Extract
[...] Oral retelling will allow them to mobilize precise vocabulary, notably when speaking of the mental states of characters, for example, but also when using cause-and-effect links by evoking the causes and consequences of the characters' actions. Finally, oral retelling will allow them to mobilize external knowledge, notably to explain the implicit. We can take, for example, the expression 'Hauts les pattes'. To explain this expression, they need to know in advance the expression 'Hauts les mains' and know what it designates. [...]
[...] However, when he meets the fox, who is a mean character in this story, Billy saves his friends from this character whom everyone was afraid of, including his father. At the intertextual level What does the text say What it does not say Stereotypes" Fox "This old fox of a fox Predator, cunning, wicked "Bandit "You don't have a bad enough bad character. They are seen as antagonists. "Billy's father rummages through the dresser drawers and pulls out an old revolver, a belt, a mask and a hat. The characteristic features of an outlaw are as follows: hat, revolver etc. They are generally associated with the Wild West. [...]
[...] Differentiation for high-achieving students : Tell the story in your own words. This will allow the teacher to validate or not the student's understanding. The teacher will have to provide the spatio-temporal context to the student, the characters, and the encyclopedic and stereotypical knowledge to be acquired beforehand in order to allow the student to anticipate the elements of the story and the implicit. According to the programs: - Daring to enter into communication: taking the floor in front of a group / teacher - Understand and learn: the fact of listening to other students allows some to better understand the story and even memorize Expected outcomes: - "practise various uses of spoken language: narrate, describe, evoke, explain, question, propose solutions, discuss a point of view. [...]
[...] formulation of the inference. It is essential to ask the 5 comprehension questions: who? where? when? what? how? We can proceed with a guessing game with the student. Differentiation for struggling students : We can use images from the album as a visual support or even the staging of the story with the use of marionettes, characters, objects, and locations to facilitate the student's understanding and explanation. This is a playful contribution that will awaken curiosity and mental representation of the story. [...]
[...] In the end, thanks to his courage and the motivation to protect his friends, he manages to scare the Fox and act like a bandit. Coco Panache The story of Coco Panache shows that we are a knight when we fly to the rescue of others, that we establish peace. In addition, we have a mouse named Josette in both stories. Narratively What the text says What it does not say Mental states of characters Mouse girl, he says, that's going to be easy" - Billy Weaker than men, frail. going to give you your first lesson in banditry" - Father "It's not serious. [...]
