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Period 1 - Album 4 - Gloups

gloups.jpg

Gloups          _cc781905-5cde-3194 -bb3b-136bad5cf58d_Christine Naumann-Villemin ~ Marianne Barcilon

 

No matter how hard he tries, Gloups finds it very, very difficult to be wise.

However, he makes great efforts... GLOUPS!

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Location of the action : The school
Period: Imprecise

Cover Discovery     cc781905-5cde-31946_bb35b-18dcf

 

Objectives :

Find your way around an album cover

Differentiate : title, name of author, illustrator, publisher (+logo)

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Grouping:

 

  • Write the title of the book on the board, then the name of the author, illustrator and publisher

         (photocopies agrandies des différentes parts of the cover)

→ transfer the cover page to the board, keeping the same layout as on the book

 

  • Invite students to locate the title of the book on the board. This is GLOUPS. Ask them to justify their answer by showing the clues on which they rely for “ lire ” this title.

       (les référents sont affichés au tableau – faire remarquer qu'il n there are no words school, Cerise, Loulou,...)

 

  • Then read the other elements of the cover and explain the function of each in the making of the book .

         Utiliser les mots_cc781905-5cde- 3194-bb3b-136bad5cf58d_: author

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_           _cc781905 -5cde-3194-bb3b-136bad5cf58d_         _cc781905-5cde-3194- bb3b-136bad5cf58d_           illustrateur } and explain their different professions to the students

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_           _cc781905 -5cde-3194-bb3b-136bad5cf58d_         _cc781905-5cde-3194- bb3b-136bad5cf58d_           éditeur

 

(Some students associate the first names Catherine, Marianne with a person around them)

 

Workshops :

 

  • cover puzzle

  • reading the title (finding the correct spelling)

  • writing of the title (to be reconstituted with magnetic letters or letters to stick or write in capital letters)

Discovery of the characters

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Objectives :

Understand a text read by the adult

Encode and decode words

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Led workshop:

1. Proofreading

→ summarize all the characters that appear or are named in the album – each time put the image of the character in front of the children

 

2. Character Ranking(main and secondary)

→ bring missing characters if necessary. Then have them rank in order of importance, so as to approach the notion of main and secondary characters

 

3. Invented writing

encoding

→ the pupils are invited to write the names of the characters on the sheet provided for this purpose (with image of the character's head)

→ everyone reads their sheet and sticks it on the poster paper.

 

The teacher will thus be able to know where the student is in his knowledge of the code

 

If it is a first encoding session, proceed to a collective reflection and a single encoding per character.

 

 

 

Files :

 

  • Identify the characters in the story (characters with intruder - consigne : surround or bar)

  • Associate the characters with their written name (4 images/4 names) to paste or link

  • Reconstitute the name of a few characters (magnetic letters or letters to cut out/glue)

Text 1: discovery reading
link to reading-discovery

Oral language: School theme

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After the reading-discovery of the album, setting up a language workshop in small groups

  • Who is Gloups ?

  • How is Gloups ? Is this a student like the others ? Why ?

  • How is his school ? Does it look like our ? (search similarities /differences)

Oral language: The rules of class life

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After proofreading the album, setting up a small group language workshop

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  • What is Gloups 's nonsense?

(Check in the album / Place in front of the students the photocopy of the image of the album corresponding to the stupidity)

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  • What stupid things does he want to do but he doesn't ?

        )

We can classify on one side the nonsense done and on the other those that he has only imagined.

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  • And you ? Do you sometimes do stupid things ? (at school or at home)

  • And what happens when we do something stupid ? (at home then at school)

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  • What can we do to remember what we are allowed to do and what is forbidden ?

 

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Realization of a display on the rules of life of the class in order to be able to refer to it if necessary.

 

Realization of a writing in the knowledge binder :

          _cc781905-5cde-3194 -bb3b-136bad5cf58d_           _cc781905 -5cde-3194-bb3b-136bad5cf58d_         _cc781905-5cde-3194- bb3b-136bad5cf58d_           _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ “ We understand the rules of class life ”

Structuration de l'espace : Ma classe, Mon école...

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Découvrir un nouvel espace, la classe

(l'école, la salle de jeux, les couloirs, la cour pour les nouveaux arrivants)

Phonology

PICT0153.JPG

Philosophical workshop

Thematic network : school    _cc781905-5cde-3194-6bb3b-5bad

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Tom goes to school (Bawin - Le Masne)

Calinours goes to school (Stehr - Broutin)

Leon's school (Bloch)

kindergarten picture books

kindergarten - kididoc

Tibili the little boy who didn't want to go to school (Leonardo)

I don't want to go to school (Blake)

The little ogre wants to go to school (Gaudrat - Parkins)

I won't go to school (Ross)

The return of Trotro (Guettier)

T'Choupi goes back to school (Courtin)

Spot go to school (Hill)

Lulu's mistress disappeared (Picouly)

World Schools (Moreno)

On the way to school (Bouin - Fronty - Moreno)

Thematic network : nonsense, monsters  _cc781905-5cde-3194-bb3b-136bad5cf58d

Dirty kid! (Colle)

Bernard and the Monster (McKee)

Go away you naughty baby (Emberley)

Go away big green monster (Emberley)

In bed little monster (Ramos)

Evaluation  first period   

 

Know how to recognize words from the repertoire of the class

Match the picture to the corresponding word

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