how do you say hello in · complete the sentence starter, “today the weather is”. last, have...

How Do You Say Hello in ...? • Day 6

175 Module 6Early Learning

A long time ago, French and English explorers arrived in the country we now call Canada. Both France and England established farms and towns in this new land and from these early settlements our country has developed.

Did you know that a misunderstanding gave Canada its name? When nearing the First Nation village of Stadacona in 1535, French explorer, Jacques Cartier heard the Huron-Iroquis word kanata, which means “village” or “settlement”. Cartier misunderstood the word, believing it to indicate the territory controlled by Donnacona, the village leader. Consequently, the name kanata came to represent the magnifi cent land that we now know as Canada.

Today, your learner will explore how culture and language contribute to his or her unique identity. Through this investigation, your learner will develop an understanding and appreciation of the importance of the First Nations, French, and English languages. Because Canada is home to people of many nationalities, your learner will also have opportunities to build relationships with people who speak other languages.

Day 6How Do You Say Hello in ...?

176 Early Learning

Day 6 • How Do You Say Hello in ...?

Module 6

Calendar Time • Months of the Year Cards • commercial calendar • weather stickers and graph • calendar resources as required

Math Time • various kinds of counters and

creative resources such as art supplies

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • globe or map of Canada

Letter and Word Time • no special resources required

Project Time • no special resources needed

Learning Centre Time • resources as required

depending upon chosen event

Story Sharing Time • favourite or additional picture

books

What You Need Today



Calendar Time

Time recommended: fl exible

Place the Months of the Year Cards in order, and then read them in correct order with your student.

Point to a chosen Month of the Year Card and ask your learner to read the name of the month. Help your student as necessary.

Continue to point randomly to Month of the Year Cards and ask your learner to read the cards until all the months of the year have been identifi ed. Have a commercial calendar available to use as a reference. Help your student as necessary.

Next, ask your student to shuffl e the Months of the Year Cards, and then put them in the correct order.

Complete the sentence starters “Yesterday was”“Today is” and “Tomorrow will be”.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

October

September

August

July

June

April

May

March

February

January

December

November

Tomorrow will be Friday .

Today is Thursday .

Yesterday was Wednesday .

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Module 6

Weather Picture Graph

Ask your learner to predict what the weather is like outside. Then, have your student look outside the window or go outside to check the weather.

Complete the sentence starter, “Today the weather is”.

Last, have your learner choose the correct Weather Sticker(s) and glue them onto the Weather Picture Graph begun on the fi rst day of this module.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

sunny rainy snowysnowy cold hot warm windyDays

Weather

Weather Picture Graph

cloudy

Today the weather is



Math Time

Time recommended: 30 minutes

Today, you will guide your learner to count the number of people in his or her family. Your young mathematician can then create his or her own representation of the number by drawing a picture, making a physical model with such counters as cubes or buttons, or showing the information with art materials.

You will focus your attention on

• identifying the number of family members by counting

• showing information in various ways • looking at various representations of the same

information

Introduce the activity by asking your learner to think about why knowing how many people are in the family might be important.

ActivitiesMath Time

6 542

1

3

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Module 6

Use the following Home Instructor’s Script to guide this introductory discussion.

For the next few days, we will be collecting a lot of information about our family.

We can fi nd some important information by counting.

First, we’ll start by counting the number of people in our family.

Can you think of any reason you and I or other people might need to know how many are in our family?

Record your learner’s ideas such as setting the table so everyone has a place setting, doing a head count for a fi re drill, purchasing an equal number of treats, or ordering enough pizza so everyone gets an equal share.

Take advantage of teachable moments by expanding your learner’s ideas and be alert for important mathematical ideas such as when an exact count is needed and when an estimate will do.

Next, ask for ideas about how to count the people in the family. If your student is

already very familiar with the number of family members, talk about ways to

check the number such as showing an interlocking cube for each family member.



Continue with the following Home Instructor’s Script.

What are some other ways of counting how many of us there are?

How can we be sure we count everyone, even the people who are not at home right now?

Your student may suggest drawing a picture of each family member, listing the names of all family members, or showing a counter for each person in the family.

Together with your learner, show various representations of the number of people in your family. Encourage the use of various resources and guide your learner to discover any incorrect representations. When you agree on the total number of family members, display this numeral on the fridge as a reference to the number of family members.

How many are we?

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Module 6

ActivitiesTeaching Tip

Consider your learner’s responses and also note the following:

• What materials does your learner choose to represent the number of family members, and how does he or she use those counters?

• How does your student keep track of the items in his or her representation?

• How does your student count the items in each representation? Does he or she compare this count to the known information about the number of family members?

• Do the representations account correctly for everyone in the family?

• Is your student interested in how you or other family members have represented the number of people in the family?

Post your representations and encourage your learner to have informal conversations with family and friends about the various ways the same information is represented. Through this exhibit and the informal discussions, your student is exposed to many ways of displaying the information.

On Day 9, submit two chosen representations. You can either take a photograph and submit it or submit the representations on paper. On the back of the photographs or paper, print the abbreviated form of the module and day number (M6D6). If you have a digital camera, you may choose to attach the photographs to an e-mail and send them to your Distance Education Tutor.

MaterialsStudent Folder



Music and Movement


Play some soft relaxing music. Together with your student complete some simple stretches.

Let’s

• do some simple stretches • do some echo clapping • learn to lead and follow in an echo song • learn to read quarter notes and rests as units of

steady beats

Here are some stretches you and your student can practise together. Remind your student to breathe easily, not to bounce or force, cause no pain, and feel the stretch. Encourage your student to hold each stretch for 8 to 12 seconds.

ActivitiesMusic and

Movement Time

Wrist Stretches

Shoulder Stretches

Neck Stretches

ArmStretches

SideStretch

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Module 6

Next, do some echo clapping. Review with your learner the differences among ta – quarter note beat, ti-ti (pronounced tea-tea) – eighth note beat, and ta-a – half note beat. Use the following Note Cards to practise clapping these notes. Try to clap at a consistent rate.

Practise some of the following clapping patterns.

Ta

Clap once for each count of 1

Ta-a

Clap once for a count of 2(clap on second count)

Ti-ti

Clap twice for each count of 1

ta, ta, ti-ti, ta-a

ti-ti, ti-ti, ti-ti, ta

ta-a, ta-a, ta

ta, ta-a, ti-ti, ti-ti

ta-a, ta, ta, ti-ti

Note Cards



After you have completed the echo clapping, explain to your learner you will be doing some question and answer singing. Sing a short question to your learner, and then ask him or her to sing the answer back to you. Be sure to encourage your learner to reply in a complete sentence instead of a one word answer. Below is an example of a question and an answer and more questions to sing.

Question Answer

Do you like to sing? Yes, I like to sing.

What is your favourite colour?

How old are you?

Do you like spinach?

Turn to Lesson 27 “Reading rhythmic Notation #1” in the Music and Movement in the Classroom resource and do the activities.

Adapt the lesson to your home schooling situation.

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Module 6

ActivitiesSharing Time

Sharing Time


Ask your learner if he or she knows what the words ta’n(i)si and bonjour mean. If necessary, guide your learner to understand that the word ta’n(i)si means hello in the Cree language and bonjour is the French word for hello.

It’s time to

• explore how culture and language contribute to your unique identity

• appreciate that French and English are Canada’s offi cial languages

culture: a way of life, ideas, customs, and traditions

Bonjour Ta’n(i)siHello

Hello



Talk about and list greetings in other languages. For example, in Japan the word for hello is Konichiwa, in Spain it is Buenos dias and the German word is Guten Tag. Also, if possible, list other languages in which you and your student would like to learn how to say the word hello. Record your suggestions on paper under the title, How Do You Say Hello in …? For assistance, you can borrow from the library the book Hello World! Greetings in 42 Languages Around the World by Manya Stojic or access the following sites:

• www.freetranslation.com • www.ipl.org/div/hello/others.html • www.enchantedlearning.com

Continue with the following questions.

How do you think you learned to speak your fi rst language?

Would you like to learn another language? Why?

Why do you think being able to speak more than one language might be useful?

How could you show friendship to someone who speaks a language different than yours?

Hello

How do you say hello in ...?Japanese KonichiwaSpanish Buenos diasGerman Guten tag________ ________ ________ ________ ________ ________ ________ ________ ________ ________

ActivitiesInternet

188 Early Learning


Module 6

For lunch today, are you going to try something new?



Letter and Word Time


Explain to your learner that the country of Canada has two offi cial languages, English and French. Having two offi cial languages means that important information such as government publications are printed in French and English. Most Canadian food packages have product information in French and English.

French and English Scavenger Hunt

Go on a scavenger hunt around your home and neighbourhood to look for French and English print. You can start by focusing on the French and English print shown on a cereal box or other food item.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

190 Early Learning


Module 6

Project Time


On a globe or map, guide the index fi nger of your child’s hand around the country of Canada.

If you have Internet access, you could also review the following website:

• www.canadiangeographic.ca/kidstest

Review with your learner that the country of Canada has two offi cial languages, French and English. This means that citizens have the right to communicate with and receive services from the government of Canada in either French or English.

ActivitiesProject Time

ActivitiesInternet




Explain that although the two offi cial Canadian languages are French and English, Canada is home to many people whose fi rst language is not French or English. These languages can be heard throughout Canada because people from all over the world are citizens of Canada.

If possible, invite family, friends, or other acquaintances who speak other languages than your child’s fi rst language to talk about their language, traditions, and culture.

A trip to the local library or an Internet search can also help you and your learner investigate information about chosen nationalities.

citizen: a member of a particular country and who has the right to live there

nationalities: groups of people who share common languages, cultures, and histories

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Module 6

Guide and encourage your learner to choose a nationality to research such as French or Cree. The nationality that you choose to research may be one from your family of origin.

Some possible Internet sites that you may want to investigate are as follows:

• http://www.aboriginalcanada.com /fi rstnation/ • http://en.wikipedia.org/wiki/French_Canadian

After choosing a nationality to study, discuss what you and your learner know about this nationality. List this information in the K (Know) section of the following K/W/L Chart.

The letter K stands for the word Know, the letter W represents the phrase Want to Know, and the letter L stands for Learned.

In the W section of the K/W/L Chart, list things that your learner wants to learn about the chosen nationality. Guide your learner as necessary.

The L section of the K/W/L Chart will be completed on Day 9 of this module with information about what the student has learned.

ActivitiesInternet



Print this page.

K/W

/L C

hart

Kno

wW

ant

to K

now

Lea

rne

d

194 Early Learning


Module 6

Learning Centre Time


Be sure that your learner “signs in” using his or her fi rst and last names.

Today, your learner may be interested in choosing a cultural event to celebrate such as a Round Dance or the Quebec Winter Carnival. The identity of a culture is usually illustrated by the way its people celebrate special occasions.

ActivitiesLearning Centre Time

Sign-In

___________________________

Mascot Hughes



Each learning centre will give your young explorer the opportunity to learn more about and organize the chosen cultural event. The suggested activities noted at each centre are related to the First Nations Round Dance or the French Canadian Quebec Winter Carnival, but you can substitute activities to match your chosen event.

Your student may choose to do one of the following three choices. The suggested centres and activities are listed after the descriptions of the three cultural events.

196 Early Learning


Module 6


Choice 1: French Canadian Event

Long, harsh winters are a part of Canadian life. Newcomers to this cold land learned to brighten the cold months with winter sports and recreation. By the nineteenth century, Canadians, especially those in Quebec, were making winter fun by participating in skating, sleighing, snowshoeing, snowball battles, and outdoor dances, concerts, and picnics.

The Quebec Winter Carnival or Carnaval de Québec, held yearly in Quebec City, Canada, has now become the biggest winter carnival in the world. This event usually starts on the last Friday of January or the fi rst Friday of February. It continues for 17 days, generally with nearly one million participants every year.

A wonderful way to discover information about a chosen cultural event is to search the Internet for information and photographs. Details of the Quebec Winter Carnival can be found on the following sites.

• http://www.carnaval.qc.ca• http://en.wikipedia.org/wiki/Quebec_City_Winter_

Carnival• www.quebecregion.com



Choice 2: First Nations Event

The Round Dance is a Native American social dance done in a circle. It is not just a dance; however, it is an event. It often opens with a feast and may include a give-away. All members of the community—young and old together—are encouraged to dance and have a good time. It is a very participatory dance, rather than a performance. No outfi ts or regalia are needed; you come as you are.

Round Dances are usually sponsored by a group or a family—often as a memorial for a loved one. A school community may host a Round Dance to bring that community together and say thanks for the support of the family members in making the learning successful.

The music for the Round Dance comes from singers, drums, and other instruments located in the centre of the circle. The dance is in a sideways motion, with the lead foot stepping to the side, then the other foot “catching up”. When the beat changes, the dancers go in the other direction.

Choice 3: Cultural Event of Your Choosing

Choose a cultural event to research, organize, and participate in that has a special signifi cance for you and your learner.

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Module 6

Art Centre

Quebec Winter Carnival Event

Provide your student with cotton balls, sponges that have been cut into small shapes, small beads, and other creative resources to construct an imaginary ice sculpture.

Round Dance

Create drums and other instruments to provide the music for the Round Dance.

At this centre, you could also choose to study the work of artists such as Sarain Stump and Dennis Morrison.

Chosen Cultural Event

On the Internet or at your local library, research art and craft activities related to your chosen cultural event.



The following centre activities can be adapted to whatever cultural event you and your learner may have chosen.

Letter and Word Centre

Encourage your learner to print the word for hello from other languages such as Ta’n(i)si (Cree), Bonjour (French), Buenos dias (Spanish), and Guten Tag (German).

Your learner may also be interested in making signs to advertise your chosen special event.

Cultural Event Centre

Invite family and friends to help your learner organize a chosen cultural event such as a Round Dance or the Quebec Winter Carnival. For example, weather permitting, organize carnival events outside such as Snow Bath, Sleigh Race, Toboggan Race, Skating Party, and an Obstacle Course. Collect various event items such as costumes, winter attire, toboggans, sleighs, obstacle course items, and signs to label the events.

200 Early Learning


Module 6

Math Centre

Provide various counters such as pieces of pasta, interlocking cubes, and beads in varying sets from 1 to 10. Invite your young mathematician to demonstrate one-to-one correspondence as he or she counts the sets of objects in English, French, or any other chosen language.

Library and Listening Centre

Supply picture books and CDs in various languages. For example, many libraries have selections of French picture books, CDs, and videos that you can borrow.

If you have chosen to study a First Nation Culture, you could use this opportunity to read native legends. Check with your local librarian for suggested resources.

Enjoy reading, listening, and viewing stories and songs in various languages.

un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix



Computer Centre

Research your chosen cultural event on the Internet. Here are some possible web sites you may want to review:

www.carnaval.qc.ca/en/ -en.wikipedia.org/wiki/Quebec_City_Winter_Carnivalwww.quebecregion.com/e/carnaval.asp -www.cgkids.cahttp://www.aboriginalcanada.com /fi rstnation/http://en.wikipedia.org/wiki/French_Canadianwww.freetranslation.comwww.ipl.org/div/hello/others.htmlwww.enchantedlearning.com www.cp-pc.ca/englishwww.dltk-kids.com/worldwww.theholidayzone.comwww.mamalisa.com/worldwww.peacecorps.gov/kidswww.birthdaycelebrations.net/traditions.htmwww.oxfam.org.uk/coolplanet/kidsweb/index.htmwww.kids-space.org/CTC

Cultural Event

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Module 6

Story Sharing Time


Choose several books to enjoy together.

Listed below are some books that you may have already borrowed or would like to borrow from your local library.

• Can You Count Ten Toes? Count to 10 in 10 Different Languages by Lezlie Evans

• Grandfather Counts by Andrea Cheng • Hello World! Greeting in 42 Languages Around the

Globe by Manya Stojic • Jambo Means Hello by Muriel L. Feelings • My Arctic 1, 2, 3 by Michael A. Kusugak • Passing the Peace: A Counting Book for Kids by

Diane Brookes

ActivitiesStory Sharing Time

how do you say hello in · complete the sentence starter, “today the weather is”. last, have...

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