Core French 3
3.C.1
Compare basic elements of Francophone, First Nations, and Métis family cultures in communities.
[S] [RP]
Indicators for this outcome
| (a) | Represents French culture (e.g., by reciting a comptine or by singing a song). |
| (b) | Identifies traditional Francophone foods in a lunch (e.g., les croissants, le fromage), in comparison to foods in First Nations and Métis cultures (e.g., les baies (berries) and la banique (bannock)). |
| (c) | Examines elements of French culture in the classroom and school, such as posters and books. |
| (d) | Describes housing types in various Francophone communities (e.g., une maison à deux étages, une villa, une maison mobile, un bungalow, un hôtel de glace) in comparison to the various kinds of traditional housing in First Nations and Métis cultures (un tipi, une cabane). |
| (e) | Examines meals in different Francophone communities (e.g., déjeuner/petit déjeuner and diner/souper). |
| (f) | Describes mythic or imaginary animals such as the sea monster Memphré in Québecois culture in comparison to animals such as Coyote in many First Nations cultures. |
| (g) | Responds to authentic French picture books read by the teacher. |
| (h) | Uses knowledge of Francophone cultures to participate in cultural activities (e.g., games, singing, and chants). |
| (i) | Self-evaluates participation in cultural activities through the use of satisfaction indicators (e.g., Pas trop bien. Assez bien. Bien. Très bien. Excellent). |
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