Les HisNoires: Moi je m'aime! - Elementary Teachers ...
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Les HisNoires: Moi je m’aime!
The Elementary Teachers’ Federation of Ontario (ETFO) is the union representing 83,000
elementary public school teachers, occasional teachers and education professionals across
the province of Ontario.
ETFO Equity Statement
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to
create schools, communities and a society free from all forms of individual and systemic
discrimination. To further this goal, ETFO defines equity as fairness achieved through
proactive measures which result in equality, promote diversity and foster respect and
dignity for all.
Stay connected with ETFO online:
Website etfo.ca
Twitter @ETFOeducators
Instagram @ETFOeducators
Facebook.com/ETFOprovincialoffice
Substantive Editor
Allison Ebanks, Durham Teacher Local
HisNoires Writing Team
Mandisa Bromfield, Elementary Teachers of Toronto
N. Kenisha Bynoe, Elementary Teachers of Toronto
Karen Devonish-Mazzotta, Elementary Teachers of Toronto
Dawn Samuel-Prescod, Durham Teacher Local
Copyright © January 2021
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior permission of the copyright owner.
French Immersion Read-Aloud Lesson
Text Moi, je m’aime!
High on energy and imagination, this ode to self-esteem encourages
children to appreciate everything about themselves – inside and out.
Messy hair? Beaver breath? So what! Here's a little girl who knows
what really matters. At once silly and serious, Karen Beaumont's
joyous rhyming text and David Catrow's wild illustrations unite in a
book that is sassy, soulful and straight from the heart.
Instructional - To support readers in using reading strategies such as text to
Focus self, meaning-making and think-aloud.
Before Reading - The educator will read the title, “Moi je m’aime!” while pointing
at themselves.
- The educator will provide the learners with a preview of the
text by sharing what the story is about in advance.
- Educator prompt 1 (see Educator BLM).
- Educator prompt 2 (see Educator BLM).
During Reading - As the educator reads the text, they will make connections to
things that remind them of themselves.
- They will use think-aloud strategies to share how the story
connects to themselves personally.
- See Educator BLM example 1.
- Read the next page (Educator Prompt 3) and use a think-
aloud strategy to make connections to this page.
- Ask the learners what they might do if someone says or does
something that makes fun of who they are. (Educator Prompt
4) and use Think, Pair, Share.
- Write the ideas of the learners on chart paper.
- Continue reading the story until the end.
After Reading - Ask the learners to think about what they love about
themselves (Educator Prompt 5).
- Write down the ideas of the learners.
- Use the sentences to create a shared reading text with
pictures of the learners sharing a picture of what they love
about themselves.
- Create the text as a class.
Extensions - You may take pictures of the different parts that they love
about themselves and why. Have learners write about the
different parts of themselves that they love and that make up
who they are.
- Have the learners explore ingredients found in the home that
celebrate their various skin tones.
- Have the learners draw self-portraits that have them observe
themselves in the mirror. (This can be used to explore shapes
and symmetry found within one’s face.)
Invitation for Book: Moi je m’aime!
Learning Question: Comment te-vois tu?
Materials - Mirrors;
- Clipboards;
- Paper;
- Chart paper;
- Markers or pencil crayons, or paint, or multi-coloured paper;
- Vials with ingredients (cinnamon, nutmeg, rice crispies, cocoa
powder);
- Paint chips (skin tones);
- Sharpie markers; and
- Containers.
Curriculum
Connections Kindergarten
- (2) (BC) Demonstrate independence, self-regulation and a
willingness to take responsibility in learning and other
endeavours.
- (5) (BC) Demonstrate an understanding of the diversity among
individuals and families, and within schools and the wider
community.
- (11) (DLMB) Demonstrate an understanding and critical
awareness of a variety of written materials that are read by
and with their educators.
- (25) (BC) Demonstrate a sense of identity and a positive self-
image.
- (30) (BC) Demonstrate an awareness of themselves as
dramatists, actors, dancers, artists and musicians through
engagement in the arts.
- (31) (BC) Demonstrate knowledge and skills gained through
exposure to and engagement in drama, dance, music and
visual arts.
Grade 1
Oral Language Communication
- (1.3) Identify a few listening comprehension strategies and use
them before, during and after listening in order to understand
and clarify the meaning of oral texts, initially with support and
direction.
- (1.5) Use stated and implied information and ideas in oral texts,
initially with support and direction, to make simple inferences
and reasonable predictions.
Reading
- (1.2) Identify a few different purposes for reading and choose
reading materials appropriate for those purposes.- (1.3) Identify a few reading comprehension strategies and use
them before, during and after reading to understand texts,
initially with support and direction.
Grade 2
Oral Language Communication
- (1.3) Identify several listening comprehension strategies and
use them before, during and after listening in order to
understand and clarify the meaning of oral texts.
- (1.5) Use stated and implied information and ideas in oral texts
to make simple inferences and reasonable predictions and
support the inferences with evidence from the text.
Reading
- (1.2) Identify several different purposes for reading and choose
reading materials appropriate for those purposes.
- (1.6) Extend understanding of texts by connecting the ideas in
them to their own knowledge and experience, to other familiar
texts and to the world around them.
Assessment
Kindergarten
- Observe and record what learners are doing and saying
using a variety of documentation sources such as:
transcripts, anecdotal notes, videos, learning stories,
pictures and more.
- Use the pedagogical documentation protocol
(Pedagogical Documentation K-2: Building Capacity Series)
to capture and interpret the learning that transpires:
www.webcache.googleusercontent.com/search?q=cach
e:6UXo338W9cIJ:www.edu.gov.on.ca/eng/literacynumerac
y/inspire/research/CBS_Pedagogical.pdf+&cd=1&hl=en&ct
=clnk&gl=caMoi, je m’aime - Educator’s Black Line Master
Before Reading - Educator Prompt 1: Ce livre est au sujet d’une petite fille qui
s’aime parce qu’elle est tout simplement spéciale. Peu
importe ce que les autres pensent d’elle, elle est fière d’être
elle-même.
- Educator Prompt 2: Pensez bien à ce qui fait que cette fillette
est différente des autres. Qu’est-ce que tu remarques?
During Reading - Exemple 1: J’aime tout ce qu’il y a en moi aussi, tout ce que je
pense, fais ou dis. Cette partie me fait penser aux moments où
moi, je démontre de la gentillesse en aidant quelqu’un ou en
partageant. J’aime quand je fais des actions qui démontrent
la gentillesse. C’est ce que j’aime en moi.
- Educator Prompt 3: Ça m’est complètement égal, tu vois, ce
que les autres disent ou pensent de moi.
- Educator Prompt 4: Que fais-tu quand quelqu’un se moque de
toi? Que peux-tu faire? (Think-Pair-Share)
After Reading - Educator Prompt 5: J’aime mes ______ parce que _______.You can also read
