# Grade 8 French: Writing a Fairy Tale / Écrire un conte

This is an overview of our unit on writing a fairy tale (Écrire un conte). Before starting this unit, we first worked on analyzing fairy tales. The big idea was to write a fairy tale (1) using the four steps of writing, (2) using our understanding of the French language and (3) using the format of a fairy tale.

## Strategy Wall

As the unit progressed, we started adding some of our collective work to our strategy wall. The first thing to go on the wall were the success criteria we came up with together. Those success criteria eventually became the rubric that we used to evaluate student work.

We also had an example from our unit, "Lire et analyser des contes", co-constructed examples (which you can find below) and occasional examples of student work.

## Evaluation: Rubric with Learning Goal and Success Criteria

This is the rubric we used to evaluate student work. If I had to do it again, I would specify which curriculum expectations were being addressed. Also, because this is such a big project and takes so long, I would have set specific dates for student conferences, and I would have given a minimum grade during that conference. For example, if a student completed their "remue-méninge" and did a really good job, I might be able to give them a minimum of a level 1 or 2 (equivalent to the letter grade D or C). The advantage to this is that if student work goes missing along the way, at least there is a note that we met, and I can more accurately gauge the student's progress.

Download for Word: 2015-12-03 Module 3 Des textes qui font réagir Écrire un conte

Download as PDF: 2015-12-03 Module 3 Des textes qui font réagir Écrire un conte

## Example: Barr Homeroom

We also modelled how to outline a fairy tale and started the writing process together. Due to time constraints, we didn't finish the fairy tale, but we completed enough that the students understood what was expected.

## Example: Kelley Homeroom

This is the same activity (modelling how to outline a fairy tale), but with the other group of grade 8 students.

## Example of Student Progression

This is an example from a student who finished somewhere in a level 4. There were a number of students who wrote excellent fairy tales during this unit, and I really wish that I had taken more photos.

## Rubric

I wish I had pictures of the evolution of this rubric over time. The checkmarks that are here were added over the course of several weeks, as the student completed more and more sections of the project. If I had to do this again, I would have left a little bit of space in between each section, so that I could make comments on each step of the writing process.

## Outline

Students were allowed to work in pairs (if they wanted to) on the outline. This allowed students to generate ideas together for their story more quickly and get feedback on what might work and might not work more quickly. It also allowed me to meet with groups in a more efficient manner and help students get started on the right track. This group actually did two outlines, hence the "(2)" in the title.

## First Draft

Students worked individually from the draft onward, even though they may have generated a rough copy together. This allowed students to have a common jumping-off point, but be creative in how they solved the problems in their own story. We spent a lot of time going over grammar and spelling. I tried to group students together when I noticed that they were working on similar skills (for example, all the students who were trying to add good metaphors), so that I could teach those students what I wanted and follow up more effectively. This student actually did several drafts before handing in the final copy, but I haven't included them.

## Final Copy

And here's the final story.

## Word Study

This is slightly separate from the fairy tale, but still related. I asked students to show me what they learned while writing. Some students just defined the new words they used (as this student did). Others also added in new grammar rules, homonyms that they needed to look out for, or verb tenses that they worked on. In future projects, I really want to develop the success criteria for the word study, since it really shows how much actual French a student learned during a project.

This is an overview of what the Ontario grade 9 academic-level mathematics course (MPM1D) contains. I debated whether or not posting this would be useful, because the course can be taught in so many different ways. However, it might be useful as a guide to what kind of content students might see over the course of the year. Please take it with a grain of salt, (1) this resource is over 10 years old as of the date of this post, and (2) it only lists content, and can't say anything for how it would be taught, presented or evaluated in a classroom. Here is the grade 9 and 10 Ontario math Curriculum (PDF): OntarioGrade9-10MathCurriculum2005

Here are the PDF's for each of the four units:

# Ontario Grade 9 Applied Level Mathematics (MFM1P)

This is an overview of what the Ontario grade 9 applied-level mathematics course (MFM1P) contains. I debated whether or not posting this would be useful, because the course can be taught in so many different ways. However, it might be useful as a guide to what kind of content students might see over the course of the year. Please take it with a grain of salt, (1) this resource is over 10 years old as of the date of this post, and (2) it only lists content, and can't say anything for how it would be taught, presented or evaluated in a classroom. Here is the grade 9 and 10 Ontario math Curriculum (PDF): OntarioGrade9-10MathCurriculum2005

Here are the PDF's for each of the four units:

# Ontario Grade 9 Essentials Level Mathematics (MAT1L)

This is an overview of what the Ontario grade 9 essentials-level mathematics course (MAT1L) contains. I debated whether or not posting this would be useful, because the course can be taught in so many different ways. However, it might be useful as a guide to what kind of content students might see over the course of the year. Please take it with a grain of salt, (1) this resource is over 10 years old as of the date of this post, and (2) it only lists content, and can't say anything for how it would be taught, presented or evaluated in a classroom. Here is the grade 9 and 10 Ontario math Curriculum (PDF): OntarioGrade9-10MathCurriculum2005

Here are the PDF's for each of the four units:

# Course Selection for Grade 9 at R.S. McLaughlin C.V.I. 2016

Our two grade 8 classes had a meeting this morning with one of the guidance counsellors from R.S. McLaughlin C.V.I., to talk about options for course selections for grade 9. Students were given the information below on things to look for while selecting courses. Students who felt they were comfortable selecting courses did so, but no binding decisions have been made. Students can submit their final selections starting Monday, February 1st, and can submit them as late as Friday, February 26th. There is no bonus for submitting course selections earlier, nor any penalty for submitting them later (so long as they are submitted during the above timeframe). Students printed off their current course selections to take home. We asked them to have their course selections signed or initialled by a parent to show that the parents agree with the selection and the student can proceed to submit their final selection on the Career Cruising website. Again, nothing is final so far, this is just to get students and parents talking about their choices.

All of the slides below were explained verbally, and it is likely that some of the information below is not clear. Please contact me if you have general questions about course selection, or specific questions about your child.

# Grade 8 Data Management: Designing and Analysing a Survey

## Data Management Strategy Wall

This is what our data mangement strategy wall looks like now, at the end of our unit. A lot of the resources we co-created were done in Excel using Microsoft Office Online. I would have printed more off and put them on the wall, but most of our wall space right now is being used for French or another math strand.

## Curriculum Expectations and Student Reformulation

At the beginning of the chapter, we looked at the curriculum expectations, and the students reformulated the expectations in their own words.

## Introduction to Data Management: Barr Homeroom

Here is the first example of a quick, in-class survey that we did in the Barr homeroom. In the first survey, we realized that if we offer people too many choices in a survey, it can be difficult to get useful results.

After completing this activity together, we divided the class up into four groups, and each group proposed a hypothesis they would like to study, and some questions they could use to test their hypothesis.

## Introduction to Data Management: Kelley Homeroom

This is a similar example to the last one, but this time with the Kelley homeroom. We divided into four groups again, and each group proposed a hypothesis and some questions that would help test the hypothesis.

## Draft Survey Questions

Once we had all the questions finished, we compiled them into one big survey. We did this survey ourselves, for troubleshooting purposes. We realized that some questions were biased, others were vague and yet others didn't account for all the possible answers students could give.

We weren't always able to find a solution to every problem. For example, should we ask if students needhave or wear glasses? Each of those questions is slightly different, and can influence results. We said that we need to make questions as clear as possible, and remember to add our thoughts to the final analysis.

## Final Survey Results

Here are the final survey questions and results. We were able to do almost the entire school (455 students out of about 480). We used these results during the final evaluation.

## Evaluation

Here is the final evaluation. We didn't put in every success criteria, but I reserved the right to write questions on the page in response to student work, and allow students the chance to continue to work after. Below, there are two examples of survey analyses we did in class (though they are missing the conversation we had while doing the analyses).

# Career Cruising 2015 - 2016

It's that time of the year again for our grade 8 students: time to start looking at course selections for grade 9. We will be going over all of this in class, but I'm putting it here for easy reference.

# Lire et analyser des contes

This reading unit is part of Littératie en action, module 3: « Des textes qui font réagir! ». The first thing we did was read through a couple fairy tales together. Once we were comfortable with the main themes, we read and analyzed « Les affreux petits gloutons ».

## Les affreux petits gloutons

We read this story together, out loud, and then proceeded to do a word-study, because the level of vocabulary is actually pretty high.

## Part I: Guided Analysis

In our analysis, we included the word study (see next section), interpréter des figures de style, and the analyse du texte. The latter was done using a three-act structure, although students were more familiar with the five-act structure.

## Word Study

For this fairy tale, we did our word study on post-its. Students had to find difficult words, identify whether they were a noun (masculine or feminine), adjective, verb or expression, and define the word.

## Learning Objectives

After we were finished our guided analysis, we were able to create a list of learning objectives for this project.

## Part II: Group Analysis

These are examples that students came up with together. At the end of this part of the project, we looked at all the work everyone had done, and we added to the above list of success criteria. Keep reading for a bunch of examples of students work. Skip to "Part III" for individual examples and evaluations.

## Part III: Individual Analysis

In this final section, we did an individual analysis, where everyone analysed the same fairy tale. Here is a copy of the evaluation (Microsoft Word): 2015-11-13 Module 3 Des textes qui font réagir Analyser un conte

The examples below are all somewhere in a level 4, which corresponds to a percentage range of 80% - 100%.

# 1.8 Order of Operations

Order of Operations is the eighth and final section of "Chapter 1: Number Relationships". Introduction to the Order of Operations

When I took this picture, we hadn't yet established the learning goal or success criteria. We usually do those after completing a couple exercises, since if we try to do it right at the beginning, all the students can really guess is that "we need to understand the order of operations".

Ultimately, the learning goal is to understand that multiplication is repeated addition, division is a grouping of a number into groups, and both of those take priority over addition and subtraction. After that, we will try to understand why brackets and exponents have an even higher priority.

Questions 2 and 3 (modelled with algebra tiles) encourage students to visualize what is happening with the positive and negative numbers. In question 2, they should come to the conclusion that the $latex -(4+5)$ means that the four and five need to be added together, but that the resulting number (nine) will be negative.

In question 4, students should realize that multiplication is repeated addition, and as such, should be either expanded first or done first. The yellow algebra tiles are the visual representation we used for question 4(a). The other two parts of the question are done in a similar fashion.

## Support Questions

Do any five of the following: p. 36, #4, 6, 10, 11, 12, 15.

# The Missing Dollar

## Curriculum Expectations

Number Sense 8m23 Evaluate expressions that involve integers, including expressions that contain brackets [...] using order of operations.

## Problem

Transcript: These three stick men were having lunch in a restaurant. The bill came out to $30, so they each put in$10 (since $latex \$10 \times 3 = \$30$ total).

The cashier realizes that they've been overcharged $5, so he gives$5 back to the waitress to give to the men. But since $5 can't be divided equally, she decides to just give the men back$1 each, and keep $2 for herself. So that means each man paid$latex \$10 - \$1 = \$9$.

All three men paid $latex 3 \times (10 - 1) = \$27$in total. Since the waitress kept$2, and the men paid $27, you get$latex 3 \times (10 - 1) + 2 = \$29$.

https://youtu.be/9iJdQf6t5_g?t=11s

1. What happened to the extra dollar?

## Solving

2. Students can use any type of manipulatives they like to solve the problem. Have a variety of manipulatives to choose from.

## Solution

https://youtu.be/Rgh21N3O7tM

## Student Exemplars

The following exemplars are all somewhere in a level 4, which as a percentage means something between 80% and 100%.

Here is the original Exit Ticket (evaluation) as a Word document: 2015-11-10 Chapter 1 Number Relationships The Missing Dollar Problem

Student Exemplar 1

Student Exemplar 2

Student Exemplar 3