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CORE FRENCH RESOURCES

BRING LANGUAGE LEARNING TO LIFE

2021-2022 FSL CATALOGUE

WWW.EDITIONSCEC.COM


WE ARE CEC !

We are proud to present our 2021-2022 FSL Catalogue of Core French resources. Our catalogue features our two major programs: C’est parti ! for Grades 4-6, and Odyssée for Grades 7-8. It also includes our balanced literacy program Boomerang for Grades 4-8. C’est parti ! and Odyssée are completely aligned with the expectations of the Ontario 2013 Revised Core French Curriculum and are Trillium listed. Boomerang is a flexible supplementary resource that responds to the mandates of the Literacy and Numeracy Secretariat. It can easily be used independently or in conjunction with C’est parti ! and Odyssée. At CEC Publishing, we take great pride in our many years of FSL expertise. We offer a variety of resources in both print and digital formats that are sure to be a hit with teachers and students alike. Our programs focus on oral proficiency development, featuring engaging learning contexts with authentic situations. We use literacy-based strategies, action-oriented tasks, assessment tools, and multimedia content to effectively foster lifelong language learning. Founded in 1956, CEC quickly became a leader in the field of second language acquisition. Our commitment to high academic standards, creativity, and innovative solutions ensure that we meet and exceed all of your needs and expectations as FSL educators. Your CEC team is here to support you each and every day! To get more information on any of our resources or to schedule a visit at your school, please contact our dedicated FSL experts. They will be happy to answer any questions you may have and to assist you in choosing the resources that are right for you. Francine Duguay, Director of Sales and Marketing francine.duguay@ceceditions.com Phone: 1 800 363-0494 ext 372 Fax: 1 877 913-5920 or 514 351-3534


TABLE OF CONTENTS

GET DIGITAL myCECzone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

C’EST PARTI ! – JUNIOR CORE RESOURCE C’est parti ! – The Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 C’est parti ! 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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C’est parti ! 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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C’est parti ! 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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ODYSSÉE – INTERMEDIATE CORE RESOURCE Odyssée – The Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Odyssée 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Odyssée 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

BOOMERANG – JUNIOR AND INTERMEDIATE LITERACY Boomerang – The Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Boomerang 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Boomerang 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Boomerang 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Boomerang 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Boomerang 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Suggested Planning for Combined Grades . . . . . . . . . . . . . . . . . . . . . . . . . . 30 PROFESSIONAL LEARNING Beyond the Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Teach Me So I Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 My FSL Learning Environment: the Key to Success!. . . . . . . . . . . . . . . . . . . . 31 Let’s Talk: Lifelong Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 DICTIONARY New!

Le français en images, 2nd Edition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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GET DIGITAL

A STANDOUT DIGITAL PLATFORM Log in to your teacher account or create your account Enter activation codes for your selected titles Benefit from a range of tools and features to teach in person or remotely Enjoy constant access even without Internet by downloading to a computer or tablet Rely on the expertise of our pedagogical and technical support team

DIGITAL TOOLS TO BOOST LEARNING! Choose your preferred navigation and display modes to create compelling presentations Keep the class engaged by using the toolbar to annotate, zoom in, highlight difficult words, and add notes, links and your own documents for further learning Hide text to solicit predictions or to create a fill-in-the-blank dictation or writing activity Create a group, automatically generate student accounts and share your content, documents and instructions with them Provide oral instructions or have students read a text using the recording function Use the whiteboard as additional work space Respond to specific needs by incorporating speech synthesis software And much more!

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GET DIGITAL

YOUR BOOKSHELF: WELL-ORGANIZED AND EASY-TO-NAVIGATE

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JUNIOR CORE RESOURCE

C’EST PARTI !

THE MOST COMPLETE AND FLEXIBLE PROGRAM AVAILABLE! On the Trillium List

C’est parti ! 1-3 for Grades 4-6 is designed to help you meet and exceed the expectations of the Ontario 2013 Revised Core French Curriculum. It includes everything you need to ensure that your students love learning French. Created by elementary French teachers in Ontario, C’est parti ! presents authentic learning contexts and engaging situations and tasks to motivate your students to succeed.

MEET AND EXCEED CURRICULUM EXPECTATIONS • A strong emphasis on oral interaction to develop listening, speaking, reading, and writing skills • Provides multiple opportunities for spontaneous interaction and purposeful talk • Explicitly teaches language learning strategies • Allows you to set learning goals, co-create success criteria, and use achievement charts to promote self-directed learning • Promotes cultural awareness • The steps of the Gradual Release of Responsibility provide the scaffolding students need to use strategies independently

USE C’EST PARTI ! IN YOUR GRADES 4-6 FRENCH CLASSES AND BRING LANGUAGE LEARNING TO LIFE !

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JUNIOR CORE RESOURCE

PROGRAM COMPONENTS C’EST PARTI !

5 different units per grade level. Units can be purchased separately or together. For Students • Student Module, available in print or in digital format on MyCECZone: 1-year access

For Teachers • Teacher’s Resource Guide available in 2 options: - Hardcopy + 7-year online access - 7-year online access only New!

1-year teacher access to 30 digital student modules (with or without Teacher’s Resource Guide)

STUDENT MODULE • • • • • •

Engaging learning contexts Fun tasks to pique student interest A wide variety of text types Functional language that kids actually use Highly visual, vibrant and modern graphics Character development focus

TEACHER’S RESOURCE GUIDE – Teaching notes and tips

– DVD-ROM

• Differentiate instruction for various learning styles and combined classes • Showcase activities for visual, auditory, and kinesthetic learners • Scaffold using the Gradual Release of Responsibility • Assess for, as and of learning • Integrate CEFR criteria and the actionoriented approach

• Modifiable BLMs • Colour flash cards • Choreographed dances and digital exemplars for teacher and student modelling • Subtitled songs, reproducible lyrics, and listening activities • Bilingual student portfolio based on the CEFR – 7-year Web access to the program on

– Reproducible line masters • • • •

Activity sheets Anchor charts Graphic organizers Self-, peer- and teacher-assessment and evaluation tools • Tracking sheets for anecdotal observations • Rubrics FLIP THROUGH ONE OF THE MODULES ON OUR WEBSITE

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C’EST PARTI !

On the Trillium List

JE PARLE FRANÇAIS ! The context of this module is “back to school.” Students get ready to purchase their school supplies. They meet the teachers and get to know their school. CHARACTER DEVELOPMENT TRAIT

Responsibility

FINAL TASK

Students create a short profile or description of themselves to share with the class. STRATEGY

• Looking at photos and illustrations • Asking questions Boomerang 1 – Quelle fête !

MON ROBOT RESPECTUEUX ! This module focuses on respect and good manners. Students learn about greetings, cooperation, and being polite by creating a robot they will present to the class. CHARACTER DEVELOPMENT TRAIT

Respect

FINAL TASK

Students describe the robot’s physical features and good manners when they present their creation to the class. STRATEGY

• Making predictions • Associations Boomerang 1 – Ce n’est pas moi !

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UNE CULTURE À CÉLÉBRER ! The theme for this module is celebrations, festivals, and FrancoOntarian culture. Students learn about some Ontario festivals and celebrations (Winterlude, La nuit sur l’étang, and the Festival franco-ontarien). CHARACTER DEVELOPMENT TRAIT

Appreciation

C’EST PARTI !

FINAL TASK

Students compare their favourite celebration (festivities associated with their culture, e.g. Chinese New Year or birthday celebrations) with one of the Franco-Ontarian celebrations presented in the module. STRATEGY

• Looking for cognates • Listening carefully Boomerang 1 – Au revoir, Lola !

MYSTÈRE ! The theme for this module is investigation. As detectives, students solve a mystery by asking questions about suspects and locations. CHARACTER DEVELOPMENT TRAIT

Accomplishment – Creativity

FINAL TASK

Students create a sketch or a puppet show about the suspects and culprit to demonstrate how the mystery was solved. STRATEGY

• Associations • Using models Boomerang 1 – Une bonne photo de classe !

PRENDS SOIN DE MOI ! This module features animals. Students learn about animals that need to be cared for like endangered species as well as those that care for human beings like service animals. CHARACTER DEVELOPMENT TRAIT

Compassion

FINAL TASK

Students choose an animal and present it by describing what it likes to eat or do and its various traits. STRATEGY

• Identifying important ideas • Thinking about a subject and about personal experiences Boomerang 1 – Est-ce que tu me connais ?

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C’EST PARTI !

On the Trillium List

MON CANADA ! This unit highlights respect and pride for our country. Students discuss symbols that identify us as Canadians, including images on our Canadian coins and bills, and activities such as hockey, our national sport. They learn about a Huron village in Quebec and the symbols of the First Nations CHARACTER DEVELOPMENT TRAIT

Respect – Integrity

FINAL TASK

Students create a symbol that identifies their school.. STRATEGY

• Looking at photos and illustrations • Reading between the lines Boomerang 2 – Le fort de Liam

LA BELLE PROVINCE In this unit, students study the many facets of citizenship. They discover the foundations of a community.They explore professions and points of interest, and use directions to find themselves on a map, while becoming familiar with la belle province and its communities from North to South. They study the weather and clothes during the four seasons and talk about their activities. CHARACTER DEVELOPMENT TRAIT

Citizenship

FINAL TASK

Students present a rich description of a community of their choice.. STRATEGY

• Making predictions • Identifying important ideas Boomerang 2 – La journée de Charlie 8


QUE C’EST BON ! In this unit, students learn to appreciate food and make healthy choices. Through a variety of engaging texts, students learn to make tacos, read a menu, and order in a restaurant. CHARACTER DEVELOPMENT TRAIT

Appreciation

FINAL TASK

C’EST PARTI !

Students create an ideal menu that would encourage their friends to eat in their new restaurant and they role-play a restaurant scene in small groups. A perfect opportunity for a restaurant field trip! Une journée de classe dans un restaurant! STRATEGY

• Using models • Grouping words or ideas together Boomerang 2 – Qu’est-ce que tu vois ?

ÉCOLOS ! Responsibility for the environment is paramount in our society. In this unit, students learn to Reduce, Reuse, and Recycle. They engage in an initiative to look after the environment in their community and they invite their friends to help through a series of engaging activities and authentic texts. CHARACTER DEVELOPMENT TRAIT

Responsibility

FINAL TASK

Students work in small groups to create an initiative in the school to show respect for the environment. STRATEGY

• Imagining something • Thinking about a subject and about personal experiences Boomerang 2 – Mission possible !

TOI ET MOI ! Integrity is what makes us who we are. In this unit, students learn to describe their qualities, their intelligences, and their challenges. They determine what they can do with these qualities in order to better understand their friends and to stand up for what they believe in. They are introduced to prominent Francophones who have made a difference. CHARACTER DEVELOPMENT TRAIT

Integrity

FINAL TASK

Students write a motivational speech and after conducting an interview, they present a friend to the class. STRATEGY

• Using context to help with understanding • Associations Boomerang 2 – Qui est ton héros ?

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C’EST PARTI !

On the Trillium List

EURÊKA ! As students create an invention, they plan out the steps to present it at a conference for inventors. They create a flyer and logo and learn how to follow steps to accomplish their tasks. Along the way, they learn how to provide good, respectful feedback to their peers. CHARACTER DEVELOPMENT TRAIT

Creativity

FINAL TASK

Students create an invention that will make their lives easier and present it to the class. STRATEGY

• Grouping words or ideas together • Giving and receiving feedback Boomerang 3 – Clic !

JE VEUX, JE PEUX ! Students learn about the importance of setting goals and developing an action plan in order to be successful. They explore favourite hobbies and pastimes including sports and the arts and discuss the importance of being motivated and committed to their tasks. CHARACTER DEVELOPMENT TRAIT

Perseverance – Commitment

FINAL TASK

Students write and present a motivational speech to showcase what they are passionate about and motivate others to stay committed to their goals. STRATEGY

• Using models • Imagining something Boomerang 3 – Repousse tes limites ! 10


D’UN OCÉAN À L’AUTRE Students learn how various Francophone cultural groups across Canada — including those in Acadia, Western and Northern Canada — celebrate their French heritage. CHARACTER DEVELOPMENT TRAIT

Citizenship-Appreciation

FINAL TASK

C’EST PARTI !

Students create their own cultural festival to showcase their personal cultural heritage using what they have learned as models. They prepare a map of the festival grounds, determine events that will take place, decide on food kiosks, and present the festival to the class. STRATEGY

• Associations • Using a graphic organizer to explain ideas Boomerang 3 – Nous sommes uniques !

ORIGINAL ET GÉNIAL ! Students learn to connect with their peers and to value diversity and differences. They discuss people who think outside the box to make their mark on society. CHARACTER DEVELOPMENT TRAIT

Respect

FINAL TASK

Students create a magazine to showcase respect for people’s differences and show it to classmates and visiting parents. STRATEGY

• Identifying the main idea • Making use of resources when in need of help Boomerang 3 – La forêt du Grand Ours

COMPLÈTEMENT TECHNO ! Students explore the world of technology as they are exposed to a variety of technology-based presentation formats. They write a persuasive report identifying why they “need” a cell phone. CHARACTER DEVELOPMENT TRAIT

Accomplishment

FINAL TASK

Students use technology to create a visual representation designed to showcase themselves, their friends, and their school. STRATEGY

• Identifying steps in order to organize work • Brainstorming ideas before writing a text Boomerang 3 – Max et ses amis

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INTERMEDIATE CORE RESOURCE

CONTINUE THE JOURNEY TO LIFELONG LANGUAGE LEARNING

On the Trillium List

ODYSSÉE

Meet and exceed the Big Ideas and Expectations of the Ontario 2013 Revised Core French Curriculum with Odyssée, our strategy-based, action-oriented program, integrating oral interaction with reading and writing. Continue the journey begun with the bestselling Grades 4-6 series, C’est parti !, written by French teachers in Ontario, and lead your students to become tomorrow’s global citizens.

GET YOUR STUDENTS SPEAKING FRENCH AND HAVING FUN Engaging and authentic learning contexts, cultural and intercultural opportunities, and relevant activities that reflect the realities of young teens • Provides multiple possibilities for active student engagement • Uses the development of oral communication skills as the springboard for reading and writing • Places emphasis on the Gradual Release of Responsibility to ensure student success • Stresses the importance of scaffolding to meet the needs of all students • Provides self-, peer-, and teacher-assessment and evaluation tools for reflection, self-directed learning, and support for next steps • Links to the principles of the Common European Framework of Reference (CEFR)

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INTERMEDIATE CORE RESOURCE

PROGRAM COMPONENTS

4 different units per grade level. Units can be purchased separately or together. For Students • Student Module, available in print or in digital format on myCECZone: 1-year access

For Teachers

New!

ODYSSÉE

• Teacher’s Resource Guide available in 2 options: - Hardcopy + 7-year online access - 7-year online access only 1-year teacher access to 30 digital student modules (with or without Teacher’s Resource Guide)

TEACHER’S RESOURCE GUIDE INCLUDES: • A practical introduction to the pedagogy behind the resource • Overviews for long-range and short-term planning • Detailed teaching and learning cycles and structured lessons • Helpful tips and suggestions • A wide selection of reproducible line masters

• BLMs include activity sheets, graphic organizers, anchor charts, assessment and evaluation tools • A CEFR-based student portfolio • 7-year Web access to the resources including interactive e-books with embedded BLMs, audio, video, and Interactive Whiteboard activities

MYCECZONE Discover our teaching and learning technology and wire your FSL classroom for success! (Turn to pages 2 and 3 for more information.)

FLIP THROUGH ONE OF THE MODULES ON OUR WEBSITE

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On the Trillium List

J’ACHÈTE... OU PAS ? This unit focuses on consumerism and the influence of advertising on our lives. Students choose a pastime that appeals to them and use the modelling in the module to guide their activities. They discuss their needs and wants in terms of their chosen pastime, and consider what to purchase for their new hobby. They learn about ways students of their age might make money to make their purchases, and the importance of budgeting.

ODYSSÉE

PRACTICAL APPLICATIONS

Students learn how to be responsible consumers. They learn how to prepare a budget to make purchases for their hobby, and the importance of finding part-time jobs to help pay the expenses for their pastimes. CULTURAL REGION

Students increase their knowledge of Haiti in this unit. FINAL TASK

Students choose a pastime and make a list of items required to enjoy their new hobby. They prepare an oral or a written presentation to showcase their hobbies, their needs and wants, their budgets, and the part-time jobs they might choose to do to help fund their expenses.

Boomerang 4 – Vive les sports !

SUR MON ÉCRAN This unit focuses on the screens in our lives. Students are exposed to electronic invitations, texting, and geocaching. They learn how to write a review of something they might have seen or heard on a screen – a song, a video or a film. Following step-by-step models, students learn how to identify and describe the main elements of their review. Finally, they assign an appropriate number of stars to the production. PRACTICAL APPLICATIONS

Students think critically about how screen content can not only entertain but also harm them. CULTURAL REGION

Students learn about geocaching in Martinique, a tourist attraction that helps visitors discover this Caribbean island. FINAL TASK

Students write a review of a song, a video or a film. They present it orally through a webcast or in writing to the class and the teacher.

Boomerang 4 – Le cinéma

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SCIENCES EN FOLIE ! In this unit, students are exposed to simple, scientific concepts related to their daily lives. This is an engaging unit that puts the emphasis on critical and creative thinking and gives the students numerous opportunities not only to discuss the What of science around them, but also the What for. The unit provides numerous opportunities for authentic interaction about the world around us.

CULTURAL REGION

Students are exposed to the protected Amazonian rainforest of French Guyana and its creatures. FINAL TASK

Students formulate a hypothesis for an experiment they might conduct, define what they could expect to prove, and present possible findings by means of a video or written presentation.

Boomerang 4 – Bon appétit !

UNE EXCURSION EN FAMILLE A family is planning an RV trip to the francophone areas of the United States. They decide on what they will need to bring and explain their choices. They tour Louisiana’s bayous and visit Lafayette, the French capital of the state. At the end of their trip, the young girl in the story posts photos to her blog that she took along the way. PRACTICAL APPLICATIONS

Students’ French experience leads them to an authentic situation outside the classroom as they talk about planning the best trip ever! CULTURAL REGION

Students discover francophone regions within the US, and learn about how the proud Francophones in Louisiana have worked to maintain their French heritage. FINAL TASK

Students plan a trip they might take with their families. They prepare an itinerary, a list of things to bring, fun activities to do, and present these to the class.

Boomerang 5 – Voyages dans la francophonie

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ODYSSÉE

PRACTICAL APPLICATIONS

Students consider simple scientific concepts they observe around them, e.g., why paint is thick and nail polish thin, how our senses help us “see” the world around us, and even how to prepare molecular foods, the cuisine of the future!


On the Trillium List

AVENTURES EXTRÊMES In this unit, students read a short adventure story. They discuss the characters, the setting, and the events leading up to the dénouement. This unit is an excellent literacy unit, as it provides an easy-to-follow model for students to create their own story, something they can take great pride in. They will find that writing a story is easy when they follow the well-prepared steps. PRACTICAL APPLICATIONS

ODYSSÉE

Students use the modelled adventure story to discuss situations that might arise during an innocent walk through a mountainous region, the importance of first responders to support adventurers, and the actions they can take to help others. CULTURAL REGION

We are introduced to tourist attractions in France, specifically Gréolières, a village in the South of France that caters to tourists looking for adventure. FINAL TASK

Students prepare an adventure story, either by following a writing template or by storyboarding it. They take part in story-telling sessions by telling their stories to the class.

Boomerang 5 –Voyages dans la francophonie

C’EST MA VIE ! In this unit, students consider who they are, their likes and dislikes, and their plans for the future. They read a genealogy chart dating back several hundred years, talk about someone in their family they respect, and identify their personal strengths and weaknesses. The unit is divided into three overlapping sections: D’où viens-je ? Qui suis-je ? and Où vais-je ? PRACTICAL APPLICATIONS

Students consider all the elements that make them unique: their origins, their traits, and their plans for the future. They think critically about what they do, why they do it, and how their actions define them. This unit provides students with an opportunity to really get to know their classmates. CULTURAL REGION

In this unit, students learn about Belgium, its history, and its international place in the world. FINAL TASK

Students choose six subjects that help them answer the unit question: Qui suis-je ? They create a personal cube or scrapbook to describe themselves. Finally, they write up an explanation of each element and present it to the class orally or in writing.

Boomerang 5 – En avant la musique ! 16


TROUVE TA CAUSE !

ODYSSÉE

This unit focuses on ways students can support causes that are important to them. They consider the importance of working together to raise money for these causes and convince their friends to help. Along the way, they learn the language they need to convince friends to join the cause, write radio jingles related to volunteering, and discuss various activities they can do to support a cause. This unit on volunteering brings the Me to We campaign to life in the French classroom. PRACTICAL APPLICATIONS

Students are given the opportunity to think about ways that their volunteering can help their communities. The unit prepares the students for the compulsory volunteer hours needed to graduate high school and highlights the importance of giving back. CULTURAL REGION

In this unit, students are introduced to Switzerland and the organizations whose mandate is to provide assistance around the world. FINAL TASK

Students identify a cause that is close to their heart and explain why it is meaningful to them. They prepare arguments to convince their friends to help them support the causes. Together, they set up an action plan going forward.

Boomerang 5 – Ensemble, on s’implique !

DES DÉFIS EN PERSPECTIVE ! This unit incorporates two underlying topics that are relevant for students at the end of grade 8. First, they discuss their lives during their elementary years, from childhood to adolescence. This gives them an opportunity to reminisce with their classmates about how much they have grown. For the second stream in the module, students discuss events that they find stressful and strategies to help them cope with their stress. PRACTICAL APPLICATIONS

Students consider their elementary years as they look forward to the beginning of high school. They learn strategies as they prepare themselves for the inevitable stress of attending a new school and making new friends. CULTURAL REGION

Students learn about Monaco. During their reading about this francophone region of Europe, they learn about a yearly yoga festival and view a video about yoga. FINAL TASK

Students reflect on their experiences in elementary school. They discuss what they learned, what challenges they overcame, what they did well, and which person influenced them during those formative years. Their final presentation is designed to showcase their memories.

Boomerang 5 – Voyages dans la francophonie

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JUNIOR AND INTERMEDIATE LITERACY

NOW WE’RE TALKING!

The Boomerang collection for students in grades 4 through 8 is designed for the teaching of literacy in the context of FSL learning. The collection serves to engage students with texts aimed at developing their abilities to listen, speak, read, write, view and represent in French. It showcases 55 different texts on a variety of topics, based on character traits, and appealing to both boys and girls. MOTIVATE YOUR STUDENTS TO COMMUNICATE IN FRENCH

BOOMERANG

• A balanced literacy program that focuses on strategy development and integrates listening, speaking, reading, and writing. • Booklets available in both print and digital versions. • Relevant and age-appropriate texts, authentic situations, functional language used in context, and strategy-based practices. • Leveled readers, Teacher’s Resource Books, audio CDs, CD-ROMs, and digital readers on myCECZone facilitate authentic and spontaneous oral interaction. • Teaching notes support continuous student engagement based on the Gradual Release of Responsibility model. • Multiple suggestions for differentiation ensure that each student acquires the skills and confidence they need to successfully interact in French. • Project-based culminating tasks clearly outlined in the lesson plans are supported by reproducible activity sheets. They allow students to demonstrate their understanding of the texts and provide teachers with opportunities to assess and evaluate their oral production.

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JUNIOR AND INTERMEDIATE LITERACY

ENCOURAGE AND SUPPORT COLLABORATIVE LEARNING!

New!

Class set of 30 student access to any series 1-year licence

TEXTS

Boomerang 1-3 (Grades 4-6) • Five levelled readers (2 easy, 2 moderate, 1 advanced) per grade Available in both print and digital versions • A wide variety of real-life situations - fiction and non-fiction • Accommodations for auditory, visual and kinesthetic learning styles • “Lexique visuel” to facilitate vocabulary and knowledge transference

Boomerang 4-5 (Grades 7-8) Three collections of texts per grade Available in both print and digital versions A variety of text types - narrative and informative Magazine-style format to engage intermediate students “Pour t’aider” section explains difficult words and idiomatic expressions “en français”

BOOMERANG

• • • •

TEACHER’S RESOURCE BOOK

Each guide includes: • Easy-to-follow lesson plans • Over 150 reproducible activity sheets, anchor charts, and graphic organizers to save you hours of preparation • 300+ colour flash cards (Boomerang 1-3) to help consolidate newly-acquired vocabulary • A variety of assessment and evaluation tools • An audio CD with the narration of each text and highlighted vocabulary

COMPLETE BOOMERANG PROGRAM IN A KIT Create a dynamic learning environment in your FSL classroom! • • • • • •

Boomerang 1-3 Kits include 6 copies of the 5 titles for the grade (30 books). Boomerang 4-5 Kits offer 6 or 30 copies of the title selected. A Teacher’s Resource Book with overviews, lesson plans, and reproducible line masters Audio CD and CD-ROM 5-year teacher access to the digital readers on myCECZone Functional carry-all case FLIP THROUGH ONE OF THE READERS ON OUR WEBSITE

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CE N’EST PAS MOI !

EASY

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Fiction Respect

BOOMERANG

SYNOPSIS A 10­-year old boy walks the reader through the various parts of the school and the different aspects of school life including the library, math, science, and art class, recess, the hallway, the gym, and lunch time. The narrator explains how he and his peers show respect and good manners in each environment from his point of view. Ce n’est pas moi ! is an effective tool to use at the beginning of the year to establish classroom rules and expectations or to reinforce them later in the year. ORAL RESPONSE TO TEXT

Students find people around the school who are using

good manners. C’est parti ! 1 - Mon robot respectueux!

QUELLE FÊTE!

EASY

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Fiction Responsibility

SYNOPSIS You are invited to the Martin family’s Canada Day party, and each extended family member has a specific responsibility to contribute to its success.

Our young female narrator helps her little brother get ready while her half­-sister decorates the house. Her father organizes the games and she makes dessert with her step­mother. Her aunt and uncle bring a salad and fireworks and her grandfather looks after the barbeque. By working together, everyone is able to enjoy the festivities and celebrate this national holiday. ORAL RESPONSE TO TEXT

Students present a celebration of their choice.

C’est parti ! 1 - Je parle français

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AU REVOIR, LOLA !

MODERATE

TEXT TYPE

Fiction

CHARACTER DEVELOPMENT TRAIT

Appreciation

Martin is initially thrilled to be rid of his annoying older sister, Lola, who is off to Ottawa to compete in a hockey tournament. He recounts the drive to Montreal with his parents to watch the Toronto Maple Leafs play the Montreal Canadiens. SYNOPSIS

While at a restaurant, he can’t order fondue because it’s a meal for two, which makes him begin to miss Lola. When they go to the train station to pick her up, she is holding a trophy! Martin is so happy to see his sister and has learned to appreciate family relationships. ORAL RESPONSE TO TEXT

Students perform a reader’s theatre.

C’est parti ! 1 - Une culture à célébrer!

UNE BONNE PHOTO DE CLASSE ! TEXT TYPE

MODERATE

Non­fiction

CHARACTER DEVELOPMENT TRAIT

Accomplishment – Creativity

This piece of procedural writing allows the students to create descriptive self­-portraits via an edible medium: cupcakes! SYNOPSIS

BOOMERANG

Step-­by-­step, our little artists choose decorations to represent their unique facial features, expressions, hair type and colour as they put together a fun and delicious class picture. Students create an image of their face on a cupcake and pose for a cupcake class photo. ORAL RESPONSE TO TEXT

C’est parti ! 1 - Mystère!

EST-CE QUE TU ME CONNAIS ? TEXT TYPE

ADVANCED

Non­fiction

CHARACTER DEVELOPMENT TRAIT

Compassion

This informative text explains the roles played by some of the more misunderstood members of our ecosystem. The bat, giraffe, vulture, great white shark, spider, snail, crocodile, and others each provide interesting facts about themselves from their own point of view. SYNOPSIS

We learn to have a more compassionate understanding of different animals because even though they may be different, they are important to each other’s survival. ORAL RESPONSE TO TEXT

Students present important facts about

a wild animal. C’est parti ! 1 - Prends soin de moi!

21


LE FORT DE LIAM

EASY

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Fiction Integrity – Compassion

SYNOPSIS Liam is a new, physically challenged student from Vietnam. Erik, a fellow classmate, is very impressed by Liam’s original drawings and sculptures.

BOOMERANG

After Liam is hit by a snowball at recess, Erik notices his sketch of a snow fort. They decide to work together to make Liam’s idea a reality. Through this demonstration of compassion and integrity, we learn that inclusivity can lead to great friendships. ORAL RESPONSE TO TEXT

Students interview a friend, create a friendship cube,

and present it to the class. C’est parti ! 2 - Mon Canada!

LA JOURNÉE DE CHARLIE

EASY

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Fiction Citizenship

Three friends leave to take the bus to the skateboard park when they realize their puppy Charlie has come along for the ride. SYNOPSIS

Charlie scoots away on a skateboard on his own adventure and the children scour the neighbourhood to find him. A police officer, bus driver, mailman, and fireman suggest looking for Charlie at the grocery store, the hair salon, the post office, and the bank. The garbage man finally manages to catch him before he gets away again, and everyone returns home safe and sound. ORAL RESPONSE TO TEXT

Students participate in a reader’s theatre

C’est parti ! 2 - La belle province

22


QU’EST-CE QUE TU VOIS ?

MODERATE

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Fiction Appreciation

This narrative follows Ayasha and her father at her school’s annual Art Festival. SYNOPSIS

The crowd really likes one painting in particular but Ayasha is too small to see over their heads. Its vibrant colours evoke strong memories for different spectators including Prairie sunsets and golden fields of wheat, autumn leaves in Central Ontario and cracking ice in the Northwest Territories. To Ayasha’s surprise and delight, the painting turns out to be her own masterpiece. Students create a new reader jacket for the story and display it for others to enjoy. ORAL RESPONSE TO TEXT

C’est parti ! 2 - Que c’est bon!

MISSION POSSIBLE !

MODERATE

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Non­fiction Responsibility – Respect for the environment

SYNOPSIS This informative text promotes social responsibility and highlights the importance of respecting our environment.

BOOMERANG

We learn that plastic is made of crude oil, a natural and non­renewable resource. After examining the havoc that plastic wreaks on the earth and its inhabitants, we are encouraged to reduce, reuse, and recycle plastic products in a variety of creative ways. Green Mission = Mission possible! ORAL RESPONSE TO TEXT

Students create and present artwork using

recyclable materials. C’est parti ! 2 - Écolos!

QUI EST TON HÉROS ?

ADVANCED

TEXT TYPE

Fiction and Non­fiction

CHARACTER DEVELOPMENT TRAIT

Integrity – Compassion

In this combined narrative and non­fiction text, Naomi researches her school assignment about heroes. SYNOPSIS

Using an internet search engine, she discovers how different people define heroes. She realizes there are all types of heroes including famous Canadians, everyday heroes, young heroes, and even animals! She recognizes heroic qualities in her family members as well and comes to the conclusion that her own personal hero is her Mom. ORAL RESPONSE TO TEXT

Students present important facts about

their personal hero. C’est parti ! 2 - Toi et moi!

23


CLIC !

EASY

Fiction

TEXT TYPE CHARACTER DEVELOPMENT TRAIT

Accomplishment – Creativity

Luc loves indulging in his passion: photography. However, his photos seem to be just missing the mark. His grandfather tells Luc that with practice, he can accomplish anything he sets his mind to. SYNOPSIS

BOOMERANG

The next day, Luc notices a poster for a school talent show. Inspired by his peers as they prepare to showcase their strengths, Luc takes different photographs and compiles them into a slideshow. Everyone is thoroughly impressed with Luc’s creative work of art. Students use a graphic organizer to prepare a presentation that showcases one of their talents/pastimes. ORAL RESPONSE TO TEXT

C’est parti ! 3 – Eurêka

REPOUSSE TES LIMITES ! TEXT TYPE

EASY

Fiction

CHARACTER DEVELOPMENT TRAIT

Perseverance – Commitment

Best friends Nala and Sameer love participating in physical activities together. Sameer is diabetic, so Nala signs up for her first mini­triathlon to raise money for diabetes research. SYNOPSIS

While swimming, she is kicked in the head but perseveres to finish the swim. While cycling, she gets a cramp in her right leg but pushes herself to complete the trail. With her friends and family cheering her on, she fulfills her commitment to this worthwhile cause and crosses the finish line. Bravo, Nala ! Students present an oral response to the text through the recital of a motivational poem. ORAL RESPONSE TO TEXT

C’est parti ! 3 - Je veux, je peux !

24


NOUS SOMMES UNIQUES ! TEXT TYPE

MODERATE

Non­fiction

CHARACTER DEVELOPMENT TRAIT

Appreciation – Respect

The word Métis is defined as “mélange” or “mix,” bringing European and First Nations cultures together as teachers and guardians of peace. SYNOPSIS

This informational text provides us with a brief history of the Métis culture and helps us learn to respect their symbols, art, celebrations, traditional foods, dance, music, and games. Students are then encouraged to speak to their elders to gain an appreciation of their own unique origins through questions about celebrations, foods, and traditions. ORAL RESPONSE TO TEXT

Students present aspects of their own culture that

make them unique C’est parti ! 1 - Une culture à célébrer!

LA FORÊT DU GRAND OURS TEXT TYPE

MODERATE

Non­fiction

CHARACTER DEVELOPMENT TRAIT

Respect

In this non­fiction text, come explore the Great Bear Rainforest in British Columbia. Learn about its complex ecosystem, including its varied precipitation but temperate climate. SYNOPSIS

BOOMERANG

Discover rich flora and diverse fauna like the Kermode bear: a rare black bear with cream­coloured fur. Unfortunately, industries have not given the forest the respect it deserves and have put it in great danger. Concerned Canadians have helped to protect parts of the forest, but we’re not out of the woods yet! Students create an information pamphlet about the Great Bear Rainforest and share it within the school community ORAL RESPONSE TO TEXT

C’est parti ! 3 - Original et génial !

MAX ET SES AMIS

ADVANCED

TEXT TYPE

Fiction

CHARACTER DEVELOPMENT TRAIT

Accomplishment

SYNOPSIS Max welcomes us to his school’s extraordinary website where he and his friends from around the Francophone world can communicate in a completely safe environment.

Each student’s page displays where they are from, their birthday, interests, and pictures with captions. Friends from Tadoussac, Quebec; Cairo, Egypt; New Orleans, Louisiana; Gand, Belgium; and Phnom Penh, Cambodia chat and comment on one another’s accomplishments. ORAL RESPONSE TO TEXT

Students create a personal homepage.

C’est parti ! 3 - Complètement techno !

25


LE CINÉMA

Pirates ou consommateurs ? TEXT TYPE

Un billet, deux films ? TEXT TYPE

Email

Honesty Caroline emails her friend Rachel because she needs advice. Her friend Vanessa wants them to go to the movies and wants to buy one ticket to see two movies. What will Rachel’s answer be? CHARACTER DEVELOPMENT SYNOPSIS

FINAL TASK

Students create an email, a survey, a poster,

or a video clip.

Choisir un film… quelle décision ! TEXT TYPE

Dialogue

Compromising Four teens give their opinion on their favourite movies and movie genres. FINAL TASK Students create a movie poster and a skit. CHARACTER DEVELOPMENT SYNOPSIS

BOOMERANG

Des moments importants dans l’histoire du cinéma TEXT TYPE

Timeline

Accomplishment A timeline follows important events SYNOPSIS in the history of the movie industry. FINAL TASK Students create a timeline, television or radio program, and a poster or promotional advertisement. CHARACTER DEVELOPMENT

Deux Canadiens extraordinaires dans le monde du cinéma Biography Cards Resilience – Commitment CHARACTER DEVELOPMENT SYNOPSIS Biographical information about Canadian film director James Cameron and First Nations actress Tantoo Cardinal. FINAL TASK Students create a biography card, a poem or song, or present a collage or a PowerPoint presentation. TEXT TYPE

Quelle vie de star ! TEXT TYPE

Comic Strip

Integrity SYNOPSIS A day in the life of a diva. FINAL TASK Students recreate the comic strip as a skit; create a rap or a song; create an interview and create an original eight-frame comic strip. CHARACTER DEVELOPMENT

26

Blog

Honesty Five students post their comments on illegal downloading. FINAL TASK Students create a public service announcement, television advertisement or letter to the editor. CHARACTER DEVELOPMENT SYNOPSIS

Odyssée 1 – Sur mon écran

BON APPÉTIT ! Un bon repas Menu and Bill Appreciation SYNOPSIS A full menu of dishes and beverages with prices at the restaurant Le Petit Bistro. FINAL TASK Students prepare and present a radio advertisement for a restaurant; create a menu and plan the opening of their own restaurant. TEXT TYPE

CHARACTER DEVELOPMENT

La critique du restaurant L’Ancien Parisien TEXT TYPE

Critique

Appreciation – Creativity A review of the restaurant L’Ancien Parisien, written by a well-known Parisian restaurant critic. FINAL TASK Students write and post a review online; create and present a skit; research and report findings or create a television interview. CHARACTER DEVELOPMENT SYNOPSIS

Le dîner d’Asad TEXT TYPE

Short Story

Tolerance – Acceptance Asad, a new immigrant from Somalia attending his first day of school in Canada, realizes that food can bring people together. FINAL TASK Students decorate a lunch bag with symbols, present a skit, and create a 3-D model of words and expressions. CHARACTER DEVELOPMENT SYNOPSIS

La fabrication du chocolat : de la graine à l’emballage TEXT TYPE

Photo Essay

Accomplishment – Responsibility Students follow the major steps in the making of chocolate from seed to packaging. FINAL TASK Students create a poem, a recipe, or a commercial. CHARACTER DEVELOPMENT SYNOPSIS


Viens découvrir les spécialités du Québec ! Article and Recipe CHARACTER DEVELOPMENT Citizenship Students learn about Quebecois specialities SYNOPSIS including tourtière, poutine, baked beans, maple syrup, and pouding chômeur. FINAL TASK Students research and present their findings in a magazine layout, videotaped television ad, or oral presentation. TEXT TYPE

Ma première journée à l’école Le Cordon Bleu Journal Entry Responsibility SYNOPSIS Nicole is ready for her first day at Le Cordon Bleu, a world famous culinary school, and shares her excitement in a journal entry. FINAL TASK Students create a journal entry, slide show, poster, or interview. TEXT TYPE

CHARACTER DEVELOPMENT

Manger mieux, vivre mieux ! Cartoon and Article Responsibility SYNOPSIS Students are introduced to the number of servings they need from each food group and how to develop healthy eating habits. FINAL TASK Students create a labelled collage, a cartoon, a media presentation, or a poster. TEXT TYPE

CHARACTER DEVELOPMENT

Odyssée 1 – Sciences en folie!

Le camp de soccer Dialogue, Letter, and Invitation Accomplishment – Perseverance SYNOPSIS Jamie’s father enrolls her in a soccer camp as a surprise birthday present. A letter of welcome outlines all the fun activities involved. Bon anniversaire, Jamie ! FINAL TASK Students create a dialogue, a brochure and text messages, emails, or a telephone conversation (written or oral). TEXT TYPE

CHARACTER DEVELOPMENT

Tournoi de hockey Recherche de bénévoles TEXT TYPE

Sandro adore le baseball TEXT TYPE

Narrative

Perseverance – Determination Sandro loves baseball but he seems to have a lot of trouble catching or hitting the ball. A few things happen and he wins the championship for his team! FINAL TASK Students write texts or emails, skits, and dialogues to present. CHARACTER DEVELOPMENT SYNOPSIS

L’équipement de sport : une évolution Photo Essay Exhibit Accomplishment We learn how the hockey mask, snowboard, SYNOPSIS ice skates, and baseball glove have evolved and improved over time. FINAL TASK Students create or illustrate models to present and research a timeline. TEXT TYPE

CHARACTER DEVELOPMENT

Des athlètes extraordinaires TEXT TYPE

Informational Text Determination – Responsibility –

CHARACTER DEVELOPMENT

Resilience SYNOPSIS We are introduced to some of the most popular sports of the Paralympics including sitting volleyball, wheelchair basketball, alpine skiing, and sledge hockey. FINAL TASK Students create a profile, promotional poster, or graphic organizer.

Filles et garçons : jouer ensemble ou non ? TEXT TYPE

Chat

Determination Audrey hosts a chat room and asks different opinions about whether girls and boys should play on the same sports team. FINAL TASK Students write a newspaper article, a song, rap lick or poem or make a graffiti poster to present. CHARACTER DEVELOPMENT SYNOPSIS

Odyssée 1 – J’achète… ou pas?

Poster

CHARACTER DEVELOPMENT SYNOPSIS

Photo Essay Exhibit Commitment SYNOPSIS Students learn about past and present Canadian athletes who have left a mark on their sport. FINAL TASK Students create a sports biography card or an interview. TEXT TYPE

CHARACTER DEVELOPMENT

BOOMERANG

VIVE LES SPORTS !

Des athlètes canadiens remarquables

Commitment – Responsibility

One poster recruits hockey players to

compete in a tournament. A second poster calls for volunteers to help organize a regional swim meet. FINAL TASK

Students create a website and a dialogue,

promotional poster, or travel brochure.

27


VOYAGES DANS LA FRANCOPHONIE

Maroc : on arrive ! TEXT TYPE

Que pensez-vous de Saint-Martin ? TEXT TYPE

Blog

Responsibility David is blogging on a travel-sharing site to learn about Saint-Martin before he goes there on vacation with his family. FINAL TASK Students prepare an interview or create a blog. CHARACTER DEVELOPMENT SYNOPSIS

Appreciation We learn about the eight-day itinerary of Kate’s trip to Morocco with her family. FINAL TASK Students present a conversation or create a poster. SYNOPSIS

Mon voyage à Monaco TEXT TYPE

Saint-Pierre-et-Miquelon : la France en Amérique TEXT TYPE

Brochure

Appreciation Students learn about the French islands Saint-Pierre-et-Miquelon, which lie just off the East Coast of Canada. FINAL TASK Students prepare a commercial or a radio ad or create a website. CHARACTER DEVELOPMENT

BOOMERANG

TEXT TYPE

Email

Determination – Responsibility Lian emails her family in Canada when travelling throughout Europe to improve her French. FINAL TASK Students prepare a video presentation on Skype or a skit demonstrating a phone conversation. CHARACTER DEVELOPMENT SYNOPSIS

Un voyage de classe à Québec Directions (City Map) CHARACTER DEVELOPMENT Responsibility SYNOPSIS Yusseuf and his grade-eight friends can’t wait for their upcoming class trip to Quebec City. FINAL TASK Students prepare a presentation or plan an itinerary. TEXT TYPE

Nos vacances à Mont-Tremblant TEXT TYPE

Comic Strip

Persistence SYNOPSIS A couple anticipating their winter trip to Mont-Tremblant, Quebec, experiences various problems. FINAL TASK Students create a skit or a comic strip. CHARACTER DEVELOPMENT

28

Postcard

Appreciation – Citizenship Stephan writes a series of postcards to his friends while he visits cousins in France. Students present a dialogue or post pictures FINAL TASK on a website. CHARACTER DEVELOPMENT SYNOPSIS

SYNOPSIS

Des nouvelles d’Europe

Itinerary

CHARACTER DEVELOPMENT

Odyssée 1-2 – Une excursion en famille, Aventures extrêmes, Des défis en perspective !

EN AVANT LA MUSIQUE ! Aller ou ne pas aller au concert… TEXT TYPE

Chat

Responsibility – Accountability Ava tells her friends that her parents won’t allow her to attend a concert with them. FINAL TASK Students prepare a phone, an online, or a written conversation. CHARACTER DEVELOPMENT SYNOPSIS

L’importance de la musique dans nos vies Magazine Article Accomplishment SYNOPSIS We learn about the development of music to the present day and the many ways in which music affects our lives. FINAL TASK Students hold a debate or create a collage, a mobile or a PowerPoint presentation. TEXT TYPE

CHARACTER DEVELOPMENT

Le monde de la musique, c’est fascinant ! Photo Montage Appreciation SYNOPSIS This photo montage presents fascinating facts about the world of music. FINAL TASK Students research and present facts. TEXT TYPE

CHARACTER DEVELOPMENT


Quelle surprise ! TEXT TYPE

Narrative

Determination SYNOPSIS Four boys auditioning to become the lead singer for a male group discover that the most talented singer is actually… a girl! FINAL TASK Students prepare a career plan or create a comic strip. CHARACTER DEVELOPMENT

Des artistes remarquables ! Biography Cards Accomplishment SYNOPSIS Students read about accomplished musicians who have influenced others in the world of music. FINAL TASK Students prepare a presentation, conduct

Les chasseurs de tornades TEXT TYPE

Blog

Courage – Appreciation In this text, a journalist encourages readers to blog back to the following question: Que pensez-vous des chasseurs de tornades ? FINAL TASK Students write a warning message CHARACTER DEVELOPMENT SYNOPSIS

Le prix du Gouverneur général du Canada pour l’entraide

TEXT TYPE

CHARACTER DEVELOPMENT

an interview, or create a biography card.

Galaxie Un concert inoubliable ! Poster and Critique CHARACTER DEVELOPMENT Appreciation SYNOPSIS This text presents a critique of a concert with a poster advertising the event. TEXT TYPE

FINAL TASK

Students create a critique or perform a skit.

Ô Canada ! TEXT TYPE

Song

SYNOPSIS

produce a video.

Odyssée 2 – C’est ma vie !

ENSEMBLE, ON S’IMPLIQUE ! Les premiers répondants : des héros ! TEXT TYPE

Brochure

Citizenship – Responsibility Students learn about the annual Governor General’s Award. FINAL TASK Students present a charity or cause that he/she is interested in volunteering for or develop their own award. SYNOPSIS

La personnalité du mois TEXT TYPE

Comic strip

Citizenship – Responsibility Students read about a young boy in India who goes door to door selling clementines to raise money after an earthquake in India. FINAL TASK Students prepare a presentation of someone who is inspiring or create their own charity for a cause. CHARACTER DEVELOPMENT SYNOPSIS

Salut, je m’appelle Craig Kielburger Informational text Determination – Generosity – Volunteerism – Confidence SYNOPSIS Students read about the beginnings of Free the Children, an organization co-founded by Craig Kielburger, the author of the text. FINAL TASK Students prepare a radio, television or print advertisement, or create a skit to persuade, or plan a school dance as a fund raiser. TEXT TYPE

CHARACTER DEVELOPMENT

BOOMERANG

Appreciation This text presents our national anthem and highlights the interesting facts about its history. FINAL TASK Students create or present an anthem or CHARACTER DEVELOPMENT

TEXT TYPE

CHARACTER DEVELOPMENT

Odyssée 2 – Trouve ta cause !

News report

Courage – Determination In this text, students are thrown into a flood scene in Manitoba. FINAL TASK Students create a news reporter interview or write a poem or create a wanted ad. CHARACTER DEVELOPMENT SYNOPSIS

Des personnes remercient leurs sauveteurs Newspaper article Determination – Kindness – Fortitude – Generosity SYNOPSIS The article tells the story of an elderly woman and her teenaged grandson who are rescued by first responders. FINAL TASK Students write a diary entry or write a thank‑you letter or perform a skit. TEXT TYPE

CHARACTER DEVELOPMENT

29


CORE RESOURCES AND LITERACY WORK TOGETHER IN COMBINED GRADES

JUNIOR GRADES

CORE RESOURCE C’EST PARTI

LITERACY BOOMERANG 1-3

Grade 4

Je parle français !

Quelle fête !

Une culture à célébrer !

Au revoir, Lola !

Prends soin de moi !

Est-ce que tu me connais ?

Mon robot respectueux !

Ce n’est pas moi !

Mystère !

Une bonne photo de classe !

Mon Canada !

Le fort de Liam

La belle province

La journée de Charlie

Que c’est bon !

Qu’est-ce que tu vois ?

Toi et moi !

Qui est ton héros ?

Écolos !

Mission possible !

Je veux, je peux !

Nous sommes uniques !

D’un océan à l’autre

Repousse tes limites !

Eurêka !

Clic !

Original et génial !

La forêt du Grand Ours

Complètement techno !

Max et ses amis

INTERMEDIATE GRADES

CORE RESOURCE ODYSSÉE

LITERACY BOOMERANG 4-5

Grade 7

J’achète… ou pas ?

Vive les sports !

Sur mon écran

Le cinéma

Sciences en folie !

Bon appétit !

Une excursion en famille

Voyages dans la francophonie

Grades 4-5

Grade 5

Grades 5-6

COMBINED GRADES

Grades 6

Grade 7-8

Aventures extrêmes

Grade 8

30

C’est ma vie !

En avant la musique !

Trouve ta cause !

Ensemble, on s’implique !

Des défis en perspective !

Voyages dans la francophonie


PROFESSIONAL DEVELOPMENT RESOURCES

TO HELP STUDENTS MASTERING THE BASICS REGARDLESS OF HOW ADVANCED THEY ARE IN THEIR FSL LEARNING JOURNEY Beyond the Basics invites Intermediate and Senior educators to think about ways to help students master the basics and even more, so they have confidence in their ability to use French beyond the classroom. It identifies steps to integrate various forms of aural input; offers support for explicit teaching of aural comprehension; provides guidance for assessment practices that motivate all students to higher levels of competency; and explains how to respond to students’ needs to make grammar relevant. • Includes reproducible line masters.

BRAIN-BASED RESEARCH AT THE CORE OF FSL TEACHING AND LEARNING! Teach Me So I Learn offers practical tips and examples to support teachers in designing a balanced program of student-centred learning that interconnects metacognitive thinking, listening, speaking and reading skills, as well as communication strategies and cultural competencies.

CREATING A POSITIVE LEARNING ENVIRONMENT WHERE ALL STUDENTS CAN LEARN!

PROFESSIONAL LEARNING

My FSL Learning Environment: The Key to Success! supports and champions the efforts of teachers as they navigate the challenges of providing a successful second-language learning environment. It provides guidance and practical support for FSL teachers planning their daily teaching.

SUPPORTING TEACHERS’ ENDEAVOURS TO ESTABLISH A CLASSROOM RICH IN STUDENT TALKING TIME! Let’s talk: Lifelong Language Learning is designed to help teachers create a bridge between their daily practices and new FSL curricula. It provides practical information and hands-on activities to establish a classroom environment based on student talking time. • Includes a CD-ROM with activity sheets, anchor charts, self-evaluation and evaluation sheets, in modifiable version.

31


NEW! 2nd EDITION NOW WITH AUDIO!

EVERYTHING YOUR STUDENTS NEED TO COMMUNICATE IN FRENCH A support tool for developing autonomy in the classroom and at home 2nd Edition features new themes and words, additions in the grammar section, more strategies including writing strategies Easy to use and well-organized Vocabulary words, expressions, rules, communication situations and strategies to improve communication Audio tracks for all the words in the Vocabulaire section and for the dialogues in the Communication section Digital version for students SPEAKING FRENCH IS EASY AND FUN!

Components Available in print or digital format Hard copy Student digital access: 1-year - pack of 10 activation codes Teacher digital access: 3-year To see a sample of the digital version with audio, go to: https://mazonecec.com/demo.francaisimages VOCABULARY

GRAMMAR

COMMUNICATION

Les accords

Les pièces de la maison

Comment faire connaissance Se présenter

Le nom donne le genre et le nombre au déterminant et à l’adjectif.

le bureau

la chambre

la cuisine

la salle à manger

la salle de bain

la salle de jeux vidéo

le salon

le sous-sol Déterminant

DICTIONARY

la commode

la cuisinière

le divan

l’étagère

la fenêtre

le grille-pain

la lampe

le lave-vaisselle

le lit

Stratégies d’écriture

Présenter quelqu’un Papa, je te présente mon amie Chloé.

Bonjour, Chloé.

Bonjour, monsieur.

Nom

Adjectif

Masculin et singulier

un

chien

courageux

Masculin et pluriel

des

chiens

courageux

Féminin et singulier

une

chienne

courageuse

Féminin et pluriel

des

chiennes

courageuses

Les objets de la maison

le bain

Je m’appelle Joé. Je suis content de te rencontrer !

Bonjour ! Je m’appelle Lucie. Comment t’appelles-tu ?

STRATEGIES 1. Je planifie mon travail.

2. J’utilise mes outils de référence.

3. Je réutilise le vocabulaire du texte.

4. Je suis le modèle.

5. Je pense à mettre une majuscule et un point.

6. Je corrige mes phrases.

Poser des questions pour mieux connaître une personne Quel âge as-tu ?

Où habites-tu ? J’ai dix ans.

J’habite à Chicoutimi. Et toi ?

Qu’est-ce que tu aimes à l’école ?

le micro-ondes

le miroir

Où est ta lampe ?

le réfrigérateur

la table

la toilette

Comment épelles-tu ton prénom ?

J’ai la peau verte et les oreilles roses. J’aime travailler en équipe.

Elle est sur mon bureau.

Est-ce que je suis une tortue amicale ou un lapin génial ?

S-O-P-H-I-E

Boîte de dialogue trente-trois 33

32

60 soixante

soixante et onze

71

90 quatre-vingt-dix


GENERAL INFORMATION

CONTACT CEC Publishing Inc. 9001 Louis-H.-La Fontaine Blvd Anjou (QC) H1J 2C5 Phone (Toll Free): 1 800 363-0494 Fax (Toll Free): 1 877 913-5920 Website: www.editionscec.com DISTRIBUTION CEC Publishing is the Canadian distributor for Hachette Éducation and Hachette FLE. Catalogues are available through your Educational Sales Representative or by writing to info@ceceditions.com. BUSINESS HOURS CEC Publishing hours of operation are 8:45 am to 5:00 pm, Monday through Friday (Eastern Standard Time). NEW CUSTOMERS Our customers can take advantage of a school discount on selected materials. To open a school or board account, please contact our Customer Service department. PRICES Price lists and order forms for the materials in this catalogue can be consulted and printed from our website. The prices shown do not include sales tax. Your provincial taxes will apply. Prices are subject to change without prior notice. SHIPPING FEES Shipping fees are not included in the prices listed. CUSTOMER SERVICE For further information or to place an order: Phone (Toll Free): 1 800 363-0494 ext 2 Fax (Toll Free): 1 877 913-5920 Email: sac@ceceditions.com For pedagogical support, please contact: info@ceceditions.com WEBSITE We have a new website! www.editionscec.com Our website gives you access to information about our materials as well as options to watch videos, to browse text excerpts, to discover the unique features of myCECZone, our online platform, to consult catalogues, price lists and product information. Orders can be placed online. PUBLISHING PROJECTS The writing teams at CEC Publishing are always developing new resources. If you would like to submit a publishing project or take part in writing one, please contact Emmanuelle Bruno, Vice President, Publishing at emmanuelle.bruno@ceceditions.com.


A WORLD OF POSSIBILITIES

BRING LANGUAGE LEARNING TO LIFE

2021-2022 FSL CATALOGUE 9001 Louis-H.-La Fontaine Blvd, Anjou (QC) Canada H1J 2C5 Phone : 1 800 363-0494 / Fax : 1 877 913-5920 or 514 351-3534 CEC Publishing FSL

C11259

Profile for Les Éditions CEC

Catalogue FSL 2021  

Catalogue FSL 2021  

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