Les Pronoms Possessifs

Lyrics

Le mien, le tien, le sien,

Le mien, le tien, le sien,
Le mien, le tien, le sien,
Le mien, le tien, le sien…

Mais ça dépend du genre de l’objet,

Si c’est masculin ou feminin…

Si c’est masculin,
Si c’est feminin…

La mienne, la tienne, la sienne,

La mienne, la tienne, la sienne,
La mienne, la tienne, la sienne,
La mienne, la tienne, la sienne…

Mais qu’est-ce qui se passe s’il y a plusieurs objets?

On ajoute une terminaison plurielle…

Si c’est masculin,
Si c’est feminin…

Les miens, les tiens, les siens,

Les miennes, les tiennes, les siennes,
Les miens, les tiens, les siens,
Les miennes, les tiennes, les siennes…

Recommended Resources
 CD player, Grammar through music CD
 Required teaching resources for the teacher: sticky tack or some kind of adhesive, a pen and an eraser.
 Copies of possessive pronoun lyrics and play for each student
 French/English dictionary, as well as 1 piece of paper for each student
 Copies of the “Presentation of Your Play” rubric for each student.
 Photocopies of the “Play Writing Procedure” handout.
 Possessive Pronouns in Context

Introduction
 Before class, organize students’ desks so that they are in groups of 3 or 4 (groups must include at least 3 students).
 Place a French / English dictionary on each desk, unless students have their own dictionaries in their desks, in which
case, ask students to take their dictionaries out at the beginning of the lesson.
 Place a piece of scrap paper on each student’s desk.
 Hand out a copy of the lyrics to the possessive pronoun song, along with the possessive adjective play, entitled
“Dictee, Non-Preparee.”
 Take 2 objects out of your desk: “un stylo,” and “une gomme à effacer,” and fix these objects to the classroom
blackboard with sticky tack, magnets or tape.
 To begin the lesson, play the possessive pronoun song. Encourage students to follow along with the lyrics provided.

Lesson
 After playing the song, ask all students to each take an object out of their desks and place it on the corner of their
desks. No two members of a group should have the same object. Objects can range from binders to pencil crayons to
stationary – anything.
 Now, ask students to look their objects up in the dictionary to determine whether they are feminin or masculin.
Remind students that they are looking for a small (f) or (m) beside the word. Once they find the gender of the objects
they chose, have them book mark the page using the scrap piece of paper provided earlier.
 Walk around the classroom to help students who may be experiencing difficulty using the dictionary. When all
students have bookmarked their pages, have them close their dictionaries and place them on the side of their desks.
 Direct students’ attention to the objects fastened to the classroom blackboard. Take the eraser off the board and say to
the class: “la gomme à effacer est la mienne.” Do the same thing with the other object: “le stylo est le mien.”
 Ask students to discuss between them in a “think, pair, share,” why “la mienne” was used in one sentence while “le
mien” as used in the other?
 After students have had a chance to discuss, ask for a volunteer to come up to the front of the classroom with his or her
object.
 Take the eraser from the board and say to the student: “la gomme a effacer est la mienne.” Then, ask the him or her to
make a similar statement about the object that he or she brought with him or her up to the front of the classroom. For
example, if the student brought a binder, he or she would say: “le cartable est le mien.”
 Then say, “la gomme a effacer est la mienne, mais le cahier est le tien.”
 Here, prompt the student to say: “le cahier est le mien, mais la gomme a effacer est la tienne.”
 Take the opportunity, now, to discuss the difference between “mais, mes” and “met.”
 To initiate discussion, write the following sentences onto the classroom board and ask students to get into their “think,
pair, share” groups to try to determine which of the three sentence is the correct one:
1) La gomme à effacer est la mienne met le cahier est le tien.
2) La gomme à effacer est la mienne mais le cahier est le tien.
3) La gomme à effacer est la mienne mes le cahier est le tien.
 Students should recognize that the first sentence is not correct because “met” is the conjugated form of “mettre.”
Between the last two sentences, students should be able to determine that the second sentence is the correct one. If
they experience difficulty with this activity, review the infinitive song and corresponding lesson plans with students.
 Following the “mais, met or mes” mini-lesson, choose a second student to come up to the front of the classroom with
their object, and complete the same as activity with him or her as you did before, with the first volunteer.
 When finished, ask the student to sit back down, and choose two other volunteers to come up to the front of the
classroom with their objects.
 Ask student #1 (who, for the purposes of this example, will be holding a book) to stand on one side of you, and student
#2 (who, for the purposes of this example, will be holding a pen) to stand on the other side of you.
 Take the book from student #1and turn and look at student #2. Say to student #2 “le cahier n’est pas le mien (point to
yourself); ce n’est pas le tien (point to student #2); c’est le sien (point to student #1).“ 
 (Feel free to acknowledge, that pointing is rude, and acceptable only for this lesson.)
 Give students a chance to complete the same activity in their groups of three using their objects.

Conclusion
 Play the possessive pronoun song for students again.
 At the end of the lesson, teacher may choose to collect worksheets or have students place them in their binders or
duotangs for next lesson.

Assessment
Anecdotal
 Play the possessive pronoun song for students again.
 Were students able to find the name of their objects in the dictionary with ease?
 Once found, were students able to determine independently, without teacher assistance, whether their objects were
masculin or feminin?
 Reading and Performing with Expression

Introduction
 Distribute the possessive pronoun lyrics and play to students, or have them retrieve this worksheets from their “Music
through Grammar” folders or duotangs.
 Hand out “presentation of play” rubrics.
 Play the possessive pronoun song for students. Encourage them to follow along and sing.
 Ask students to repeat the activity they began last lesson, where they chose an object, looked up the gender of the
object in the dictionary and worked in groups to create sentences referring to the ownership of each object, using
possessive adjectives.
 Then, direct students’ attention to the beginning of the play, located on the other side of the worksheet with the lyrics
to the possessive adjective song.

Lesson
 First, have students read the play on their own. When they are finished reading, choose the same number of volunteers
as there are characters to read the play aloud to the class. Assign parts to each reader. The rest of the class will follow
along while these students read.
o Before beginning, take the opportunity here to discuss play writing and dialogue. How is it different from
other forms of writing, such as journal writing or non-fiction? How is this type of writing useful? Where else
have they seen this type of writing?
o Discuss the format of the play. For example, why did the writer of the play leave space between bits of
dialogue?
o Does the author use quotation marks to indicate that a character is speaking? Why not?
o In what tense are the characters speaking? Why is it important that the play be written in the present tense?
 Once you have read the play aloud with the class, divide students up into groups of 5 or 6 depending on your class size
and have them assign roles and re-read the play in their groups.
 Before allowing students to begin, however, read through “presentation of play” rubric thoroughly with students in
order to ensure that expectations for this activity are clear and concise.
 Give students a couple of periods to practice their presentations. Encourage students to memorize their lines for their
assigned roles for homework.

Conclusion
 Play the “possessive adjective” song again. Encourage students to follow along with the lyrics.
 Have students place the possessive adjectives lyrics and play in their “Music through Grammar” folders for next
lesson.

Assessment
Rubric
 Refer to “presentation of play” rubrics for grading of the student presentations.
 Use the “working in groups” rubric provided in the introduction to “Grammar through Music” to grade how effectively
students are working in groups.
 Write a Play
Introduction
 Have students take out worksheets from the last lesson or distribute worksheets collected previously.
 Distribute the “Presentation of Your Play” rubrics from the previous lesson.
 Distribute the “writing my play” checklist.
 Play the possessive pronoun song for students. Encourage students to follow along and to sing.

Lesson
 Reread the play with students.
 After rereading, review the differences between play writing and other types of writing by observing the play’s
structure and presentation. Specifically, direct student’s attention to the spacing between the dialogue, as well as the
use of tense and punctuation.
 After the discussion, explain to students that are to begin writing their own plays and that they are to use the example
on their worksheets to guide them.
 Hand out “Creative playwriting Procedure” hand out to students and discuss.
 Encourage students to begin the writing process with a brainstorming session. Students should be made aware of the
fact that writing of these plays will take place over a number of days.

Conclusion
 Play the possessive adjective song to conclude the lesson.
 Play the possessive adjective song to introduce and to conclude all subsequent periods you allow students to work on
the writing and presentation of their plays.
 Have students place their worksheets and their plays in their “Music Through Grammar” folders at the end of every
lesson.

Assessment
Rubric
 Once students have completed their plays and are ready to present, make sure to read the “presentation of your play”
rubrics thoroughly with students in order to ensure expectations are clear and concise. Use this rubric to grade their
presentations.
 Use the “working in groups” rubric to determine whether students are working effectively in groups while writing their
plays.