UNIT LESSON PLAN

Teacher: Mrs. Maren Herzog School: Herzog High SchoolGrade(s) 9-12 Language: French Level IIINumber of Students: 15 Time: 10:00-11:00 AM

DAY 1: December 4, 2006 I. PLANNING PHASE Performance Objectives:1. Students will be able to identify Francophone countries and match the

French name of each country to the country’s location on the map.2. Students will be able to discuss aspects of various genres of French

music and different Francophone artists.3. Students will be able to communicate effectively in groups and

perform research on a genre of French music or a Francophone artist using French websites.

4. Students will be able to write 1 to 2 paragraphs summarizing their research employing l’imparfait.

Standards:National: Communication, Cultures, Connections, ComparisonsState: FIII.1 The student will engage in original and spontaneous oral and written communications in French.FIII.3 The student will comprehend spoken and written French based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.FIII.4 The student will present orally and in writing information in French that combines learned as well as original language in increasingly complex sentences and paragraphs.FIII.6 The student will investigate the role of geography in the history and development of francophone cultures.FIII.7 The student will reinforce and broaden his/her knowledge of connections between French and other subject areas including language arts, science, history and social science, mathematics, physical education, health and/or the arts.FIII.8 The student will discuss in French why similarities and differences exist within and amongcultures.

II. TEACHING PHASEA. Preparation

1. Warm-up activity (Interpretive, Interpersonal): A video on Francophone countries is played. The teacher then leads the students in a class discussion, asking questions relating to the video:

Did you know that there are more than 30 countries where French is the official language?

What are some of these countries? In Europe, Africa, the United States? Who can show me these countries/regions on the map?

2. Theme or Topic: Les pays Francophone, la Musique Française

B & C. Presentation & PracticeActivity 1 (Interpersonal): The students participate in an activity in which they match the names of Francophone countries (on word strips) to the region where the country is located (on an enlarged map of the world). This helps to familiarize them with the new vocabulary and targets bodily/kinesthetic, interpersonal, visual/spatial intelligences as well as global, cooperation, competition, visual, auditory and kinesthetic learning styles.

Activity 2 (Interpretive, Interpersonal): The teacher plays clips from songs by various artists from different Francophone countries across a variety of music genres (listed below). The students use the provided handout to take notes while listening to the songs, jotting down words they recognize and words that aren’t familiar to them. The teacher then leads the class in a discussion on French music (targets musical/rhythmic, interpretive, and verbal/linguistic intelligences; intuitive/random, competition, cooperation, visual and auditory learning styles):

- Funk/soul: Corneille- Pop: Jean-Jacques Goldman/ Brigitte Fontaine- Classical: Debussy- Rap: MC Solar, Akon- Rai: Cheb Khaled

Activity 3 (Interpersonal): The students break into 5 groups of 3 and discuss the different genres of music and Francophone artists using the following prompts in their discussion (targets interpersonal, bodily/kinesthetic, verbal/linguistic intelligences; global, intuitive/random, competition, cooperation and auditory learning styles):

Did you recognize any of the words from the lyrics? If so, which ones?

Could you tell what any of the songs were about? Which song or type of music did you like best? What kind of music do you listen to? How is it similar/different to French music?

Activity 4: The teacher leads the students through a review of music vocabulary using the word wall, and related grammar (targets logical/mathematical, verbal/linguistic and visual/spatial intelligences; analytical, sensory/sequential and orientation to closure learning styles):

formation and use of l’imparfait (verbs: être, habiter, jouer, voyager, passer, visiter)

quick review of when to use l’imparfait versus le passé composé

Activity 5 (Interpretive, Interpersonal): Students meet with their original groups (5 groups of 3 students). Using a list of French websites at the computer workstations, each group is assigned 1 of the 5 genres of music (funk/soul, pop, classical, rap or rai) and works together to write 1 to 2 paragraphs providing details on the history, influential artists, etc. using l’imparfait (targets interpersonal, musical/rhythmic, verbal/linguistic, bodily/kinesthetic, naturalist and visual/spatial intelligences; intuitive/random, competition, cooperation, kinesthetic, auditory and visual learning styles).

D. Evaluation: none

E. Expansion/Extension (Interpersonal, Presentational):The teacher has the students circle their desks and leads them in a whole-class discussion regarding what they learned about their genre of music or artists, a comparison of French and American music, connections they made with the music and their preferences or dislikes (targets interpersonal, verbal/linguistic intelligences; global, intuitive/random, auditory, orientation to closure, and cooperation learning styles).

F. Methods/Approaches/Strategies: Direct Method, Communicative Language Teaching

III. Other Activities:Follow-up: I hope you enjoyed our class today! We will be studying Francophone countries and listening to songs by Francophone artists from those countries or regions each day throughout the rest of the week.Assessment: Anecdotal records (documenting student participation), Check list (group work and final class discussion), Post-It Notes (comprehension check and tapping into students interests)Homework assignments: Students write 1 paragraph on the type of music they listen to and their favorite musician/musical group/band.Use of technology: computer workstations, Internet, television, VCR, CD playerMaterials used: handouts, worksheets, enlarged map of the world, word wall, and word strips

DAY 2: December 5, 2006

I. PLANNING PHASE Performance Objectives:

1. Students will be able to identify French-speaking African countries and match the French name of each country to the country’s location on the map.

2. Students will be able to correctly use the Imperfect and Conditional tenses with the si clause to discuss what they would do if they lived in Senegal.

3. Students will be able to work cooperatively in groups to research an assigned aspect of Senegalese culture, creating a poster that reflects their findings.

4. Students will be able to present this poster to the class and state in French what they have learned about the country.

Standards:National: Communication, Cultures, Connections, ComparisonsState: FIII.1 The student will engage in original and spontaneous oral and written communications in French.FIII.3 The student will comprehend spoken and written French based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.FIII.4 The student will present orally and in writing information in French that combines learned as well as original language in increasingly complex sentences and paragraphs.FIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in French.FIII.6 The student will investigate the role of geography in the history and development of francophone cultures.FIII.8 The student will discuss in French why similarities and differences exist within and amongcultures.

II. TEACHING PHASEA. Preparation

1. Warm-up activity (Interpersonal): The teacher leads the class in a review of les pays Francophone: What did you learn yesterday about Francophone countries that

you didn’t know? Who can tell me a country where French is spoken outside of

France? Which African countries speak French? Did you know that there are 20 countries in Africa where

French is the official language?

2. Theme or Topic: L’Afrique Francophone, la Musique Française

B & C. Presentation & PracticeActivity 1 (Interpretive): The students watch l’Afrique Francophone video which provides a geographical review and a brief history of the

French colonization of Africa, highlights le Maghreb, and the French influence in Africa and the African influence in France today (targets visual/spatial intelligence and visual learning style).

Activity 2 (Interpersonal): Students then use French word strips to match the African countries to their location on a large map of Africa with a focus on le Maghreb and Senegal (targets visual/spatial, bodily kinesthetic, interpersonal and logical/mathematical intelligences; analytical, sensory/sequential, visual and kinesthetic learning styles).

Activity 3: The teacher leads the students through a review of le conditionnel:

formation and use of le conditionnel (verbs: être, avoir, faire, aller)

introduction of si clauses: si + l’imparfait -> conditionnel

Activity 4 (Interpersonal): Students work in pairs to practice the imperfect/conditional tenses using the si clause: “Si j’habitais à Sénégal, je faisais..” (If I lived in Senegal, I would…). This activity targets interpersonal and verbal/linguistic intelligences; analytic, auditory, kinesthetic and cooperation learning styles.

Activity 5 (Interpretive, Interpersonal): The teacher breaks the class up into 5 groups of 3 (different groups from Day 1). Each group works together at a computer workstation to perform research on a specific aspect of Senegalese culture: art, music, cuisine, teen life or current events (targets interpersonal, verbal/linguistic, bodily/kinesthetic, visual/spatial, naturalist and existential intelligences; global, intuitive/random, visual, auditory, kinesthetic and cooperation learning styles).

Activity 6 (Interpersonal, Presentational): Each group creates a poster based on their assigned area of Senegalese culture and presents it to the class (targets interpersonal, verbal/linguistic, bodily/kinesthetic, and visual/spatial intelligences; global, intuitive/random, visual, auditory, kinesthetic, competion and cooperation learning styles).

D. Evaluation: none

E. Expansion/Extension (Interpersonal):- The teacher guides the students in a comparison of the African and

French cultures, and Francophone and American cultures (differences in dress, customs, speech, mannerisms, etc.).

- The teacher then plays French/Wolof song, Kaai Djallema (a remake of Cyndi Lauper’s song “Time After Time” sung by Carole Fredericks, Rob Hyman & Cyndi Lauper) and leads the class in a discussion on the song: familiar and unfamiliar words? the meaning of the song?

differences/similarities between French and Wolof?(targets musical/rhythmic, verbal/linguistic and interpersonal intelligences; global, auditory and cooperation learning styles).

F. Methods/Approaches/Strategies: Direct Method, The Cognitive Code Method

III. Other Activities:Follow-up: Tomorrow we will listen to another French song, Né à 17 en Leidenstadt, sung by Carole Fredericks and Jean-Jacques Goldman. We’ve listened to this song several times over the past few weeks. We will discuss the song in more detail and analyze it together as a class tomorrow.Assessment: Anecdotal Records for pair activity, A Rating Scale for the oral poster presentation (student contribution, creativity, oral language skills and grammar usage), and a Self-Assessment (conducted by each student to rate their own performance and contribution to the presentation).Homework assignments: Students create and write a postcard to a friend who is living in Senegal for the year. They must write at least 5 sentences using the si clause (Imperfect/Conditional) to tell their friend what they would do together if he/she were in Senegal too.Use of technology: computer workstations, Internet, television, VCR, CD playerMaterials used: a large map of Africa, 5 pieces of poster board, markers, magazines, color copier (for the students to print photos from the Internet), scissors, glue, tape, word strips.

DAY 3: December 6, 2006

I. PLANNING PHASE Performance Objectives:1. Students will be able to discuss in French the similarities and

differences between Senegalese and American culture.2. Students will be able to listen to the lyrics of a French song, Né à 17

en Leidenstadt, and identify familiar and unfamiliar words.3. Students will be able to analyze the lyrics of the song and express what

the song means to them and/or how they identify with the song.4. Students will be able to navigate through the steps of the WebQuest

and perform research using the provided French websites.

Standards:National: Communication, Cultures, Connections, ComparisonsState: FIII.1 The student will engage in original and spontaneous oral and written communications in French.

FIII.3 The student will comprehend spoken and written French based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.FIII.6 The student will investigate the role of geography in the history and development of francophone cultures.FIII.7 The student will reinforce and broaden his/her knowledge of connections between French and other subject areas including language arts, science, history and social science, mathematics, physical education, health and/or the arts.FIII.8 The student will discuss in French why similarities and differences exist within and amongcultures.FIII.10 The student will improve French language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.

II. TEACHING PHASEA. Preparation

1. Warm-up activity (Interpersonal): Class discussion/review: What did you learn about Senegal from your research and

your classmates’ presentations yesterday? What similarities/differences did you find between your life

and teens who live in Senegal? (music, art, cuisine?) Today we’re going to learn more about Carole Fredericks,

an American singer who became a famous pop star in France, and her humanitarian efforts in Senegal. As I mentioned yesterday, Carole Fredericks and Jean-Jacques Goldman together sang Né à 17 en Leidenstadt..

2. Theme or Topic: La Langue et la Culture dans la Musique Française

B & C. Presentation & PracticeActivity 1 (Interpretive): The teacher plays Né à 17 en Leidenstadt for the students who jot down familiar and unfamiliar words and reflect and take notes on the meaning of the song (targets intrapersonal, musical/rhythmic, verbal/linguistic intelligences; auditory and intuitive/random learning styles).

Activity 2 (Interpretive, Interpersonal): The teacher introduces the WebQuest (Appendix A- on CD), La Langue et la Culture dans la Musique Française:

breaks the class out into pairs who are assigned to computer workstations

walks the class through the WebQuest Introduction (Step 1) plays Né à 17 en Leidenstadt, while the students read the

corresponding lyrics in the WebQuest

(targets interpersonal, logical/mathematical, verbal/linguistic, bodily/kinesthetic, visual/spatial, musical/rhythmic, naturalist and existential intelligences; global, visual, auditory, kinesthetic, intuitive/random, sensory/sequential, cooperation and competition learning styles).

Activity 3 (Interpersonal): The teacher leads the students in a discussion and analysis of the song using the following 5 questions:

Quels mots reconnaissez-vous? (What words do you recognize?)

Quels mots ne sont pas familiers? (What words are not familiar to you?)

Quels sont vos pensées et vos idées à propos de cette chanson? (What are your thoughts and ideas about this song?)

Comment vous identifiez-vous à cette chanson? (How do you identify with this song?)

Qu’est-ce que signifient cette chanson et ces paroles à vous personnellement? (What does this song and its lyrics mean to you personally?)

(targets interpersonal, interpretive, verbal/linguistic, musical/rhythmic and existential intelligences; global, auditory, intuitive/random, cooperation and competition learning styles).

Activity 4 (Interpersonal): The teacher walks the pairs of students through navigating each step of the WebQuest - la Tâche, le Processus, les Ressources, l’Évaluation - and circles around the room answering questions. He/she also shows examples of student products from other WebQuests (targets interpersonal, visual/spatial, verbal/linguistic and naturalist intelligences; global, auditory, visual, kinesthetic, sensory/sequential and cooperative learning styles).

Activity 5 (Interpersonal): Students work in their pairs discussing their WebQuest, perform preliminary research and decide which singer they will research and determine what their final product will be (a Website, PowerPoint presentation or a Brochure). Each pair turns in a short proposal for their project detailing the product and artist of their choice (targets interpersonal, visual/spatial, verbal/linguistic and naturalist intelligences; global, auditory, visual, kinesthetic, intuitive/random, cooperation and competition learning styles).D. Evaluation: none

E. Expansion/Extension: - The teacher reviews music vocabulary with the class, plays a Carole Fredericks/Jean-Jacques Goldman video (Respire) and has the students complete a worksheet on the video tapping into their listening comprehension and writing skills (targets visual/spatial, intrapersonal,

musical/rhythmic and verbal/linguistic intelligences; visual and auditory learning styles).

F. Methods/Approaches/Strategies: Cognitive Anti-Method, Direct Method

III. Other Activities:Follow-up: Tomorrow we will be focusing on Francophone countries in Europe and learning about the influence the French language and culture has had in each country. We’ll also listen to a few songs by artists from those countries.Assessment: A Checklist for group work (assessing comprehension and cooperative learning), Anecdotal records (assessing oral language, listening and reading comprehension), and Né à 17 en Leidenstadt and Respire Worksheets (assessing listening comprehension and writing skills).Homework assignments: Students write a paragraph on the following subject: - Imagine that you were born in a different country or during a different period in history. Write a paragraph (minimum of 5 sentences) describing how your life would be different. Be sure to use si clauses in your sentences (si + l’imparfait -> conditionnel)!Use of technology: computer workstations, Internet, television, VCR, CD playerMaterials used: word strips, worksheets, sample student products, WebQuest

DAY 4: December 7, 2006

I. PLANNING PHASE Performance Objectives:1. Students will be able to discuss their travel/vacation experiences and

express their thoughts and opinions using travel/vacation vocabulary.2. Students will be able to make inferences from an illustrated

hotel/travel scene and describe the events depicted in the illustration.3. Students will be able to employ the appropriate verb tenses within

their pair travel dialogue: le passé compose, l’imparfait, le conditionnel, le future.

4. Students will be able to work cooperatively in groups to perform research on a European Francophone country using the Internet.

5. Students will be able to write 2 to 3 paragraphs summarizing their research findings and present this information to the class as a group.

6. Students will be able to analyze the lyrics of a French song.

Standards:National: Communication, Cultures, Connections, ComparisonsState:

FIII.1 The student will engage in original and spontaneous oral and written communications in French.FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.FIII.3 The student will comprehend spoken and written French based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.FIII.4 The student will present orally and in writing information in French that combines learned as well as original language in increasingly complex sentences and paragraphs.FIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in French.FIII.6 The student will investigate the role of geography in the history and development of francophone cultures.FIII.7 The student will reinforce and broaden his/her knowledge of connections between French and other subject areas including language arts, science, history and social science, mathematics, physical education, health and/or the arts.FIII.8 The student will discuss in French why similarities and differences exist within and amongcultures.FIII.10 The student will improve French language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.

II. TEACHING PHASEA. Preparation

1. Warm-up activity: Students use the word strips to match Francophone

countries to locations on the world map, serving as a review and an introduction to other Francophone countries.

The teacher asks: In what European countries (besides France) is French spoken?

Luxembourg, Belgium and Switzerland are Francophone countries. Who can show me on the map where these three countries are located?

2. Theme or Topic: L’Europe Francophone, Les Vacances, La Musique Française

B & C. Presentation & PracticeActivity 1 (Interpersonal): The teacher leads the students in a class discussion:

If you lived in France and you were planning a vacation to Luxembourg, Belgium or Switzerland with a group of friends, how would you get there? By train? Car? Plane? Bus?

The class looks at an enlarged map of Europe together and discusses geographic locations and modes of transportation.

(targets interpersonal, visual/spatial, verbal/linguistic and naturalist intelligences; global, auditory and visual learning styles).

Activity 2 (Interpretive): Students watch a video of Les Vacances, which introduces thematic vocabulary and provides the students cultural information on these 3 Francophone countries (targets visual/spatial intelligence; visual and auditory learning styles).

Activity 3: The teacher introduces vacation and travel vocabulary (as well as European countries) using the word wall (targets logical/mathematical and visual/spatial intelligences; analytical, visual and sensory/sequential learning styles).

Activity 4 (Interpretive, Interpersonal): The teacher displays a transparency of the scene “À l’hôtel” (Appendix B) and leads a class discussion using the accompanying questions (targets interpersonal, visual/spatial and verbal/linguistic intelligences; global, visual, auditory, intuitive/random, cooperation and competition learning styles).

Activity 5 (Interpersonal): Students break into pairs and engage in a dialogue using the provided questions on travel (Appendix C). Students employ le passé compose, l’imparfait, conditionnel and si clauses (targets interpersonal and verbal/linguistic intelligences; global, auditory and cooperation learning styles).

Activity 6 (Interpretive, Interpersonal): 5 groups of 3 students work at computer stations to perform research on one of three Francophone countries - Luxembourg, Belgium or Switzerland - using previewed websites. The students are to imagine that they are taking a trip together to that country and are tasked with preparing a brief description of their activities and sightseeing, cuisine and culture. Each team has a choice of composing a 1-page paper or creating a brochure/poster (targets interpersonal, visual/spatial, bodily/kinesthetic, naturalist and verbal/linguistic intelligences; global, visual, auditory, kinesthetic, intuitive/random, cooperation and competition learning styles).

Activity 7 (Presentational): Each group presents their product to the class. The papers are presented as an oral report, and the brochures and posters are presented orally as well. All group members must participate in the oral presentation (targets interpersonal, bodily/kinesthetic and verbal/linguistic intelligences; kinesthetic, competition and cooperation learning styles).

D. Evaluation: none

E. Expansion/Extension:

- The teach plays songs by Belgian singer Jacques Brel and other Francophone singers from the 3 target Francophone countries and leads the students in discussing familiar and unfamiliar words, the genres of music and the meaning of the songs.

(targets intrapersonal, interpersonal, verbal/linguistic and musical/rhythmic intelligences; global, auditory, and cooperative learning styles)

F. Methods/Approaches/Strategies: Communicative Language Teaching, Direct Method

III. Other Activities:Follow-up: Tomorrow we will learn about Francophone regions of Canada and the United States.Assessment: Oral language analytic rubric (presentations), Anecdotal records (pair and class discussions assessing oral language skills), Analytic Rubric for the Brochures, Posters or Papers (collected and used to assess reading and writing skills).Homework assignments: Students read excerpts from Voyage Circulaire by Emile Zola about a young couple traveling on their honeymoon and answer questions 1-10 (Appendix D).Use of technology: computer workstations, Internet, television, VCR, CD playerMaterials used: word strips, poster board, markers, scissors, construction paper, travel photos and magazines.

DAY 5: December 8, 2006

I. PLANNING PHASE Performance Objectives:1. Students will be able to express their thoughts, opinions and reactions

to the assigned text, Voyage circulaire, and to travel/vacations in general.

2. Students will be able to read and discuss the text, Vieux-Québec.3. Students will be able to work cooperatively in groups to create a

poster-sized map of the historic city center of Québec and present it orally to the class.

4. Students will be able to analyze the lyrics of French songs in a class discussion.

5. Students will be able to use relevant travel/vacation vocabulary and appropriate grammar and verb tenses in a role-play with a partner.

Standards:National: Communication, Cultures, Connections, ComparisonsState: FIII.1 The student will engage in original and spontaneous oral and written communications in French.

FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.FIII.3 The student will comprehend spoken and written French based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.FIII.4 The student will present orally and in writing information in French that combines learned as well as original language in increasingly complex sentences and paragraphs.FIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in French.FIII.6 The student will investigate the role of geography in the history and development of francophone cultures.FIII.7 The student will reinforce and broaden his/her knowledge of connections between French and other subject areas including language arts, science, history and social science, mathematics, physical education, health and/or the arts.FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.

II. TEACHING PHASEPreparation

1. Warm-up activity: Whole-class discussion tapping into what students learned from Voyage circulaire assigned for homework (Day 4), using questions displayed on the overheard projector (Appendix E):

Où voudriez-vous aller pour votre lune de miel? Pourquoi? Donnez des raisons particulières pour ce choix.

Hortense et Lucien prennent le train pour aller en Normandie. Quel est le moyen de transport que vous preferez? Pourquoi?

Si vous alliez en France passer un mois, où iriez-vous? Quelles villes, quels monuments, quels musées, quels sites touristiques aimeriez-vous voir?

Vous est-il déjà arrivé d'avoir envie de tout laisser tomber et de partir à Taventure où dans un endroit aimé? Quand? Pourquoi?

Est-il important de suivre un guide touristique quand on est en voyage? Quels sont les avantages et les inconvenients d'un guide?

Est-vous familier avec Québec où Montréal au Canada?

(targets interpersonal, verbal/linguistic, visual/spatial and existential intelligences; global, auditory, visual and cooperative learning styles) 2. Theme or Topic: L’Amerique du Nord Francophone, Les

Vacances/ Les Voyages

B & C. Presentation & Practice

Activity 1: Introduce new vocabulary relating to Montréal and Québec and additional travel/vacation vocabulary using the word wall (targets logical/mathematical, verbal/linguistic and visual/spatial intelligences; visual learning style)

Activity 2 (Interpretive): Students watch a video on le Canada Francophone focusing on Montréal and Québec (targets visual/spatial intelligence; visual and auditory learning styles).

Activity 3 (Interpretive): The teacher explains the history of Montréal and Québec including the French explorers who claimed the land, possession of the territories throughout the colonial period, Napoleonic Wars, etc. The teacher shows the students a timeline using the overhead projector (see Appendix F). (targets visual/spatial and verbal/linguistic intelligences; visual, auditory and sensory/ sequential learning styles)

Activity 4 (Interpretive, Interpersonal): Students read Au Vieux-Québec, a story of 2 teenagers visiting the historic city, and break into groups of 3 to discuss and answer questions on what they’ve read (see Appendix G).(targets interpersonal, verbal/linguistic and existential intelligences; global, visual, auditory and cooperation learning styles)

Activity 5 (Interpersonal): Each group then creates a map of le Vieux-Québec including as many streets, squares, monuments and buildings from the reading as possible using reference materials, library books and the Internet (see Appendix H). Each group then presents their map to the class.(targets interpersonal, bodily/kinesthetic, visual/spatial and verbal/linguistic intelligences; global, visual, auditory, kinesthetic, competition and cooperation learning styles)

Activity 6 (Interpersonal, Interpretive): The teacher plays clips of several French songs sung by Canadian artists for the students and they discuss the songs as a class.(targets interpretive, interpersonal, musical/rhythmic and verbal/linguistic intelligences; global, auditory, and cooperation learning styles)

D. Evaluation: none

E. Expansion/Extension: Le/la Receptionist(e)- The students work together in pairs in a role play: Vous travaillez comme receptionist dans un hotel à quatre étoiles au Québec… (see Appendix I). In this exercise, students apply travel, vacation and music vocabulary learned throughout the week, practice using correct grammar and structure, and focus on fluency. This activity should tap into much of what they have learned throughout the week.

(targets interpersonal, bodily/kinesthetic and verbal/linguistic intelligences; global, auditory, kinesthetic, competition and cooperation learning styles).

F. Methods/Approaches/Strategies: Cognitive Code Method, Cognitive Anti-Method, Direct Method

III. Other Activities:Follow-up: Next week, you will have time to spend working in your groups on the WebQuest – performing research on the artists, Carole Frederick and Jean-Jacques Goldman, analyzing the song Né à 17 en Leidenstadt, and navigating through the additional websites provided. Assessment: Rating scale (for group work and oral presentation of map), Checklist (for pair activity) and Anecdotal records (for class discussions).Homework assignments: Students write 1-2 paragraphs on the following subject/prompt, employing le conditionnel and thematic vocabulary learned in the unit:

Imaginez que demain, à cause d’une crise économique ou autre, les trains, les avions, les voitures et les bateaux ne puissant plus servir. A votre avis, que se passerait-il? Est-ce que notre vie sociale ou les échanges culturels changeraient?

Use of technology: computers, television, VCR, CD playerMaterials used: Library books and reference materials, the Internet, poster, rulers, pencils, colored pens, markers, scissors and construction paper.

A l’hotelExaminez le dessin et répondez aux questions suivantes. Justifiez vos réponses.

1. Est-ce que cet hôtel est un hôtel très luxueux? Qu’est-ce qui indique le niveau de confort de cet hôtel?

2. Que se passé-t-il à la reception?3. Pourquoi pensez-vous que le monsieur est mécontent?4. Que fait le vieux monsieur assis dans un fauteuil dans le hall de

l’hôtel? A-t-il l’aire intéressé par ce qui se passé autour de lui?5. Que fait, selon vous, la dame au grand chapeau? A qui parle-t-elle?

Que dit-elle?6. Quelles autres personnes sont dans le hall de l’hôtel? Que font-

elles?7. Est-ce que la famille qui arrive revient d’une promenade le long de

la côte ou termine-t-elle un voyage fatigant? Comment le savez-vous?

Les Vacances

Discutez les questions suivantes avec un(e) de vos camarades de classe.

1. Es-tu déjà descendu(e) dans un grand hôtel? Comment était la dernière chambre d'hôtel où tu as passé la nuit?

2. Quelle différence est-ce qu'il y a entre un hôtel et un motel? Est-ce que tu préfères les hôtels où les motels? Pourquoi?

3. Avant de partir en voyage, est-ce que tes parents reservent des chambres d'hôtel? Est-ce que tu emportes beaucoup de bagages quand tu vas en voyage?

4. Si tu allais en France, est-ce que tu choisirais un hôtel a une, deux, trois ou quatre étoiles? Pourquoi?

5. Si tu descendais dans un hotel de luxe est-ce que tu demanderais qu'on porte tes bagages où est-ce que tu les porterais toi-même? Pourquoi?

6. Que dirais-tu si 1'hôtel avait perdu ta réservation et qu'on te disait qu'il n'y a plus de place?

Step 1: Lisez une premiere fois Voyage circulaire, par auteur français Emile Zola, et répondez aux questions suivantes: Est-ce que les jeunes amoureux sont satisfaits de leur voyage? Pourquoi?

Step 2: Relisez ensuite cette histoire plus attentivement, et répondez aux questions qui suivent la lecture.

Voyage circulaire

II y a huit jours que Lucien Berard et Hortense Lariviere sont ma-ries. Mme veuve Lariviere, la mere, tient, depuis trente ans, un commerce de bimbeloterie0, rue de la Chaussee-d'Antin. C'est une femme seche et pointue0, de caractere despotique, qui n'a pu refuser sa fille a

Lucien, le fils unique d'un quincaillier0 du quartier, mais qui entend surveiller de pres le jeune menage. Dans le contrat, elle a cede0 la boutique de bimbeloterie a Hortense, tout en se reservant une chambre dans I'appartement; et, en realite, c'est elle qui continue a diriger la maison, sous le pretexte de mettre les enfants au courant de la vente.

On est au mois d'aout, la chaleur est intense, les affaires vont fort mal. Aussi Mme Lariviere est-elle plus aigre0 que janiais. Elle ne tolere point que Lucien s'oublie une seule minute pres d'Hortense. Ne les a-t-elle pas surpris, un matin, en train de s'embrasser dans la boutique! Et cela, huit jours apres la noce°! Voila qui est propre et qui donne tout de

suite une bonne renommee0 a une maison! Jamais elle n'a permis a M. Lariviere de la toucher du bout des doigts dans la boutique. II n'y pen-sait guere, d'ailleurs. Et c'etait ainsi qu'ils avaient fonde leur etablisse-ment.

Lucien, n'osant0 encore se revolter, envoie des baisers a sa femme, quand sa belle-mere a le dos tourne. Un jour, pourtant, il se permet de

rappeler que les families, avant la noce, ont promis de leur payer un voyage, pour leur lune de miel. Mme Lariviere pince ses levres minces.

— Eh bien! leur dit-elle, allez vous promener une apres-midi au bois de Vincennes.

Les nouveaux maries se regardent d'un air consterne0. Hortense com-mence a trouver sa mere vraiment ridicule. C'est a peine si, la nuit, elle est seule avec son mari. Au moindre bruit, Mme Lariviere vient, pieds nus°, frapper a leur porte, pour leur demander s'ils ne sont pas ma-lades. Et lorsqu'il repondent qu'ils se portent tres bien, elle leur crie:

— Vous feriez mieux de dormir, alors... Demain, vous dormirez encore dans le comptoir0.

Ce n'est plus tolerable. Lucien cite tous les boutiquiers du quartier qui se permettent de petits voyages, tandis que des parents ou des corn-mis0 fideles tiennent les magasins. Il y a le marchand de gants du coin

de la rue La Fayette qui est a Dieppe, le coutelier0 de la rue Saint-Nicolas qui vient de partir pour Luchon, le bijou tier0 pres du boulevard qui a emmene sa femme en Suisse. Maintenant, tous les gens a leur aise s'accordent un mois de villegiature0.

— C'est la mort du commerce, Monsieur, entendez-vous! crie Mme 40 Lariviere. Du temps de M. Lariviere, nous allions a Vincennes une fois par an, le lundi de Paques, et nous ne nous en portions pas plus mal... Voulez-vous que je vous dise une chose? eh bien! vous perdrez la maison, avec ces gouts de courir le monde. Oui, la maison est perdue.

— Pourtant, il etait bien convenu que nous ferions un voyage, ose…

(la lecture est de 3 pages plus..)

Les questions sur la lecture1. Quelle est la situation des jeunes maries? Où logent-ils? Que font-ils?

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2. Qui est Mme Lariviere? Quels sont ses défauts? Est-ce qu'elle aime sa fille et son beau-fils?

3. Que pensent les jeunes maries de Mme Lariviere? Pourquoi Lucien et Hortense veulent-ils partir faire un tour? Ou veulent-ils aller?

4. Comment réagit Mme Lariviere lorsque le pere Berard donne deux tickets de train aux amoureux?

5. Pourquoi les amoureux sont-ils plutot déçus quand ils sont dans le train?

6. Comment se passe la visite du Havre? Que voient-ils? Que font-ils? Sont-ils satisfaits?

7. Pourquoi Lucien laisse-t-il échapper ces mots: «Je crois que je préfère ta mere»?

8. Où décident-ils d'aller finalement? Pourquoi?

9. Décrivez leur séjour. Comment est Fauberge? La nature? Le mode de vie?

10. Quelle est la réaction du pere Berard à leur retour? Et celle de Mme Lariviere?

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