Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project

Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
Grade 5 (SK Level 4) Jeu Une Carte de Ma Communaute Final Project
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  1. A full bundle of all the handouts and activities necessary for the Grade 5 (Saskatchewan Level 4) A Treasure Hunt in My Community Unit. You can click on the different materials included in the bundle for more in depth description. Duration of unit will depend on your time allotted to Core French ins
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Product Description

A final project template for the Grade 5 (Saskatchewan Level 4) A Treasure Hunt in My Community unit. Includes step by step instructions as well as all the templates for the project.

Handouts required for the final project:

  1. https://www.teacherspayteachers.com/Product/Core-French-Grade-5-Level-4-Places-in-the-Community-Wordsearch-Vocabulary-4273473
  2. https://www.teacherspayteachers.com/Product/Grade-5-Les-Verbes-Irreguliers-Aller-et-Faire-et-Les-Structures-dUnite-4274670
  3. https://www.teacherspayteachers.com/Product/Grade-5-SK-Level-4-Les-Verbes-Regulier-er-et-les-verbes-dunite-4274699
  4. https://www.teacherspayteachers.com/Product/Grade-5-Level-4-Unit-2-Prepositions-and-the-Imperative-Student-Handout-4275246

Directions:

  • Students will create their own Community Map Board game by using one of the two templates in this document. If you have use of technology, you can also use google slides, google docs, Microsoft Word, Microsoft PowerPoint, if available to you. You can also look into iPad apps and computer websites if you wish as well.
  • If using the provided templates, the greyed areas are the “roads” for the token person to be moved around. The white spaces are for drawing buildings/stores/places (or symbols of buildings/stores/places) to direct the token to.
  • Students need to have AT LEAST 6 different places on the map from their Places in the Community vocabulary.
  • There are more than 6 places provided on the map, so they can choose to add more buildings but they would need to add the questions to go with it as well – which means more work. They can also create 2 GREEN SPACES which indicate a non playing spot on the board, just as the class PowerPoint Board Game example did.
  • Students will write, based on the model, 6 questions to go with their map with the question est-ce que ________ peut…. (manger, nager, etc)? The blank will be the name of their token. They can use name of a favourite character from game, movie, or tv show. (such as Steve from Minecraft).
  • Students will also write the answer to their question for the answer key.
  • It would be best to do an example of how to create the project with them. You could project this PowerPoint to whiteboard to make an example as a class.
  • They will also need to create their TOKEN for the final part. A slide is provided for that.
  • I would print the final written part on the second side of the board game.
  • Option: Provide school appropriate treats for the students to use as the TREASURE during presentation if they locate the right spot. You can make it related to the place or just generic treat.
  • Recommended printing for slides:
  • slides 3&4 as a handout. Printed doubled sided.
  • When they complete that step, handout slides 5-7 printed doubled side and stapled together.
  • Print copies of 8&9 and 10&11 double sided. Students can pick ONE as their final copy template.
  • You will also need to print copies of slide 13 or simply provide white paper.
  • Presentations: In partners, students will take turns playing each other’s board games. Depending on your allotment for French instructional time, this may take more than one class. For evaluation, you will take turns sitting with each group and watch them play their board games in order to evaluate them. A recommended process is select 2 days for board game play. Class 1, students play Partner 1’s board game the whole class and then in Class 2, they play Partner 2’s board game. Depending on how much time you have, you can also do this is one class. For example, if you have a 1 hour class, the first 30 minutes for Partner 1’s board game, second half is Partner 2’s Board Game. If you wish, you can have 1 day were they rotate partners and try playing everyone’s board game every 5-10 minutes as even just 1 direction given is enough to experience everyone’s board game.
Total Pages
14 pages
Answer Key
N/A
Teaching Duration
2 Weeks
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