De-colonialize art by including multiple voices, perspectives, and by adding more female artists into your art program. This integrated art project is perfect for incorporating both Canadian Art and integrating an Afro-Canadian voice into the art curriculum. Students are able to engage with this project either in-person or fully online. It is also a great little package to give to students who are going on vacation. Touches on grade 6 Social Studies (Communities in Canada) and gives you an Art, Social Studies, and French mark all at once. This project consists of a series of guided questions. Students do require an internet connection because they are required to do their own research. Students are provided with guided questions to structure their research. They will not only research June Clark’s artwork but also the artwork of other Afro-Canadian artists. For the final task, students will be required to not only reproduce one of June Clark’s artworks but to also create their own artwork based on elements of either June Clark’s artwork or those of another Afro-canadian artist. A rubric is included to facilitate marking. Further fun extension: Teachers can organize a student art exhibition on Afro-Canadian inspired art.

Introduce Western Portrait Art into your classroom. Tried and tested in my junior Immersion classes. -NO PREP!- Perfect for distance and face-to-face learning. Throughout the course of this project students are able to examine and analyze different European portraits of historical figures that were relevant both to France and to Quebec (New-France)- therefore adding a cultural and historical aspect to any French Immersion classroom. After examining a series of 3 portraits (one of Marie-Antoinette, Jacques Cartier, and Napoléon Bonaparte) students will be given the opportunity to select the portrait of their choice to examine and analyse. Lastly, following guiding questions, students will have the opportunity to create their own portrait. In their portrait they will use colours, lines, shading, and symbols to represent their subject. This task is a Visual Art task and a French writing task. It can be extended by having a class-wide portrait exhibition and having the students present their work of art. In this package you will find: An introduction about portraits An opportunity to analyze a portrait of Marie-Antoinette, Jacques Cartier and Napoléon Bonaparte. Students have the opportunity to search up and analyze a portrait of their choice. There is a table with questions to guide student art analysis. Some reflection questions before students get started on creating their own portrait masterpiece + guidelines for their own portrait masterpiece. An evaluation rubric. If your students have enjoyed this product, please click the star to follow my store and leave me a comment to let me know how this project worked out in your classroom.

No prep, print and teach, or use as an online resource for distance learning.- Introduce your students to the French literary past, Le passé simple. This booklet is an excellent introduction to the tense. We often encourage our students to read in French, however, often novels and pieces of writing that they like are linguistically unaccessible for immersion students. Part of the reason may be attributed to the fact that very few French Immersion students get in-class exposure to the Passé simple. This verb tense, although strange for some immersion students is by no means difficult, and its usefulness is often overlooked. Help your students better understand French texts, be they novels, narrations, short stories, history handouts/textbooks by exposing them to this literary tense. In this package you will find exercises with étre/avoir in the futur simple, er verbs, 2nd group ir verbs, and 3rd group irregular verbs. A helpful comparison table between the passé simple, imparfait and the passé composé is included, as well as the answer key to the exercises. I personally had my grade 6 Middle Immersion students thrive with the passé simple and they were surprised, afterwards, how more accessible and less frustrating reading in French ended up being. -

This integrated art project is perfect for incorporating both Canadian Art and First Nations into the art curriculum. Students are able to engage with this project either in-person or fully online. It is also a great package to give students who are going on vacation because you are able to get a Social Studies, French and Art mark all at once. This project consists of a series of guided questions. Students do require an internet connection because they are required to do their own research. Following the guided questions that are aimed at discovering Bill Reid’s art, students are required to comment on and try to reproduce one of Bill Reid’s artworks. They are then required to create their own artwork based on elements of Bill Reid’s creations. A rubric is included.

Don’t sweat planning for Dance! Engage your students with this music unit. This music unit covers topics such as: what is dance, stereotypes associated with dance, why we dance, who we can dance with, dance according to science, techniques associated with dance, and a research on several types of dances. This unit includes a final project that even your shyest students can do. For the project, they are to research a dance of their choice and create a presentation on their dance for the class. A framework for the project is provided as is a rubric for evaluation purposes. No prior prep, ready-to-teach for distance or face-to-face learning. Will save you planing time. Best of all, this unit can generate a dance mark, a reading mark, a writing, and a speaking mark… and it is all in French- perfectly suited for a French Immersion classroom.

This unit is based on the grade 6 Social Studies curriculum for Ontario (2013). I found the curriculum as being a little bit all over the placed and I went through great length in order to attempt to organize the curriculum in as logical and coherent of a way as I was able to. This unit has been tried and tested and has been written for the very multicultural group of students that I teach- all while keeping things relevant to Canada and lining up with the very broad curricular expectations. I embark on this unit by doing 2 graffiti activities, and by completing a KWL chart. I then go on to do a vocabulary study with the students and to discuss some broad preliminary questions in order to get the students thinking. I felt that some basic geographical knowledge was essential in discussing world affairs, so I do begin by touching on continents, oceans, countries, capitals and longitude and latitude. I then go on to discuss Canada’s role in the global arena and to discuss some international organizations that Canada is part of. We do touch on NGO’s as well. The unit further progresses by discussing trade, our trading partners and trade organizations. It concludes with a class-wide activity touching on where our products come from, as well as some issues related to the environment. At the end of the unit, there are weekly questions that the students are to research. These questions are taken out of the curriculum document. The package ends with two rubrics: one for the weekly questions and another for the completion of the package. There are a lot of opportunities for students to think critically and to research. I would ensure that students know how to successfully research things before giving them this package. My classes have always been fairly independent and on the stronger side, so these types of activities are perfect for them.

This is a grade 6 cumulative social studies project for French Immersion (Canada and World Connections). Throughout the course of this project, students will have the opportunity to explore in depth a non-governmental organization (NGO) of their choosing. I have added a list of suggestions that they can choose from. Students are permitted to choose a NGO that is not on the list provided that they check with the teacher first. In addition to the list, I have included suggestions for a variety of formats that students can use in order to present their NGO and make their presentation more interesting. Essentially, they are to give a lesson to the class about their NGO using various media and formats of their choosing. This project is also scaffolded in the sense that students are given precise guiding questions in order to break down the expectations of what they are to include in their project. From their responses to the guiding questions, they may then construct appropriate paragraphs in which they can share their information. In addition, there is an introduction on NGO’s and some preliminary research work that they are to do prior to starting the project. Lastly, there is a bibliography template that is included for the students, along with a rubric. I use this project in combination with my other grade 6 social studies project on 'Les organisations internationaux. I hence give students to option to pick on whether they would like to do a research on an international organization involving various governments from around the world or an NGO.

This package is primarily intended for French Immersion. It can also work for Core French for the more advanced French learners, especially in the higher grades. This package is more than just a regular Saint-Valentine package. In this package I have not only created a set of reading activities with comprehension questions, but I have also made this as educational and multicultural as possible. I have included a history of Valentine’s Day, Valentine’s Day in Canada, different love days in Japan and South Korea, India, Russia and some former states of the Soviet Union, spring festivals in Romania, Bulgaria and Macedonia, and love festivals and celebrations in Brazil and parts of the African continent. My comprehension/reflection section is made up of simple recall questions from the text, that build up onto opinion and critical thinking questions, and that include research questions so that students can further refine their research skills and deepen their knowledge. This package can be used as photocopies for shared-reading activities. It can be used in centres, as homework, or when teaching about different cultures that have helped shape Canada. The section on India and Romania, Bulgaria and Macedonia can even be turned into an art activity in which students can create their own bracelets or amulets for friends and family. Lastly, the overall message of this package is that love can take a variety of different forms and that there are different types of love and different cultures have different (and similar) ways of expressing love.

This package is a perfect introduction for junior and intermediate immersion students (grades 5 to 8) to French classical literature. The story highlighted in this package is an adapted version of Guy de Maupassant’s story “La Parure”. The adaptation is faithful to the storyline of the short story, but it is written in passé composé and imparfait, and the vocabulary has been simplified. The original story has also been included for extension/enrichment purposes. In this package, students have the opportunity to write a brief biography of Maupassant, they also have comprehension/reflection questions at the end of each part of the story (there are 6 parts in total). In order to render this package more cross-curricular, there is a Visual Arts task and a drama task for students to do. There are also 3 rubrics included: 1) for the comprehension questions, 2) for the Visual Arts component, and 3) for the Drama component. Students will enjoy this story because the end has an interesting twist to it.

This step-by-step French exercise booklet is meant for Junior/Intermediate French Immersion. The entire booklet is dedicated to the rules of the passé composé in which each rules builds on the previous. The following topics are addressed in this booklet: le passé composé du verb avoir, le passé composé du verb être, les verbes en -er, les verbes en -ir (les réguliers), les verbes du 3e groupe, les participes passés, les verbes prenant l’auxiliaire être, les verbes prenant l’auxiliaire être et l’auxiliaire avoir (enrichment), le COD des verbes (enrichment), l’accord du participe passé (enrichment). This booklet may be used as a grammar exercise booklet that may be used in class, or it can be assigned as homework to be at home. It is also great to give as work for students who are gone away on vacation. The answer key is included in the back.

This comprehensive futur proche and futur simple grammar booklet is perfect for either introducing your students to the tense or for giving them a much needed review. This booklet can be done in-class, as homework, assigned to do with a supply teacher, or it can be the perfect learning file for distance learning in order to support remote learning. In this booklet, I have embedded the most frequently used verbs in French and I have added easy to understand explanations, exercises, and quizzes on the future simple. Answer key included. This booklet is part of my series of booklets on verb conjugation.

This mini-project aligns perfectly with the Grade 6 French Immersion Social Studies Unit on Communities in Canada Past and Present (Ontario). During the course of this mini-project, students are asked to explore notions of collective and individual identity. They are to write about and present 7 objects that they bring from home that they believe represent who they are. This mini-project comes with an evaluation rubric and a comprehensive step-by-step outline for students to fill out. The package also contextualizes the project by providing an introduction about the concepts of individual vs collective identity. At the end of the project, students have a sheet that they need to fill out. In this sheet, they need to comment on 10 classmates’ oral presentations.

I have created this booklet with inclusivity in mind. Given that not all students celebrate Christmas in December, I thought that this booklet would be fun and educational for all students coming from a variety of different backgrounds. In this booklet I have included St-Nicholas and Krampusnacht, Hanukka, St-Lucia, Boxing Day, Kwanza, Omisoka and Eid Al-Fitr. This resource is great for shared-reading activities or for centres. It is very versatile because you can easily adapt it to your classroom needs. It is also great for when you have a supply teacher. This resource is recommended for Junior/intermediate French Immersion. It could also work for senior depending on the classes’ French levels. I have personally designed this resource with a Grade 5/6 classroom in mind. I have linked aspects of community and identity in the grade 6 Social Studies curriculum as well as government in the Grade 5 Social Studies curriculum. Students therefore not only have the opportunity to read about a variety of different celebrations celebrated in December (that are not Christmas), but they also have the opportunity to research a variety of aspects of these celebrations and communities that these celebrations occur in. Since the booklet is quite lengthy, I normally divide my students up in groups during the second week of December and I assign a reading + comprehension and research questions to each group. I then get each groups to present the celebration to the class and I collect their section of the booklet.

This creation is an integrated French, Drama, and visual arts projects. For teachers only teaching one of each (ex. drama or visual arts), I have included three separate rubrics in the package to make it easier to share rubrics with other teaching partners who may share the class with you. In this project package, students learn more about ancient Greek theatre as well as theatre coming from different cultures. Once completing the preliminary research, they are to find a cultural legend and make that legend come to life by creating a script for the legend, putting together props and creating masks for the different characters that they will transition into (just like the Ancient Greeks once did). Students work in groups of 2 to 3 so that they can play the roles of at least two characters. This project may be adapted to give a FNMI perspective by having students select an FNMI legend. It can also have an Ancient civilizations perspective by having students select and work with legends coming out of antiquity. The arts component of creating masks gives the project a creative dimension which students often enjoy. It also allows the shyer students to participate more actively since they are able to present from behind a mask.

Here is my grammar package for my French Immersion and stronger Core French students. In this package, you will find complete and concise information, appropriately broken down for your students. I have included not only grammatical explanations in a language format that makes it easier for students to understand, but I have also included grammar exercises and quizzes for each section of the package. At the end of the package, there is also a unit test and I have included an answer key. This package is great for homework and also for the first 20 minutes of the French period. I use this package to provide my students with grammatical awareness before moving on to a more integrated approach to teaching language. I have also given this package for students who are going to be away on vacation and have used it as a back-up when I have a supply teacher.

This booklet is the second booklet of my conjugation series. It builds upon my Livret sur le Présent de l’indicatif. In this booklet, students will find simplified explanations of when we use the imparfait and how to figure out the imparfait of verbs. The booklet starts out with the basics of être and avoir and proceeds to the regular verbs in -er, their small variations, 2nd group verbs in -ir, irregular -ir verbs and the rest of the 3rd group of verbs. After each exercice section, there is a quiz. I do not always give the quiz as an actual “quiz” but I use it as a self-evaluation tool for the students. In the back, there is also an answer key to the exercises.

A tried and tested project for the flight unit. This project is designed to allow students to familiarize themselves with a pioneer in aviation. Students have a list of aviation pioneers that they can choose from and they are provided with guided/reflection questions that they can use to guide their research. I have incorporated “Growth Mindset” into this project since students will have to demonstrate/infer how their pioneer in aviation has demonstrated a Growth Mindset. A rubric and a step-by-step bibliography page is also provided to help students better refine their research skills. At the end of this project I get students to present. I am always surprised by how well their presentations go and how complete their projects are.

Here is my comprehensive Grade 6 Biodiversity unit. In it I go into the theory relating to biodiversity and the classification of living things. Students have comprehension questions that go with each section. They have the opportunity to use technology to further their research with my reflective questions. I have included 2 activities with rubrics and other mini-activities. The unit culminates with getting the students to write a letter to their MP regarding a pressing environmental issue of their choice.

Here is a drama project that I have done with my classes. I have started at the beginning of cinematography with silent theatre. During the course of this project students will have the opportunity to learn more about the era of silent theatre. They will learn about Charlie Chaplin, compare two films (one from 1903 and another from 1917) with each other and with modern day cinema. Students will also have the opportunity to create their own silent movie and will be required to adhere according to certain guidelines (found in the guiding questions that will structure their entire project). A rubric is included in this package.

Here is my comprehensive unit on Communities in Canada Past in Present for Grade 6. This unit, in line with the Ontario Grade 6 curriculum is thought provoking and meant to foster reflection and critical thinking on the part of the students. I have included a lot of discussion/reflection questions and opportunities for research. Weekly homework questions are provided at the end of the unit. In this unit, we look at concepts of identity, collective identity, community, contributions of various communities in Canada, immigration, racism and discrimination.