CASE 1: Le cas de Détective X Lesson #ase #Unit 1 … · activities that focus on getting to know their ... exploring sounds, students solve the mystery through the ... Le cas de

Club mystère 1 Case 1 Lesson 1©2013 RK Publishing

Working on the Case…

Lesson 2• discover and use listening strategies that assist in comprehending an animated clip

• discover and perform actions

Modelled Oral Re-usageModelled Oral UsageInteraction

Lesson 3• sing an alphabet chant

• sing an alphabet song with francophone names

Modelled Oral Re-usageModelled Oral UsageInteraction

Lesson 4 • participate in an alphabet game

Modelled Oral Re-usageModelled Oral UsageInteractionReflection

Lesson 5 • discover French-speaking communities across Canada

Modelled Oral Re-usagePre-readingReadingPost-reading

Lesson 6 • discover and use reading strategies and intellectual tools

Modelled Oral Re-usageReadingCollaborative Oral ReadingPost-reading

soLving the mystery!

Lesson 7 • use communication strategies and critical thinking tools to solve the mystery

Modelled Oral Re-usageReflection

DisCovering the mystery

Lesson 1• view the introduction to the mystery (animated clip)

• view an additional animated clip

• exchange greetings and names

Modelled Oral UsageInteractionReflection

Case 1 overview

At a Glance

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1©2013 RK Publishing Club mystère 1 Unit 1 Case 1 1

Lesson # Case #Unit 1 OverviewCASE 1: Le cas de Détective X

©2013 RK Publishing

Zoom InWelcome to Case 1 — Le cas de Détective X — the first mystery case in Unit 1.

As with all subsequent cases in this series, the primary goal is to promote authentic and meaningful communication, while encouraging the development of quality thinking in the classroom.

The secondary goal of this case is to introduce both teachers and students to the structure of Club mystère 1. For example, students will learn that each case opens with an animated clip that introduces them to their final task, or mystery, to be solved by the end of the case. From there, students discover the numerous opportunities to speak French in the classroom, as a result of the explicit emphasis on oral development in this series. They discover the structure and pattern of oral activities, and thus gain confidence through the many opportunities to hear models, to use repetition, and to practise their new language with peers.

Early in this first case, students are introduced to the series mascot, an active and intelligent dog named Hugo.

Discovering the MysteryAfter viewing Animated Clip 1a in Lesson 1, students discover that the mystery, or final task, for this first case is to identify the name of the detective featured in the animated clip.

This detective, whose name they discover by the end of the case (Luc Têtu), is the first of five main characters in the 3-level series. By the end of Club mystère 1, students will have encountered all five of these detectives.

Working on the Case and Solving the MysteryThroughout Lessons Two to Six, students have the opportunity to learn more about the students in the detective school, while focusing on one class in particular – the class of madame Bellehumeur, in which Luc Têtu is a student.

Students discover the names of the young detectives in madame Bellehumeur’s class, and they learn about francophone communities across Canada from which each student originates. As the detectives in the class get to know one another, your students will follow with similar activities that focus on getting to know their classmates.

Along the way, students have the opportunity to play games, to sing an alphabet chant and song, and to participate in cooperative learning activities such as Inside-Outside Circle and Simultaneous Numbered Heads. These activities are designed to support the meaningful and authentic communicative situations associated with a basic greeting.

In the end, after categorizing male and female names and exploring sounds, students solve the mystery through the process of elimination based on gender. Through rhyme, they complete a missing piece in the alphabet song, using the student detective’s name.

DVD (Animated Clips)

Case 1: Le cas de Détective X

Animated Clip 1a: Le cas de Détective X – Introduction

Animated Clip 1b: Je m’appelle…

Clip 1aDuring this first animated clip, students observe our key detective and his unsuccessful attempts to enter the detective school on the first day of class. They watch how each attempt to enter the school is thwarted by the barking of a dog in the background. At the end of the first animated clip, students view the half-torn student ID card of the detective floating in the air, with only the first letter of his first and last name visible. This mystery regarding his name provides the focus for the final task and sets the stage for subsequent activities on names, greetings, and the alphabet.

Clip 1bIn Animated Clip 1b, students are introduced to the other young detectives in Luc’s class. They are also introduced to his teacher, madame Bellehumeur, and Hugo, the mascot. They see that three detectives are absent from madame Bellehumeur’s class – one of them being Luc. These three absent students set the stage for the eventual solution to the mystery.

The animated clips are provided on the DVD located in this binder.

AnthologyCore Reading: La classe de madame Bellehumeur : Jour 1The core reading for this first case, presented in Lesson Five, provides, in written form, the material that students have explored up to this point in the case. Students also read about the young detectives’ community of origin, all of which represent francophone communities across Canada.

Club mystère 1 Unit 1 Case 12

CASE 1: Le cas de Détective X

©2013 RK Publishing

Supplementary Reading: Le cas de Détective X - Introduction and Je m’appelle…Additional readings are provided on pages 4-7 of the Anthology. Again, these readings present language that the students have used orally up to this point. These readings represent the print version of Animated Clips 1a and 1b.

Audio CDPlease refer to the Audio CD provided in this binder.


Audio Track 1: L’alphabet français

Audio Track 2: Les lettres de l’alphabet

Audio Track 3: Détective X (chanson)

Audio Track 4: Détective X (version instrumentale)

Audio Track 5: La carte du Canada

Audio Track 6: La classe de madame Bellehumeur : Jour 1

Audio Track 7: Détective X (chanson avec la solution)

Student CD-ROMPlease refer to the Student CD-ROM provided in this binder.

STRATEGY CARDSStrategy Cards are also provided in reproducible format in the Student’s Resource.

SC 3: Écoutez attentivement !

SC 4: Regardez les gestes !

SC 5: Regardez les images !

VISUAL CARDSVisual Cards are also provided in reproducible format in the Student’s Resource.

VC 1: un(e) détective

VC 2: un mystère

VC 3: stratégie d’apprentissage coopératif : les cercles qui tournent en sens inverse

VC 4: un autobus

VCs 5–17: l’alphabet français

VC 18: un garçon

VC 19: une fille

SENTENCE CARDS

Sentence Card 1: Qui est-ce ? C’est un(e) détective.

Sentence Card 2: Qu’est-ce que c’est ? C’est un mystère.

Sentence Card 3: Qu’est-ce que c’est ? C’est un autobus.

Sentence Card 4: Voici l’alphabet français.

Sentence Card 5: C’est un garçon. Comment s’appelle le garçon ?

Sentence Card 6: C’est une fille. Comment s’appelle la fille ?

Teacher CD-ROMPlease refer to the Teacher CD-ROM provided in this binder.

Teacher Observation Sheets

Teacher Observation Sheet, Case 1

Student Detective SheetsPlease refer to the Student Detective Sheets provided in the Student’s Resource.

Club mystère 1 Unit 1 Case 1 3

Lesson # Case #CASE 1: Le cas de Détective X

Club mystère 1 Case 1 Lesson 1 ©2013 RK Publishing

Lesson 1 • mascot

• Animated Clip 1

• 7 chairs

• VC 3 (un autobus)

• SC 1 (Écoutez bien !)

• SC 2 (Regardez les gestes !) (optional)

• RM 6

• My Language Portfolio

materiaLs


Discovering the Mystery

introDuCtion 1. Begin by circulating around the classroom and

greeting individual students with a simple Bonjour ! Invite students to participate in this brief personal exchange by responding to your greeting with Bonjour ! You may wish to use gestures to assist in comprehension and to encourage a response.

moDeL Conversation(Use gestures such as smiling, waving, and shaking hands.)

T: Bonjour !

S1: Bonjour !

T: Bonjour !

S2: Bonjour !

2. After you have greeted several students, continue the exchange by stating your name. Then, introduce Hugo, the program mascot, by displaying him and asking him for his name. Continue by asking a few individual students for their names. Encourage students to respond using a complete sentence.

moDeL Conversation(Point to yourself when saying your name; then point to the mascot when you ask his name.)

T: Je m’appelle monsieur Brown. Et toi, comment t’appelles-tu ?

M: Je m’appelle Hugo !

T: Ah ! bonjour, Hugo !

(Point to yourself when saying your name; then point to the student to encourage a response.)

T: Je m’appelle monsieur Brown. Et toi, comment t’appelles-tu ?

S1: Je m’appelle Suzanne.

T: Ah ! bonjour, Suzanne !

If students are experiencing difficulty, restate the model, and ask the question again. Repeat several times if required, and try to avoid giving students the answer.

3. Play Animated Clip 1a, which presents the first mystery to be solved in the program as well as a model for new language. To introduce this activity, display VC 1 (un(e) détective) and VC 2 (un mystrère).Invite students to watch the short introductory sequence and to follow along. Use gestures to assist students in comprehending the verbs regardez and écoutez.

T: Regardez ! C’est un(e) détective. (Point to your eyes and display VC 1.)

- Regardez ! C’est un mystère. (Point to your eyes and display VC 2.)

- Maintenant, regardez le clip animé. Écoutez attentivement ! (Point to your eyes and then ears.)

Animated Clips: The animated clips, located on the DVD, are designed primarily to model language for the student. Additionally, they provide the teacher and the students with another “French voice” in the classroom. This unique component allows students to be exposed to not only the language model their teacher provides, but also a language model from another source that is both motivating and interesting. As such, this component has been crafted with extra care to deliver animated visual support for all new language, using a script designed to be simple yet entertaining. As a lesson-starter and a model for new language, and to avoid “over-preparing” for this introduction activity, the pre-viewing stage for all animated clips is limited in Level 1.

Assessment: You may wish to use TR page xi (Teacher Observation Sheet for this case) to assess students on the Communication Goals, and the more specific “I can” statements, for this mystery case. Critical opportunities for teacher observation occur during the Interaction phase of Lessons 1–4 and in the Collaborative Oral Reading and Post-Reading Phases of Lessons 6–7.

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44

notes

• TR p. xi

• mascot

• Animated Clip 1a

• VC 1 (un(e) détective)

• VC 2 (un mystère)

• Animated Clip 1b

• VC 3 (les cercles qui tournent en sens inverse)

• SC 3 (Écoutez attentivement !)

• SC 4 (Regardez les gestes !)


materiaLs

Case 1 Lesson 1


Replay Animated Clip 1a, and pause the clip at the end where the title of the mystery (Le cas de Détective X) appears on the screen. Inform students that this is the title of the mystery and remind them that they will be solving a mystery in their French class. Use gestures to assist students with comprehension.

T: Maintenant, regardez le clip animé une deuxième fois. (Point to your eyes and hold up two fingers.)

T: Écoutez attentivement ! (Point to your ears.)

T: Ah ! regardez… c’est un titre ! Le cas de Détective X ! C’est un mystère. (Display VC 1 and VC 2.)

animateD CLiP 1aSCRIPT

Le cas de Détective X : Introduction

Other student detectives: Bonjour ! Bonjour ! Bonjour !

Luc: Bonjour !

Door: Comment t’appelles-tu ?

Luc: Je m’appelle L... T... !

Dog: Wouf ! Wouf !

Door: Comment t’appelles-tu ?

Luc: Je m’appelle L... T... !

Dog: Wouf ! Wouf ! Wouf !

Luc: Au revoir !

4. Continue by playing Animated Clip 1b several times.Have students watch and listen to the scenario, which serves as a model for new language. Continue to use a few selected gestures to facilitate comprehension.

T: Regardez le clip animé. (Point to your eyes.)


animateD CLiP 1bSCRIPT

Je m’appelle…

Julie: Bonjour ! Je m’appelle Julie Fortin. Comment t’appelles-tu ?

Mamadou: Bonjour ! Je m’appelle Mamadou Diouf.

Amina: Bonjour ! Je m’appelle Amina Alami. Comment t’appelles-tu ?

Lucien: Bonjour ! Je m’appelle Lucien Fournier.

Nicole: Bonjour ! Je m’appelle Nicole Leduc. Comment t’appelles-tu ?

Célina: Bonjour ! Je m’appelle Célina Dorival.

Sophie: Bonjour ! Je m’appelle Sophie Cardinal.

Madame Bellehumeur: Bonjour ! Je m’appelle madame Bellehumeur. Et voici Hugo.

5. Replay Animated Clip 1b, and pause before each student in the clip provides his or her name. Provide the name for a few of the students in the clip; then ask a few volunteers to provide any names that they can recall.

T: Je m’appelle… (Pause clip.) Julie !

- Je m’appelle… (Pause clip.) Mamadou !

- Je m’appelle… (Pause clip.)

S1: Nicole.

moDeLLeD oraL usage 6. Model a greeting similar to what was featured on the

animated clip. You may wish to lead the modelling yourself, or use the program mascot. Display the program mascot if you have chosen to do so, and model a conversation that includes greeting the mascot and asking for its name. Then, have the mascot lead similar conversations with students in the class.

To facilitate comprehension of je and tu, point to yourself and then to the mascot when modelling the conversation. Have the mascot point to a student when he asks his or her name.

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Lesson # Case #

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Lesson 1 Case 1


moDeL ConversationT: Bonjour ! (Display mascot.)

M: Bonjour !

T: Je m’appelle monsieur Brown. Comment t’appelles-tu ?

M: Je m’appelle Hugo.

M: Bonjour ! (Mascot approaches a student.)

S1: Bonjour !

M: Je m’appelle Hugo. Comment t’appelles-tu ?

S1: Je m’appelle Sean.

M: Bonjour, Sean ! Je m’appelle Hugo. Comment t’appelles-tu ? (Mascot approaches a second student.)

S2: Bonjour, Hugo ! Je m’appelle Judith.

At the end of the conversation, wave and say Au revoir !, or have the mascot say, Au revoir !

7. Using gestures, invite a student volunteer to come to the front of the class. Model the conversation again with the mascot. Then, invite the student volunteer to take your place by modelling the conversation for the class, using the mascot. At the end of the conversation, have the mascot say Au revoir ! and wave to the student. Repeat the procedure with a few other volunteers.

T: Sam, viens ici, s’il te plaît. (Use hand gestures to invite volunteer to come to front.)

T: Écoutez attentivement ! (Point to your ears, and then model the conversation for Sam and the class.)

8. Invite students to work with a partner to practise the conversation.

moDeL Conversation S1: Bonjour !

S2: Bonjour !

S1: Je m’appelle Paula. Comment t’appelles-tu ?

S2: Je m’appelle Ben.

S1: Au revoir, Ben !

S2: Au revoir, Paula !

interaCtion 9. Invite the class to play Inside-Outside Circle. Divide

the class into two groups. Invite the first group to form a small “inside” circle and face outward; invite the second group to form the “outside” circle and face inward so that each student is facing another student. Invite students to have a conversation with the person they are facing. Once one exchange has taken place, have the inside or the outside circle rotate to the right or the left so that students are facing a new classmate. Follow the same procedure until the circle exchange is complete.

Before playing the game, model the conversation with a few volunteers. To assist you in describing the activity to the class, use VC 3.

T: Écoutez attentivement ! Regardez les gestes ! (Use gestures such as pointing to your ears and holding up hands. You may wish to use SC 3 and SC 4.)

T: Formez deux cercles. (Use gestures such as drawing a circle in the air and holding up two fingers.)

moDeL Conversation S1: Bonjour !

S2: Bonjour !

S1: Je m’appelle Peter. Comment t’appelles-tu ?

S2: Je m’appelle Brad.

S1: Au revoir, Brad !

S2: Au revoir, Peter !

reFLeCtion 10. Return the My Language Portfolio to the students.

Allow the class time to read the “I can” statements in the My Biography section for this case. Invite students to check off the ones that they can already do, if applicable.

T: Regardez les pages 6 à 9. Examinez les phrases qui commencent par “I can.” Cochez les bonnes phrases.

At the end of this activity, collect each student’s My Language Portfolio for use in Lesson 4.

Case # Lesson #

66

Case 1 Lesson 1


Working on the Case

moDeLLeD oraL re-usage 1. Start the class by greeting the mascot. Then

encourage each student to greet the mascot. Next, have a student take your place by using the mascot. Time will not allow for the whole class to participate in this activity, but it should provide an opportunity for a number of students to get involved in the conversation.

moDeL ConversationM: Bonjour !

T: Bonjour !


T: Je m’appelle monsieur Brown !

M: Au revoir, monsieur Brown !

T: Au revoir, Hugo !

Alternatively, you may wish to have the mascot greet students by trying to remember their names, making mistakes for some of them, and greeting others correctly. Have the mascot cough or sneeze when a student repeats a name, mirroring Animated Clip 1a, where the barking dog interferes when the detective says his name.

2. Replay Animated Clip 1a. Replay the first half of the clip several times without sound. Pause the clip at the first instance where a student detective is greeting another. Remind students what the detectives are saying by providing the greeting. Continue the clip, and pause again at a detective. Using gestures, encourage individual students to provide the greeting.


T: Bonjour ! (Point to the detective’s mouth on the screen. Then, point to another detective’s mouth and look to the class for what the detective is saying.)

S1: Bonjour !

T: Regardez les gestes ! (Point to the detective on the screen when he waves good-bye.)

moDeLLeD oraL usage 3. Replay the beginning of Animated Clip 1a, and take

a brief moment to point out some common school-related objects shown in the clip, such as the school bus, which is featured in the activity below. Provide the new word for students; then ask selected students to recall the word, using a complete sentence.

T: Regardez bien ! Qu’est-ce que c’est ? C’est un autobus. (Point to your eyes; then point to the school bus on screen.)

T: Qu’est-ce que c’est ?

S1: C’est un autobus.

4. Continue the animated clip. Pause where the door is asking for the detective’s name. Using gestures, invite students to identify what the door is asking. When a student responds with the correct answer, have the mascot approach the student and ask for his or her name.

T: Regardez bien ! Comment…? (Point to your eyes and then to the door on the screen.)

S1: Comment t’appelles-tu ?

T: Oui, c’est exact !


S1: Je m’appelle Sam.

5. Take a few moments to circulate around the classroom with the mascot to greet any remaining students you did not approach in step 1. Then, using gestures, invite student volunteers to greet other students, using the mascot.

• mascot


• 7 chairs


• SC 3 (Écoutez attentivement !)

• SC 4 (Regardez les gestes !)

Lesson 2

7

Lesson # Case #

7

materiaLs

Lesson 2 Case 1


T: Sandra, lève-toi, s’il te plaît. Viens ici ! (Give student the mascot.)

moDeL ConversationM/S1: Je m’appelle Hugo. Comment t’appelles-tu ?

S2: Je m’appelle Dylan.

T: Merci, Sandra, assieds-toi.

interaCtion 6. In preparation for the school bus activity below,

called L’autobus, arrange a chair at the side of the class to represent the bus driver’s seat, with six chairs behind it, organized in pairs. As you display VC 4 (un autobus), inform students that this arrangement of chairs represents a school bus.

Throughout the activity, remind individual students of two key listening strategies by repeating them at appropriate intervals: Regardez les gestes ! and Écoutez attentivement ! Use gestures to assist in comprehension and display the strategy cards provided (SC 3 and SC 4).

7. Invite six students to line up behind the front chair. Take this opportunity to introduce three key actions for classroom activities: Viens ici ! ; Assieds-toi ! and Lève-toi ! Sit in the front chair, and remind students again that it is a school bus. Mime actions for driving, with sound effects, and then come to a halt. Greet each student, and motion for each of them to take a seat. Once all six are sitting down, mime driving the bus and then stopping to indicate that they have arrived at the destination. Motion for students to get up and leave, and then say goodbye. Repeat the procedure with another group of six until all students have participated.

T: Qu’est-ce que c’est ? (Point to VC 4.)

S1: C’est un autobus.

T: Ici, c’est un autobus. (Point to chair arrangement.)

T: Suzanne, lève-toi, s’il te plaît. Viens ici ! (Motion to each student to get up and come towards you.)

T: Écoutez attentivement ! (to whole class) Bonjour ! Comment t’appelles-tu ? (to one student)

S1: Bonjour ! Je m’appelle Suzanne.

(Greet each student, and gesture to him or her to take a seat.)

T: Bonjour, Suzanne ! Assieds-toi, s’il te plaît, Suzanne.

(Repeat with the five remaining students.)

T: Regardez les gestes ! (Mime driving and stopping the school bus.)

(Motion to each student to stand and leave.)

T: Suzanne, lève-toi, s’il te plaît. Au revoir, Suzanne ! (Repeat with the five remaining students.)

8. After a few groups have participated, invite student volunteers to play the role of the school bus driver and use gestures to communicate. You may also invite the students to participate in L’autobus activity in pairs.

As an alternate activity, you may wish to model the following: hold out one hand flat, palm facing up. With the other hand, make a “little person,” by using fingers for legs. Then have the mascot call out an action, like Viens ici !, and have the little person walk across the palm of your hand towards you. Have the mascot say, Assieds-toi !, and make the little person sit down on the palm of your hand. Have the mascot say, Lève-toi !, and make the little person get up. Once the three actions have been modelled several times, organize the students into pairs, and have one student call out the actions for his or her partner.

Case # Lesson #

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Case 1 Lesson 2


Lesson 3 • SC 3 (Écoutez attentivement !) and SC 4 (Regardez les gestes !)


• Audio Track 1

• mascot

• Audio Track 2

• VCs 5-17 (the alphabet)moDeLLeD oraL re-usage 1. Have students form two groups to review the

material from previous lessons. Invite groups to form two lines, similar to what one sees at the end of a baseball game. Invite students in one line to greet each student in the other line, one by one. Stand at the front of one line and model the greeting. Remind students to watch for gestures as you “high five” the student volunteer. Model (or use the mascot to model) the conversation first for the class after inviting the student volunteer to stand up and come over to you.

T: Regardez les gestes ! Écoutez attentivement ! (Point to your eyes and then your ears. You may wish to use SC 3 and SC 4.)

T: Paige, lève-toi, s’il te plaît. Viens ici ! (Point to student volunteer and motion for him or her to approach you.)

moDeL ConversationT: Bonjour, je m’appelle monsieur Brown. Comment t’appelles-tu ? (Shake the hand of the student volunteer.)

S1: Bonjour, monsieur Brown. Je m’appelle Paige.

(Once the model conversation is complete, invite the student to sit down.)

T: Merci, Paige. Assieds-toi, s’il te plaît. (Motion student to sit down.)

T: Au revoir, Paige ! (Wave good-bye.)

S1: Au revoir, monsieur Brown !

moDeLLeD oraL usage 2. Replay the end of Animated Clip 1a, and pause the

clip when the student ID card is shown. Remind students that they have a mystery to solve as you point to the mysterious name on the student ID card.

T: Regardez bien ! Voici des lettres. Et ici, il n’y a pas de lettres. Comment s’appelle le détective ? Quel est son nom ? C’est un mystère ! (Point to the student ID card on the screen.)

3. Invite students to repeat the complete alphabet in French. Play Audio Track 1, in which the complete alphabet is provided. Invite students to follow along as they repeat the alphabet in French several times.

You may wish to display VCs 5-17 (the alphabet) if some of your students are experiencing difficulties. Leave the cards displayed for student reference.

4. Invite the class to guess whose name you are spelling in French. Start by writing your name on the board, and then spell it out loud for the class. Then, select some student names and spell these names out loud, or have the mascot spell the names.

T: Je m’appelle Bill. Voici mon nom. J’épelle mon nom : B-I-L-L. (Write your name on the board.)

T: S-U-Z-A-N-N-E. Qui est-ce ? (Spell a student’s name out loud. Ask another student to identify it.)

S1: C’est Suzanne !

Since the « u » sound will be a focus of this case, you may wish to select students who have this sound in their name. Invite a few volunteers to try spelling their name aloud for the class. Select students with simple names from a “sound” point of view.

interaCtion 5. Display the mascot, and model the conversation

below. Invite the mascot to write the letters of his name on the board as he spells his name aloud. Note that « u » is the sound focus for this case.

moDeL ConversationM: Bonjour !

T: Bonjour ! Comment t’appelles-tu ?

M: Je m’appelle Hugo.

T: Pardon ? (Place hand at your ear.)

M: Je m’appelle Hugo ! H-U-G-O ! HUUUGO ! (Write his name on the board.)

T: Ah ! H-U-U-U-G-O ! Merci, Hugo. Au revoir !

9

Lesson # Case #

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materiaLs

Lesson 3 Case 1


To provide further practice for the « u » sound, you may wish to repeat examples of words that students know. For example, Lucien, Julie, madame Bellehumeur. Invite student volunteers to come to the front of the class and conduct a similar conversation with the program mascot, playing the teacher’s role in the conversation.

oraL ProDuCtion 6. Inform students that they will be listening to an

alphabet chant. Play the chant on Audio Track 2 several times; then invite students to sing along. You may wish to display VCs 5-17 (the alphabet), and point to each letter as it is mentioned in the chant.

T: Écoutez attentivement !

- Chantez l’alphabet, tout le monde !

auDio traCk 2Les lettres de l’alphabet

Voici l’alphabet français :

A (A)

B (B)

C (C)

D (D)

E (E)

F (F)

G (G)

H (H)

I (I)

J (J)

K (K)

L (L)

M (M)

N (N)

O (O)

P (P)

Q (Q)

R (R)

S (S)

T (T)

U (U)

V (V)

W (W)

X (X)

Y (Y)

Z (Z)

Case # Lesson #

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Case 1 Lesson 3


Lesson 4 • Audio Tracks 2-4


• VCs 5-17 (l’alphabet)


moDeLLeD oraL re-usage 1. Replay Audio Track 2, and have students sing

along. You may wish to encourage students to create their own actions to accompany the chant.

T: Chantez Les lettres de l’alphabet !

- Pensez à des gestes pour chaque lettre.

2. Replay the end of Animated Clip 1a. As you point to the missing letters on the student ID card, remind students that they are also detectives and that they have a mystery to solve.

T: Toi, tu es détective aussi et toi aussi. (Point to individuals in the classroom.)

T: Regardez bien ! Voici des lettres. Et ici, il n’y a pas de lettres.

(Point to the student ID card on the animated clip.)

T: Comment s’appelle le détective ? C’est un mystère !

moDeLLeD oraL usage 3. Play Audio Track 3. Play the song several times, and

invite students to sing along.

Divide the class into two groups, and have one group ask the questions while the other group provides the answers.

T: Écoutez attentivement et chantez la chanson !

AUDIO TRACk 3

Détective X (chanson)

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z !

Détective X

Groupe : Où est A ? (bis)

Amina : Voici A. Je m’appelle Amina. (bis)

Groupe : Où est C ? (bis)

Célina : Voici C. Je m’appelle Célina. (bis)

Groupe : Où est J ? (bis)

Julie : Voici J. Je m’appelle Julie. (bis)

Groupe : Où est L ? (bis)

Lucien : Voici L. Je m’appelle Lucien. (bis)

Groupe : Où est M ? (bis)

Mamadou : Voici M. Je m’appelle Mamadou. (bis)

Groupe : Où est N ? (bis)

Nicole : Voici N. Je m’appelle Nicole. (bis)

Groupe : Où est S ? (bis)

Sophie : Voici S. Je m’appelle Sophie. (bis)

Groupe : Détective X, comment t’appelles-tu ? (bis)

Détective X : Je m’appelle…(Luc Têtu).

An instrumental version of this song is provided on Audio Track 4.

interaCtion 4. Have students play the Loop Game using VCs

5-17, the visual cards of the alphabet. Distribute an alphabet card to each student. Depending on the number of students in your class, you may wish to give some students two alphabet cards. Start the game by displaying the letter A and naming it. Then, ask for the letter B. Invite the student with that letter to come to the front of the class to continue the alphabet line. Invite the student with the letter B to ask for the letter C and so on, until a complete alphabet line is formed.

11

Lesson # Case #

11

materiaLs

Lesson 4 Case 1


T: Voici la lettre A. Où est la lettre B ?

S1: Voici la lettre B. Où est la lettre C ?

S2: Voici la lettre C. Où est la lettre D ?

5. Once the alphabet is complete, replay Audio Track 2. Invite the class to sing the alphabet. You may also wish to ask individual volunteers to say or sing the alphabet. If the volunteer has difficulty, have the student standing next to him or her provide assistance.

T: Chantez l’alphabet français.

If students experience difficulty with the alphabet, write the next letter of the alphabet on the corner of each card, e.g., on alphabet card A, write B on the lower corner to serve as a cue for the student when saying, Où est la lettre _ ?


Have students turn to pages 6-7 and check off the statements that they can do at this stage in the case. They may not be able to check off all of the statements on these pages at this point in time and should be given the opportunity to return to them at the end of the case. Collect each student’s My Language Portfolio, and store it for use at the end of the case.

T: Cochez les bonnes phrases.

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Lesson 4 Case 1

©2013 RK Publishing Club mystère 1 Case 1 Lesson 5

• mascot

• Animated Clip 1

• 7 chairs




• RM 6


materiaLs

moDeLLeD oraL re-usage 1. Have students form a circle to play Turn Toss. You

may wish to roll up a piece of paper into a ball, or use a bean bag or the program mascot. Play music, e.g., the Détective X song, in the background as you play the game. Start the game by reviewing greetings. Catch the eye of a student and toss out the paper ball, bean bag, or mascot to the student. Ask for his or her name; then invite the student to answer. Invite this student to toss the object to another student and ask for his or her name, and so on. When you stop the music, the student holding the object has to try to spell out his or her name. Model the game with a small group of students before playing it with the class.

T: Comment t’appelles-tu ? (Throw the object to a student.)

S1: Je m’appelle Alicia.

S1: Comment t’appelles-tu ? (Throws the object to another student.)

S2: Je m’appelle Tom.

S2: T-O-M.

As an alternative, call out a name, and have the student holding the object toss it to that student.

T: Où est Paul ?

S1: Voici Paul. (Throws the object to Paul.)

Pre-reaDing 2. Before opening the Anthology, inform students that

they will learn more about the people featured in the Détective X song. Remind students of the class of madame Bellehumeur, shown in Animated Clip 1b.

T: Maintenant, pensez aux élèves de la classe de madame Bellehumeur.

3. Display pages 2-3 in the Anthology. Introduce the Anthology as a reading component, and ask questions about the title of the reading. Point to your class, and then point to the French class on the Anthology pages. Say your name, and then say the name of the teacher in the Anthology. Point out the boys and girls on the spread.

T: Voici un livre. (Point to the book.)

T: Voici des textes. (Flip through the book.)

T: On va lire le livre. (Mime reading the book.)

T: La classe de madame Bellehumeur : Jour 1, c’est un titre. (Point to that title in the book.)

T: Ici, c’est la classe de monsieur Brown. (Point to you and your class.) Elle s’appelle madame Bellehumeur.

- Voici un garçon ! (Point to a boy in the text.)

T: Voici une fille ! (Point to a girl in the text.)

4. Point out the Canadian communities featured on pages 2-3 of the Anthology. Begin by identifying your community and then have Hugo identify his community. Point to each of the communities on the map. Then, explain to the class that the students in madame Bellehumeur’s class come from French-speaking communities across Canada.

Students may encounter some difficulty spelling their names, so you may wish to stop the music at a student whose name is easy to spell in French. To assist students, you may wish to display VCs 5-17 and prompt students by pointing to the next letter as they spell their names.

Lesson 5

13

Lesson # Case #

notes

• paper ball, bean bag,

or mascot

• Audio Track 3

• VCs 5-17


(optional)

• Anthology pp. 2-3

• Student Detective Sheet (SDS) 1

• Audio Track 5

• Audio Track 6

• VC 18 (un garçon)

• VC 19 (une fille)

materiaLs

Lesson 5 Case 1

©2013 RK PublishingClub mystère 1 Case 1 Lesson 5

T: Toronto est ma communauté. (Point to yourself.)

Hugo: Ma communauté est Toronto aussi !

T: Ma communauté est Toronto et sa communauté est Toronto aussi !

(Point to self, then to Hugo.)

T: Voici d’autres communautés. (Point to map.)

T: Voici Montréal. Voici Shédiac. Et voici Chéticamp.

- Voici les communautés d’origine des élèves de la classe de madame Bellehumeur. (Point to communities on map.)

T: Ce sont des communautés au Canada.

- Ce sont des communautés où on parle français.

reaDing 5. To provide further context for the reading on pages

2-3 of the Anthology, you may wish to distribute Student Detective Sheet (SDS) 1 to each student and read aloud the province and territory names. Invite students to colour the map, using a different colour for each province and territory. Alternatively, you may wish to play Audio Track 5.

T: Regardez la carte du Canada. Regardez les noms des provinces et les noms des territoires.

6. Provide a model by reading aloud, without interruption, the information, (student names and communities) featured in the class list on pages 2-3 of the Anthology. Encourage students to follow along carefully in their books, pointing to each French word with their finger or pencil.

T: Écoutez attentivement !

The content of Anthology pages 2-3 is provided on Audio Track 6 for your reference.

7. Read the information on pages 2-3 aloud a second time, and invite students to echo read in unison.

T: Lisez à haute voix !

Post-reaDing 8. Have students identify orally the names of the

students in the reading as belonging to a boy or girl. Begin by providing an example from the reading of a boy and a girl. Display VC 18 (un garçon). Have students provide examples of male names from the reading. Then repeat the procedure with VC 19 (une fille). As you say un garçon and une fille, emphasize the difference in pronunciation between un and une.

T: Mamadou est un garçon. (Point to him on Anthology pages 2-3. Display VC 18.)

T: Lucien est un garçon ou une fille ? (Point to him on Anthology pages 2-3.)

T: Comment s’appellent les autres garçons dans la classe de madame Bellehumeur ?

- Sophie est une fille. (Point to her on pages 2-3 of the Anthology, and display VC 19.)

T: Amina est un garçon ou une fille ? (Point to her on pages 2-3 of the Anthology.)

T: Comment s’appellent les autres filles dans la classe de madame Bellehumeur ?

At this stage, you may also wish to re-introduce the words un détective and une détective.

T: Sophie est une fille. Sophie est une détective dans la classe de madame Bellehumeur.

- Et Lucien? Lucien est un garçon. Lucien est un détective dans la classe de madame Bellehumeur.

14

Case 1 Lesson 5

materiaLs

moDeLLeD oraL re-usage 1. Replay Animated Clip 1b to review the names of

the students in the detective class. Remind students that this is the same class of students featured in the reading from the previous lesson. Pause the animated clip at the end where all the students are featured. Call out selected names and ask individual students to come to the front of the class and point to the appropriate student on the screen. You may wish to model the conversation using the mascot.

T: Écoutez attentivement ! Regardez ! Voici la classe de madame Bellehumeur. (Speaking to whole class.)

T: Où est Mamadou ?

- Sandra, lève-toi. Viens ici, s’il te plaît. Où est Mamadou ? (Speaking to one student.)

S1: Voici Mamadou. (Points to him on the screen)

T: Oui, c’est exact !

As an alternative, you can point to the male student on the animated clip and ask, Comment s’appelle-t-il ? Now, point to a female student and ask Comment s’appelle-t-elle ? Or, Comment s’appelle le garçon ? and Comment s’appelle la fille ?

2. Point to the three empty seats in the class photo on pages 2-3 of the Anthology, and remind students that there is a mystery to be solved. As you display SC 1 (Utlisez les indices !), remind students that detectives use clues to help them solve mysteries. Ask the class to identify the missing students in the class photo and the animated clip. Have them compare the students in the animated clip to the list of all the students in the class on pages 2-3 of the Anthology, in order to determine the names of the absent students. This is the first step in solving the mystery of Détective X.

You may wish to distribute a copy of SDS 2 to each student to assist in identifying the missing names.

T: Pour découvrir la solution à un mystère, les détectives utilisent des indices. Regardez bien ! (Point to empty chairs in class photo and on animated clip.)

T: Où sont les trois élèves ?

- Comment s’appellent les trois détectives qui ne sont pas là ? Regardez tous les noms dans la liste de noms et de communautés. (Point to the class list on page 3 of the Anthology.)

T: Écoutez les noms des élèves dans le clip animé. Quels noms sont dans la liste mais pas dans le clip animé ?

(Point to these names in the class list on pages 2-3 of the Anthology or distribute a copy of SDS 2 to each student.)

T: Oui, Laurent Tessier, Louise Tremblay et Luc Têtu dans le clip animé ?

3. Ask students to recall if the unidentified detective is a boy or a girl. You may wish to replay Animated Clip 1a if students are having difficulty recalling the gender of the detective.

T: Le Détective X, c’est une fille ou un garçon ?

S: C’est un garçon.

reaDing 4. Provide a model by reading pages 2-3 of the

Anthology again, encouraging students to follow along carefully. Inform students of the reading strategy, Regardez les images ! You may wish to use SC 5.

T: Écoutez attentivement ! Quand vous lisez, regardez les images. (Point to visuals on Anthology pages 2-3.)

Once you have completed the read aloud, ask some comprehension questions as you point to the illustrations.


• mascot


• Animated Clip 1a (optional)

• SDS 2

• SC 5 (Regardez les images !)

• SDS 3

Lesson 6 materiaLs

Case 1 Lesson 6

Club mystère 1 Case 1 Lesson 6©2013 RK Publishing 15

T: Quel est le titre de ce texte ? C’est La classe de madame Bellehumeur. (Point to title.)

T: Comment s’appelle-t-elle ? (Point to an illustration of a girl on the page.)

T: Comment s’appelle-t-il ? (Point to an illustration of a boy.)

You may wish to ask students some questions regarding communities.

T: Ma communauté est Toronto.

T: (Point to Hugo.) Sa communauté est Toronto. Hugo, quel est le nom de la communauté de Sophie ?

Hugo: Sa communauté est Saint-Boniface.

T: Quelle est la communauté de Mamadou ?

5. Read the information on pages 2-3 aloud a second time, and invite students to echo read in unison.

T: Et maintenant, répétez tous ensemble !

CoLLaborative oraL reaDing 6. Have students read with a partner. Invite partners to

take turns reading a page aloud to each other. Circulate around the room to assist with pronunciation.

T: Lisez les pages à votre partenaire. Votre partenaire écoute. Ensuite, changez de rôles.

Invite individual students to read aloud the information on Anthology pages 2-3.

Post-reaDing 7. Remind students that it is important to pronounce

words properly. Take the opportunity to examine the « u » vowel sound in French. Have students find words in the reading that contain that sound, e.g., Luc, Lucien, Têtu, Leduc. Then, invite students to say the word aloud, and invite the class to repeat the word, emphasizing the « u » sound. Have students note the alphabet letter, i.e., u, that corresponds to the sound. Have the class repeat again the words that they recognize from this case which contain the « u » sound.

T: C’est important de prononcer correctement.

- Est-ce qu’il y a un nom qui a le son « u » ? Identifie ce nom.

- Oui, c’est le nom Julie. Répétez le nom, s’il vous plaît.

If students offer the names Mamadou or Diouf as examples of the sound « u », take a moment to point out the difference between the sounds « u » and « ou ».

You may wish to distribute a copy of SDS 3 to each student, and review with them some of the oral differences in words such as, un versus une. As you repeat some of the examples on the page, use gestures to underscore the meaning of words such as je and tu as well.

Lesson 6 Case 1


• mascot

• Animated Clip 1

• 7 chairs




• RM 6


materiaLs

moDeLLeD oraL re-usage 1. Have students play a game of Simultaneous

Numbered Heads Together. Divide the class into groups of four. Assign a letter from A to D to each student in each group. Remind the class that each of madame Bellehumeur’s students comes from a French-speaking community in Canada. Distribute a copy of SDS 4 and a pre-cut copy of SDS 5 to each group. As you call out a student name on the map, invite groups to locate the name on the map and try to identify the name of the corresponding community. Allow time for groups to put their “heads together,” and call out a letter from A to D. The first person with the assigned letter who displays the appropriate community card and says the correct community name aloud wins the game. Model the activity with a group of student volunteers.

T: Les élèves de la classe de madame Bellehumeur viennent de communautés au Canada où on parle français.

- Écoutez attentivement ! Regardez les images ! Quelle est la communauté de Célina Dorival ?

- Les lettres A !

S1: Sa communauté est Montréal. (Student displays community card.)

Answer key for SDS 4

Amina Alami : Coquitlam

Julie Fortin : Bonnyville

Louise Tremblay : Gravelbourg

Sophie Cardinal : Saint-Boniface

Luc Têtu : Sudbury

Célina Dorival : Montréal

Mamadou Diouf : Shédiac

Nicole Leduc : Wellington

Lucien Fournier : Chéticamp

Laurent Tessier : Cap Saint-Georges

2. Replay Animated Clip 1a. Pause the clip at the end, when the student ID card is displayed. Have students identify the first letter in the first and last name of the detective. As you point to the student ID card, remind students that there is a mystery to be solved.

T: Regardez ! C’est un mystère ! (Point to the student ID card on the screen.)

T: Comment s’appelle le détective ? (Point to the letters in the name.)

3. Take a moment to review the communication strategies for this case: Écoutez attentivement ! ; Regardez les gestes ! and Regardez les images ! Have students try to recall these strategies as you display SCs 3-5.

T: Voici une stratégie : Écoutez attentivement ! (Display SC 3 and place hand to ear.)

Il y a d’autres stratégies ?

S1: Oui. Regardez les gestes !

T: Et pour la lecture ? (Mime reading.)

S2: Regardez les images !

Solving the Mystery 4. Distribute a copy of SDS 6 to each student. Have

students note that this sheet will help them solve the mystery.

Replay Animated Clip 1a. Pause at the title of the mystery displayed at the end of the clip.

(Point to the name of the mystery on the screen.)

T: Maintenant, on va découvrir comment s’appelle le Détective X.

Then, play Animated Clip 1b. Pause where the class is featured. Have students note that these are the same students that were featured in the reading from the previous lesson. Refer students to pages 2-3 of their Anthology. Have the class identify the three missing students from the detective class: Louise Tremblay, Laurent Tessier, and Luc Têtu.

• SDS 4

• SDS 5


• SCs 3-5

• SDS 6



• VC 18 (un garçon)

• VC 19 (une fille)

• Audio Track 3

• Audio Track 7

• SDS 7


Lesson 7 materiaLs

Club mystère 1 Case 1 Lesson 7©2013 RK Publishing 17

Case 1 Lesson 7

5. Have students record the names of the three detectives in step one of SDS 6.

(Point to number one on the sheet.)

T: Pour le numéro 1, écrivez le nom des trois détectives qui sont absents de la classe de madame Bellehumeur.

- Un de ces élèves est le Détective X.

6. As students refer to SDS 6, have them follow the next steps to solve the mystery. Ask students if the mystery detective was a boy or a girl, and have them write the correct answer for number 2. Display VCs 18 and 19 (un garçon, and une fille).

(Display VCs 18 and 19.) T: Le Détective X, c’est un garçon ou une fille ?

S1: C’est un garçon.

T: Oui, écrivez la réponse.

7. Invite students to return to step 1 of SDS 6, and have them eliminate the name of the female student by placing an X beside it.

T: Regardez le numéro 1. Le Détective X est un garçon. C’est Louise Tremblay ?

S1: Non, Louise est un nom de fille. (Point to her name on Anthology pages 2-3)

T: Alors, c’est Laurent Tessier ou Luc Têtu. (Point to their names in the Anthology.)

8. Replay the song in Audio Track 3: Détective X. Pause at the end where a question is asked. Point out to students that rhyme is often an important element in songs. Have students note that the second-last line ends in a « u » sound, which means that in order to rhyme, the mystery name in the last line must also end in a « u » sound. Help students to determine that the name of Détective X is Luc Têtu. Have students fill in the speech bubble in question 3 of SDS 6 to solve the mystery.

T: Écoutez attentivement la chanson. (Point to your ears.)

T: Comment t’appelles-tu ? (Pause after this question in the second-last line of the song.)

T: La rime est importante dans les chansons. Quel nom rime avec tu ? Laurent Tessier ou Luc Têtu ? (Point to names on Anthology pages 2-3.)

T: Oui ! Luc Têtu. Comment t’appelles-tu ? Je m’appelle Luc Têtu. Ça rime !

- Le nom du Détective X est Luc Têtu ! C’est la solution du mystère ! Répondez à la question numéro 3 avec la solution du mystère. (Point to question 3 on SDS 6.)

To confirm the solution to the mystery, play Audio Track 7, which includes the complete last line of the song, identifying the name of the mystery detective as Luc Têtu. The song lyrics are provided on SDS 7 for student reference.

Answer key for SDS 6

1. a) Laurent Tessier

b) Luc Têtu

c) Louise Tremblay

2. C’est un garçon.

3. Luc Têtu


Have the students turn to pages 8 and 9 to check off the statements that they can do. Take a moment to review all that students have done in this case. All “I can” statements for this case should now be checked off.

T: Cochez les bonnes phrases.

Lesson 7 Case 1


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