducing cultural points/specific teaching points????) Resources Required: Soft toy/ball Picnic basket with food items: le pain ‐ bread le jambon ‐ ham le fromage ‐ cheese l’orange ‐ orange le chocolat ‐ chocolate la limonade ‐ lemonade Use flashcards of food if real items not unavailable. Digital picture flashcards for this lesson: la tomate ‐ tomato la banane ‐ banana les bonbons ‐ sweets l’eau ‐ water les chips ‐ crisps PowerPoint and sound file of Bon appétit Monsieur Lapin. Digital food naming activity – identify food as it zooms in. Pascal Poireau cultural input re painting of Déjeuner sur L’Herbe by Claude Monet? Lesson objectives We are learning to: Sing songs Listen with care Join in with storytelling Identify phonemes which are the same as or different from English and other known languages Recall, retain and use vocabulary Identify social conventions at home and in other cultures Notes: Encourage the pupils to look at the person speaking to them Entrée Begin the lesson by singing Frère Jacques. Using the same tune sing bonjour, bonjour bonjour, bonjour bonjour bonjour bonjour, bonjour bonjour, bonjour bonjour bonjour ©Cornwall Learning Publications 2013 9 (If the pupils are finding the pronounciation of the j sound difficult then sing the song again just using j phoneme jjjj.jjjj.jjj.jjj.jjjjjj’jjjjjj,jjj,jjj!) Remind them that when they were learning sounds for reading and writing and spelling in English they learnt sounds with an action alongside to help them to remember. Using the j phoneme as in bonjour teach them jongleur (juggler) and encourage them to juggle balls in the air whilst saying jjjjjjjjjj. Explain to the pupils that in France people often shake hands when they meet each other. Who do they see shaking hands in our culture? Do they see it very often? Ask the pupils to move around the classroom, singing the bonjour song, and shaking hands with classmates as they pass. Remember to look at the person you are speaking to. Play pass the ball. The teacher points to themself and says je m’appelle Monsieur…../Madame….. Throw the ball and say bonjour monsieur or mademoiselle to several pupils and they reply bonjour monsieur or bonjour madame. When they have got the hang of it, by‐pass the teacher and pass to each other. NB – It is good for the pupils to hear the language they are learning repeated, but if the class is large and the pupils are spending too much time inactive, give each table or smaller group a ball/cuddly toy to play a separate game at the same time. Plat Little Chef introduces ‘Dejeuner sur l’herbe’ by Claude Monet – Luncheon on the Grass (1840 – 1926) Refer to history of French painters. Tell them about the Louvre Museum in Paris. Tell the pupils that they are going to watch and listen to a story called Bon appétit Monsieur Lapin. What do the pupils think bon appétit means? Draw them into discussion about shared words between languages. Ask the pupils why they think we use words from other languages? Story Discuss the gist of the story. How do they think they understand when they do not yet know the French words? Discuss intonation, expression, picture clues, recognising some words because they sound like English words…. Translation Mr. Rabbit no longer likes carrots. He leaves his house to go and see what his friends have to eat. He asks the dolphin “what do you eat?” “I eat fish” replies the dolphin. “Yuk!” says Mr. Rabbit. He asks the frog “what do you eat?” “I eat flies” replies the frog “Yuk!” says Mr. Rabbit. He asks the badger “what do you eat?” ” I eat worms” replies the badger. “Yuk” says ©Cornwall Learning Publications 2013 10 Mr. Rabbit. He asks the horse “what do you eat?” “I eat hay” replies the horse. “Yuk” says Mr. Rabbit. He asks the sheep “what do you eat?” “I eat grass” says Mr. Rabbit. He asks the seagull “what do you eat?” “I eat everything” replies the seagull. “Yuk!” says Mr. Rabbit. He asks the fox “what do you eat?” “I eat rabbit,” says Mr. Fox. “Help!” cries Mr. Rabbit. Trembling, Mr. Rabbit runs quickly home, chased by the dangerous fox. He prepares a big plateful! Delicious! Bon appétit! Monsieur Lapin! Tell the pupils that they are going to listen to the story again and you want them to listen out for two things Monsieur Lapin (Mr. Rabbit) and mange (eat). Each time they hear Monsieur Lapin they must pretend they have rabbit ears and each time they hear mange they must make their hands like a beak and eat. Read story and pupils respond to the target words by doing the actions. Bring out the picnic basket from last week with the food items or use the food flashcards and take out the items/show the items one at a time, modelling the word in French and the pupils repeat until the basket is empty/ the pile is finished le pain le fromage le jambon l’orange le chocolat la limonade (NB simple memory games to reinforce memory of vocabulary. Refer to activities section e.g. recognise the word that the teacher is mouthing silently. Dessert Time to say goodbye! Tell the pupils that in France the word for hi which would be used with a friend or someone you know really well is Salut! You can also shake hands when saying goodbye in France. Strangely it can be used for goodbye to friends too! Before saying Salut! to our friends now, ask the pupils why it is important to make eye contact with people when we communicate with them. How does it make you feel if they do? How does it make you feel if they do not? Play Frère Jacques as the pupils circulate and say Salut! to their classmates, shaking hands and looking and smiling at each other. ©Cornwall Learning Publications 2013 11 Lesson 3 Resources Required: Soft toy/ball Picnic basket with food items: le pain ‐ bread le jambon ‐ ham le fromage ‐ cheese l’orange ‐ orange le chocolat ‐ chocolate la limonade ‐ lemonade Use flashcards of food if real items not unavailable. Digital picture flashcards for this lesson: la tomate ‐ tomato la banane ‐ banana les bonbons ‐ sweets l’eau ‐ water les chips ‐ crisps Song Pomme de Reinette Template of activity sheet for bon pour la santé et mauvais pour la santé Invitation template Lesson objectives We are learning to: − Perform finger rhymes and songs − Identify phonemes − Perform simple communicative tasks − Remember a sequence of spoken words − Use physical response, mime and gesture to convey meaning and show understanding Notes: Encourage the pupils to look at the person speaking to them Entrée Begin the lesson with a greetings activity using bonjour and salut. Pupils are either in a circle or standing behind their chairs. Throw a soft ball to a child and greet them with bonjour. They reply and throw the ball to another pupil and so on. Variations may be bonjour Monsieur bonjour Emma/Mark salut Emma/Mark (NB salut Monsieur does not work as salut is a greeting to familiar people and Monsieur/Madame is more formal). Vocabulary practise – sing picnic vocabulary to tune of Frère Jacques Example : le fromage, le fromage l’orange, l’orange le chocolat, le chocolat, la limonade, la limonade Invite pupils to make up their own versions and sing to the class ©Cornwall Learning Publications 2013 12 Plat Use pictures of food to question healthy or not? Food item are shown one at a time at a click and teacher asks c’est bon pour la santé? (is it good for you?) Oui ou non? (thumbs up or thumbs down). Teacher models correct answer, and continues through digital images. After several flashcards ask the pupils if they have worked out the question you are asking them. Go through the flashcards again. Encourage pupils to do the action and say oui or non. Reinforce the notion of healthy eating, linked to the Keeping Healthy theme. Individual activity Pupils draw the foods in the correct column of the template C’est bon pur la sante ? Oui ou Non? C’est bon pour la santé? Oui, c’est bon! Oui, c’est bon! Dessert Listen to the traditional nursery rhyme Pomme de Reinette and doing the accompanying actions (this song is about varieties of apples like Granny Smiths). Words Pomme de reinette et pomme d’api Tapis, tapis rouge, Pomme de reinette et pomme d’api, Tapis, tapis gris. Play the rhyme again but this time ask the pupils to listen out for the key word pomme apple and respond with a physical action. Organise the pupils into small groups. Two volunteers are given a cuddly toy to hold until the music begins. Each time they hear the word pomme pass the toy on to the next pupil. When they have played several times instruct them to change direction when they see you wave your hand. Say au revoir goodbye to the pupils at the end of the session. If time, call au revoir to small groups as they are dismissed au revoir Sophie, Mathew et Anna.
Some time before the next session an invitation arrives for the class to attend a picnic. RSVP explain what it means. ©Cornwall Learning Publications 2013 13 Lesson 4 Resources Required: − toy/ball − picnic food and equipment for class picnic Lesson objectives We are learning to: − Imitate pronunciation of sounds − Recall, retain and use vocabulary − Ask and answer questions − Remember a sequence of spoken words − Recognise conventions of politeness − Discuss language learning and share ideas. Notes: Encourage the pupils to look at the person speaking to them Entrée Introduce yourself e.g. Je m’appelle Monsieur White, pointing to yourself to reinforce meaning. Then ask a pupil comment t’appelles‐tu? Prompt by repeating je m’appelle … Repeat with several pupils before asking if they have worked out what is being said. Chant and clap je m’appelle ‐ loudly, quietly, quickly and slowly. Emphasise the j phoneme. The pupils may be able to think of other words they know in French with the j sound – bonjour jambon fromage orange. Show the pupils the written word and discuss grapheme phoneme link – which letter makes the j sound in fromage and orange? Ask individual pupils the question again and they reply je m’appelle… Now learn the question in the same way comment t’appelles‐tu? To the tune of Frère Jacques sing: Bonjour salut Bonjour salut Comment t’appelles‐tu? Comment t’appelles‐tu? Bonjour salut Bonjour salut Comment t’appelles‐tu? Comment t’appelles‐tu? ©Cornwall Learning Publications 2013 14 Pass a ball or toy around the circle or table whilst the song is being sung and when the song ends the pupil holding the object answers the final comment t’appelles‐tu? Play again, if time. Plat Play sorting activity from last week but this time sort by listening to the word first before selecting the food and then sorting. For the last session in this unit have a simple picnic with some of the foods introduced during the unit. Weather permitting, have the picnic outside. Sit round in a big circle to share the food. Ask the pupils if they can suggest any food they might eat at the picnic which is bon pour la santé and equally mauvais pour la santé. NOTE: It is important to remind the pupils that a balanced diet is best, so eating treats for special occasions is fine. The pupils will have been learning about keeping healthy in other areas of the Inpsire curriculum. Before sitting down together, talk to the pupils about manners. Introduce merci and s’il vous plait please and thank you. Encourage the pupils to say bonjour to the people around them. Say bon appétit. Choose serveurs and serveuses (waiters and waitresses) to hand out the picnic food. Encourage the pupils to say c’est bon if they like the food they are tasting. C’est bon n pour la santé just means it’s good. C’est bon pour la santé means it’s healthy. Dessert Sing ‘Pomme de Reinette’ do the actions to go with it to round off the picnic. Sing it faster and faster ©Cornwall Learning Publications 2013 Cornwall Learning T: 01872 327900 [email protected] Oceans House, Truro Business Park, Threemilestone, Truro, Cornwall, TR4 9LD www.cornwalllearning.org