Skip Navigation

Bario LeBlieux

By Caitlin Davey 90 minutes
Grade 7-8
Social Sciences,
  • Programming
  • Design
Tools & Languages

Key Coding Concepts

  • Conditional Statements
  • Events
  • Loops



Making decisions based on conditions i.e. if some condition is met do something, else do nothing or something else



One thing causing another thing to happen i.e. ‘when clicked’ block



Running the same sequence multiple times i.e. repeat or forever blocks

In this lesson, learners will explore the right to minority language education that is guaranteed by section 23 of the Canadian Charter of Rights and Freedoms. Using the story of Bario LeBlieux, written by Dustin Milligan and illustrated by Cory Tibbits, learners will see how language affects Bario’s life and his personal efforts to preserve his ability to speak French.

This lesson was made in partnership with Dustin Milligan, Cory Tibbits and DC Canada Education Publishing.



To learn more about the Charter visit Historica Canada's Canadian Encyclopedia.


Bario LeBlieux tells the story of one young Bleuets fight to preserve his French language. The story of Bario describes an important rule in the Charter of Rights and Freedoms. The Charter is the most visible and recognized part of the Canadian Constitution.

Read Bario LeBlieux as a class. Ask the class the questions at the back of the book.

Beginning in the 1960s, French language rights began to be protected across several provinces. The Canadian Constitution, adopted in 1982, guaranteed language rights across Canada.

New Brunswick is the province that did the most to protect French language. Read more about French in Canada here.

  • Why is preserving the French language so important?
  • From the story, why was Bario’s grand-papa sad in the dream?
  • What have some provinces done to protect his language and culture?
  • From the book, what would happen to Bario if the Schoolberry Board decided that he could not take his classes in French at school?

Code Along

  1. Open up a new Scratch project at and click on “create” (top, left corner).
  2. Point out the main elements: Stage, Sprites, and Scripts (especially the “sounds” category). Demonstrate how to drag and connect blocks.
  3. Give learners a few minutes to click on blocks and explore.
  4. Go through 1-2 challenges with the group, where learners are tasked with trying to make something happen in Scratch. For example, “Try to make Scratch move” or “Try to make Scratch say something when the space key is pressed” (See the Code-Along Challenges doc for more examples and solutions)


Show the example project so learners know what they are working towards. Ask them what they see/hear - what is happening in this project?

Open the starter project and review the Sprites and backgrounds.

Have learners open the starter project on their screens and click "REMIX." (The remix button will only be visible once they are signed into their accounts.)

Use the solution sheet to guide learners through the following steps:

  1. Make Bario say something
  2. Ask a question
  3. Keep asking (loops!)
  4. Correct answer
  5. Ask more questions
  6. Make more friends appear
  7. You win!
  8. And any Add-Ons, if time

Use the critical thinking skills continuum to assess students answers to the questions posed after reading Bario LeBlieux.

Have learners test each other’s trivia games to see what new question their classmates have added in.

Design: Have learners provide feedback on each other’s games using One Star and One Wish (a star is a complement and a wish is something that could be improved upon). Discuss elements of visual design and game design used in this project that enhance the player’s experience. Ask learners to change some of the design components of the game.

Example: How could learners keep score of correct answers?

Example: How could this game be enhanced for visually impaired learners or learners who do not read? (Learners could add the extension blocks for Text to Speech.) Another option is to add the Translate Blocks from the extension blocks for ELL students.

Art: Have learners add drawings of their own bleuets, created as Sprites using the Drawing feature in Scratch, that look like members of their class, hockey team, or neighbourhood to improve the game for a specific audience. For example: Add sound to the questions.

Research/Writing: Have learners research the history of French Language in Canada and write trivia questions of their own to add to the project.

Writing/Music: Using the record feature and Sound Block in Scratch have learners record a song or poem that summarizes their learning during this project to play at the end of the game.

Teach lessons that are tied to your existing curriculum!


More Lesson Plans For Grade 7-8

    View All Lesson Plans

    Explore lessons based on components

    The K-12 Computer Science Framework

    Although learning how to build digital projects is a key part of Computer Science education, students should also learn a wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and consumers. A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:

    View Framework ➝


    By the end of high school, students should be able to create a simple computer program.

    Computing and Networks

    By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.


    By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.

    Technology and Society

    By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.


    By the end of high school, students should be able to apply design principles to the digital projects they create.