Module 11 Theme 2Kristen Roland

Class Description : High school French IV, grades 10-12, wide vocabulary, lessons delivered in TL, some planning to take AP French test. Students making use of French-only online message board to seek and provide support to fellow students.

Unit Objective : Students will analyze the development of French attitudes and values via an entertaining look at history through an excerpt from the comic book, «Astérix le Gaulois».

Lesson notes below table.

Activity

Standards

Cultural Objectives Vocab./Language Objectives

Materials

1-2 1.1, 1.2, 2.1, 3.1, 3.2, 4.2

Discuss National Pride la fierté nationale  French FlagFrench National Anthem (music)

3 1.2, 3.1, 4.2

Compare and contrast U.S. and French Geography

compare using plus/moins/également

France and U.S. political maps: borders compare doc.

4 1.2, 2.1, 3.1, 4.2

Understand how proximity to and characteristics of neighboring countries influence the development of a national personality, priorities, and values.

frontières en sécurité 

comparisons

2e guerre mondiale

overhead map of Occupied France: France Occup doc

4 (j, k) 1.2, 2.1, 3.1, 4.2

Identify ingenuity as a strength that is valuable in the absence of size or strength.

ne… ni… ni…ingénieuxingéniosité

5 1.1, 1.3, 3.1

Recall and describe « underdog » heroes from literature, TV, movies ; consider what makes a character an « underdog »

Underdog image: GL FR US doc.

6 1.2, 2.1, 3.1

Consider the effects of enemy invasion and occupation.

la Gaulel’Ère Communepeupléebarbaresvaincresiècle

m/c overhead (written in lesson)Rome Gaule doc over- head and printcaesarface doc.

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color codes throughout

Assessments Materials and supplies

vocabulary grammar

(in parentheses) = directions to teacher or student responses. Outside paren., in French, teacher says out loud.

informal assessment

informal assessment

1 Personal favorite – have quite a collection.

6e 1.2, 2.1, 3.1, 3.2

Consider the effects of World War II on France, and the process of recovery.

La reconstruction d'après-guerre

overhead :10 million morts doc

6e 1.2, 3.1, 3.2

Appreciate the relationship between the timing of the appearance of Astérix and its instant popularity.

sièclessynchronisation

goscinny rêve doc overhead

7 1.2, 2.2, 3.1, 3.2

Become acquainted with a set of characters who personify French national pride and show how it has been shaped by historical events.

vainqueurs

sceptre de conquêtel’aigle

Astérix le gaulois p. 1doc overheadles caractères d Asterix doc.Sceptre image: GL FR US doc.

7 1.2, 2.2, 3.2

Appreciate humor that is based upon language.

use of Latinphonetic spelling, onomatopoeia

7 1.1, 1.2, 3.1

Recognize and discuss the meaning of a national symbol.

8 1.2, 2.2, 3.1, 3.2

Read and interpret a French comic book excerpt, identify new words and key words

Astérix feuille 1 doc

8 1.2, 3.1, 3.2

Identify enemy, hero, conflict, and hero’s secret weapon

Astérix feuille 1 doc

9 1.1, 1.2, 1.3

Collaborate and compare with partner

11-12 1.2, 2.1, 3.1, 3.2

Compare the character Astérix and the nation of France

la forcesurnaturel

13-14 1.1, 1.2, 2.1, 3.1, 3.2

Find, list, and discuss examples of French ideals found in the excerpt

la bande dessinéeidéales françaises

overhead : vignette 1 sample response (written in plan)

15 1.1, 1.2, 2.1, 3.1, 3.2

Discuss national pride by analyzing quote from Canadian statesman Jacques Parizeau

overhead: Jacques Parizeau (written in plan)

16 1.1, 1.3, 3.1

Use lesson materials and collaborate with group to create a definition of la fierté nationale 

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informal assessment

17 1.1, 1.2, 1.3, 3.1

Present, defend, explain, and adjust definitions through Rétroaction des Pairs (RDP) activity

18 1.2, 2.1, 3.1, 3.2

Analyze quote by Daniel Roy about national pride. Compare to student definitions.

faux ami « réalisations »

19 1.1, 2.1, 2.2, 3.1

Design rubrics to evaluate (20) next activity

20 1.2, 1.3, 2.1, 2.2, 3.1

Explain, describe, or draw objects of national pride as defined by Roy

devoirs: fierté nationale doc

21 1.1, 3.1 Evaluate objects of NP according to rubric with a partner.

scissors

22 1.1, 3.1 Make a collage de la fierté nationale

gluestick, large construction paper

23 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2

Review for Assessment : same objectives as instruction

éval prep form doc.

24a 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2

Oral and written items based on same content objectives as instructional and review activities (see above)

See Language objectives above

3 docs -----------------

Asterix unit assessmt written doc.Oral eval rubric, Evaluation Orale Qs doc. (for tchr)

24b 1.2, 1.3, 2.1, 3.1, 3.2

Pre-reading activities during oral assessments : Find main ideas, find key words, identify new vocabulary.

4-5 copies each of 4-5 pages of Astérix, suitable for dramatization, with text erased from 2 frames each. (not included here)Pre-reading activity guide tailored to Astérix. (not incl. here)

25a 1.1 Find group members with same page by asking/ describing content

25b 1.1, 1.2, 1.3

Create new text without changing plot.

25c 1.3 Rehearse and perform story as short skit.

Your chart is one of the best frameworks I have seen by a student in the many years of teaching this course. I realize that it takes a lot of time, but I hope that you see the value in how this guides your work in developing solid units with assurance that all the

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semi-formal assessment

semi-formal assessment

pieces (standards both communictive and content, languages,teaching/learning strategies.PreparationSet up timeline w/yarn, arrow, and magnets on board. Write dates on board along timeline to help students conceptualize various times in lesson : 1945, 1959 E-C, 50 av. J.-C.

Introduction1. As students enter the room, they will hear the French National Anthem playing, and see the French flag prominently displayed at the blackboard.

2. Teacher will conduct a discussion of la fierté nationale  in L2, asking students to draw upon their own experience and share ways they express their national pride, as well as reasons for having pride in their nation.

3. Teacher will display map of United States and ask (and follow up on) discussion questions :

a) Est-ce un grand pays, les États-Unis ?b) Et les pays voisins, comment s’appellent-ils ? Est-ce qu’ils sont amicals, ou

sont-ils les ennemis des États-Unis ? Est-ce qu’ils sont très forts; avons-nous peur d’eux ? (say : « plus fort », write +. Say « moins fort », write -.

Say « également fort », write =.) (grammar point – comparison)c) (Point to French/Canadian border, draw a circle.) Qui est plus fort, les Etats-Unis ou le Canada ? (Draw a – in the top semicircle, and a + in the bottom.)

4. Teacher displays overhead map of Europe. Questions : a) Regardez la France. Est-ce que c’est un grand pays ?b) Est les pays voisins, est-ce qu’ils sont loin, ou près de la France ? c) Quels sont les frontières de la France ? (as they name them, circle the

borders.)d) Est-ce que la France est plus fort, moins fort, ou également fort que ___ ?

(write =, +, - on each side of border.) (grammar item – informal assessmt.)

e) En générale , dans lequel pays est-ce qu’on se sentit plus en sécurité ? f) À travers l'histoire, quels pays ont été les ennemis de la France ?

(responses should lead into brief discussion of WWII 2e guerre mondiale with Germany, Italy, and Japan being identified as enemies of France.)

g) Est-ce que ces pays ennemis sont loin, ou près de la France ? h) Donc, on voit que la France est un petit pays, et les ennemis sont près. La

France n’est ni fort comme les É-U, et ni grande non plus. (grammar point – ne/ni/ni) Elle n’est pas exactement gigantesque par rapport à ses voisins.

i) (Display map of Occupied France) Regardez la carte. Qu’est-ce qui arrive ici ? (réponse) Qui occupait la France ? (L’Allemagne) (Point out timeline) Qui peut marquer l’année de l’occupation de la France ? (student writes 1945 on board, may receive guidance from other students) (Put printed copy of same map on display at this point on timeline)

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le Canada

+ les États-Unis

2 Nice visualization techniques.

3 Good warm-up /brainstorming topic

Avant l’Ère Commune (les années avant Jésus-Christ), le grand pouvoir du monde était

A) Atilla l’HunB) L’Union SoviétiqueC) Le Rome

Qui était le général romain qui est devenu le chef du Rome ?

A) Julius CaesarB) Ghengis KhanC) Napoléon Bonaparte

j) Si on n’est ni plus grand, ni plus fort qu’un ennemi, comment est-ce qu’on peut se défendre ? Idées ? Suggestions ? (grammar item - assess for instruction)

k) Il y a bien longtemps que les français ont compris que si on n’est ni plus grand, ni plus fort qu’un ennemi, il faut qu’on soit plus ingénieux que ses ennemis. Et c’est ainsi que l’ingéniosité est devenu une vertu nationale pour les français.

Well developed and thought out series of questions. Students should be able to bring in knowledge from world history classes (Connections).5. Conversation Activity

a) Students work with partner to list some « underdogs » from history, literature, television/movies, etc. who demonstrate ingenuity in the absence of physical strength and/or size. Discussion is in French. Class will agree upon (and post) a definition of « underdog » before discussions begin. [I’ll admit here a language deficit – I found supprimé (even oprimé) and perdant, but neither of them seemed to imply the potential or unpredictability that makes an underdog so interesting to an American, so I allowed myself an anglicism that is used in French sports talk.] These are the kinds of terms I check out with my grand-children (born/educated in France—I guess that « défavorisé » might be too formal and has more socioeconomical meaning – but my best guess.

b) Each student must choose one of their names and be prepared to explain why it is on the list. They may write down a few key words, but they should speak, not read aloud when they answer.

c) Follow up is the Scattergories-style elimination game, where students share their lists and must cross off names others have mentioned, with the pair that has the longest remaining list being the winner.

d) During the list-reading session, students will present their underdog (~ 30 sec.) Students will end with a show of hands as to whether or not they agree that the person is a true underdog, and some discussion may be pursued according to teacher’s discretion/student interest.

6. Introduction to Astérix – discussion pointsa) Nous allons faire la connaissance du « underdog » favori des français : Il

s’appelle Astérix, et il vient des temps anciens. Quel était le nom de la France aux temps anciens ? (la Gaule – on map)

b) Avant l’Ère Commune, la Gaule n’était pas un pays uni, mais elle était une région peuplée de nombreuses groupes barbares. Quel était le plus grand pouvoir dans le monde en ce temps-là ? (provide m/c if necessary, prepared ahead of time on overhead)

c) Qui est le général romain qui est devenu le chef du Rome ? (m/c if needed ; have a volunteer display César’s portrait on timeline)

d) La Gaule est vaincu par César (display & briefly discuss map of Caesar’s campaign, display printed map on timeline.)

e) Maintenant, on va sauter des siècles (move arrow on timeline to 1959). Quelle année est-ce ? Et combien de temps est passé vers le fin du 2e

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guerre mondiale ? Est-ce que les français se souviennent de la guerre ? Après une guerre, est-ce que tout va bien ? Non ! La guerre avait crée une énorme désastre, et il y avait beaucoup de travail à faire… (If time permits, display « 10 million de morts » to help students appreciate the magnitude of the devastation and work of rebuilding after a global conflict.) La reconstruction d'après-guerre durait jusqu’à (env.) 1958. Donc, nous sommes voilà, l’année 1959. Un homme qui s’appelle René Goscinny (display photo at 1959 on timeline) avait une idée. (Display RG overhead and ask volunteer to read aloud) …et c’est ainsi que la synchronisation du fin de la reconstruction d’après-guerre et l’introduction d’Astérix ont crée un point de temps parfait pour la réussite de la bande dessinée (ils s’arrivaient en même temps).

f) Je vous présente Astérix le gaulois ! (display Astérix) Est-ce qu’il est grand ? (non) Est-ce qu’il est fort ? Non, il n’en est pas. Mais la potion magique de Panoramix, le druide, (display) lui donne de la force de plusieurs hommes pendant un certain temps. Et c’est ainsi que les gaulois résistent l’armée romaine.

7. Display Astérix le gaulois p. 1 overhead. Ask for volunteers to read through the frames out loud, straight through once.

a) Lesquels sont les vainqueurs ? (les romains)b) Qui est le chef des romains ? (César)c) Est-ce que toute la Gaule est occupée par les romains ? (Non.)d) Est-ce que César est content ? (Non : «QUID?»)e) Quel héros vainc les quatres soldats romains ?f) Comment est-ce qu’il a fait cela ?g) (opt. see if anyone can name other legendary heros who had

a secret weapon that enabled them to be victorious)h) (point out : Frame 4, the staff – sceptre romain de conquête,

l’aigle, l’usage du latin, phonetic spelling of onomatopoeia ouap !, etc)

8. Distribute Astérix le gaulois (same as overhead) and Les caractères d’Astérix handouts. Students will read independently, listing key words and new words on worksheet. The questions may be answered for homework. Les caractères is read-only, for better understanding of the story.

9. Next class session, « Avec une partenaire, comparer les nouveaux mots et s’entraider, si c’est possible. » (Teacher should walk about to assess, assist) --Puis, comparer les réponses brèves. » (teacher has checked for completion of assignment).

10. (Ask if there are any questions about words or short-answer section. Discuss if needed.)

11. (Revisit discussion of French conquest and occupation, indicate maps) La France, est-ce qu’elle est forte ? Est-ce qu’elle est grande ? (non). Comment est-ce qu’Astérix et la France sont similaires ? D’où vient leur force ? (l’ingéniosité)

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12. (Point on timeline) Quelle année est-ce ? (1959) Qu’est-ce qui est arrivée en 1959 ? (publication d’Astérix) Est-ce que vous pensez qu’Astérix était populaire ? Pourquoi/pourquoi pas ? rép. --les français se voient dans le caractère d’Astérix : petit, faible en corps, mais fort à cause de l’ingéniosité, et avec d’assistance surnaturel

13. Avec votre partenaire, trouvez dans la bande dessinée d’Astérix quelques exemples des idéales françaises. Préparez à discuter cela. Remarquer qu’il y a 10 vignettes sur la page ; on peut nombrer les mots clefs par vignette, par exemple, (display on overhead) vignette 1 : « longue lutte », ça veut dire que les gaulois n’abandonnaient jamais leur cause.

14. Discuss results (follow-up).

15. Display on overhead : (and discuss : Qu’est-ce que ça veut dire?)

« L’indépendance est-elle un rêve?»

« - Moi, je ne rêve pas. L’indépendance, j’y travaille !  »   Jacques Parizeau, premier ministre du Québec, 1994

http://www.vigile.net/La-fierte-nationale

16. Quelle est la fierté nationale ? En groupes de 4 personnes, utiliser les listes d’idéales françaises, la bande dessinée, vos pensées, et vos notes de former une définition du terme « fierté nationale ». (teacher walks about to assess participation and offer assistance)

17. Teacher calls group reps to share definitions, reminds class : «Soyez prêts d’offrir vos commentaires.» Class uses Rétroaction des Pairs (RDP) procedure to give feedback, both compliments and suggestions, having been trained throughout the school year in how to actively listen to peer presentations and offer meaningful, productive feedback. Discussion may be pursued according to teacher’s discretion and student interest.

18. Display overhead (D. Roy quote). Have volunteer read aloud. Ask who can find the « faux ami » (réalisations/achievements).

La fierté nationaleC’est être fier d’exister, fier de notre langue, de notre histoire, de nos coutumes, fier de nos réalisations, de nos institutions, fier de nos artistes, de nos entrepreneurs, de nos travailleurs, de nos ressources et fier de notre drapeau.

–Daniel Roy Tribune libre de Vigile

19. Design rubrics to evaluate La fierté nationale : Pour chaque objet, choisissez-en un : écrire un hommage ; lister comment les citoyens démontrent…; ce que le gouvernement fait pour faire honneur aux… ; ou

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dessiner une vignette ou un dessin pour chaque objet de la fierté nationale. Donner une variété de réponses. Before beginning assignment, 4 groups of students will design rubrics and create sample responses, with a brief report accompanied by the display of the sample responses to invite feedback and thus assure the quality and harmony of the 4 sets of rubrics. Students may choose to award extra points for responses that specifically address French national pride, as opposed to national pride in general. Teacher may evaluate rubrics overnight and assign group grades.

20. Homework assignment: complete La fierté nationale.

21. After teacher has checked homework in the following session, students write their intials on the back of each rectangle in the chart, then cut out their answers (on the lines) and distribute, on 11 labeled desks, their 11 responses. Class then divides into 11 groups of 2-3 to analyze responses, giving each item a rating according to the rubric. Ideally, all four types of responses will be included for each of the 11 items. For example, Andréas and Sophie have 23 small rectangles labeled « fier de notre langue ». This pile includes some tributes, some examples of civic expressions of pride, some government initiatives such as laws/holidays, and some artistic designs or even comics. The rubrics are posted in the room, and Andréas and Sophie’s ratings are written on the back with a total score circled, leaving room to record another rating, if time permits, to ensure fairness, OPI-style. All 11 piles are collected and assessed. For assessment purposes, teacher may mark on seating chart which partners rated which objects. (I realize this is a heavy-duty grading burden for the teacher, and I’d iron it out a bit more before implementation. Maybe have partners rate two sheets, uncut, then have everyone switch for a second rating if time permits)

22.When cards are returned to student raters, partners create a collage using all the entries for one object of national pride, resulting in 11 collages that can be displayed together in the classroom or in a FL department hall display.

23. Preparing for assessment: Students will receive a packet that includes study/practice questions for both the oral and written aspects of the assessment. (homework) Review activity will be discussed, especially the pictures on p. 2, which will provide a rich review of history content and vocabulary.

24a. Assessment. Written and oral components are based upon and similar to the ones in the review activity. Class completes written component, then during oral interviews (small groups of 3-4), (24b) other students will complete a pre-reading guide (interpretive) for another page of Astérix.

25. Interpretive, Interpersonal and Presentational Task: Interacting with a product of the TC, students will demonstrate new knowledge through written activities, then interactively create a new product which they will present to their peers in a short drama.a) Each student will receive (with a reading guide) one of four or five

different pages distributed. Interviews and interpretive tasks are

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completed by end of class period. Written work is submitted, assessed informally, and returned with constructive feedback. Students are instructed to « Levez-vous » and, leaving their papers face-down on their desks, « trouver tous les autres élèves qui ont reçu la même feuille d’Astérix que vous.  They will find all the other students who have been given the same page by describing and asking questions (interpersonal).

b) The new pages have about 10 frames, like the first one, except that the text in two of the frames has been erased. The groups will work together (interpersonal) to compose something that makes sense.

c) With teacher approval, they will rehearse and perform their page as a brief skit (presentational), including the new lines. They will be assessed for creativity, continuity, clearness of speech, and sense of investment in the process (attitude/effort). An example will be provided on the overhead display.

Superb lesson in all aspects. You clearly developed this nationally cherished text/cartoon now graphic novel I guess for how it goes beyond a cultural product into a national perspective. You show how the Asterix stories can be understood in any culture, indeed they are widely translated, but hold a special place in French values and attitudes. You also did an excellent job of adhering to the recommended instructional strategies associated with the communicative modes. The assessment follows the IPA model – and as you work with this model, esp. with advanced students you (and they) will find that seamlessness between teaching/testing that we seek in today’s classrooms. All your attachments provide additional evidence of your ability to design and assess using your own created materials for instructional support.

Project Rubric and score ( 50/ 50 points). See highlighted areas.

  Excellent (5) Good (4) Needs Work (3-2)Organizationof Lesson: Objectives, Standards, Format

All objectives clearly stated in terms of student performance and/or standards developed in the lesson are clearly identified and carried out in the lesson.

Most objectives stated in terms of student performance but a few focus on form or what is taught and/or stan-dards are identified but not always

Objectives focus on teaching or on student knowledge of form not performance and/or standards have not been identified for the

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map : Peuplement de la Gaule http://www.hist-europe.fr/Rome2/gaules.html map : la France pendant l’occupation http://fr.wikipedia.org/wiki/Zone_occup%C3%A9e official website 50th anniversary http://www.asterix.com source : frames and images http://lencyclopedix.free.fr/perso.php 10 million de morts http://objectifbrevet.free.fr/corriges/cor_hist_exp18.htmfierté nationale : http://www.vigile.net/La-fierte-nationale

Lesson plan format demonstrates that all the pieces are there for planning, for sequencing activities.

relevant to the lesson. Lesson plan format is abbreviated so that the sequencing of activities is not always clear.

lesson. The lesson plan consists of notes without a clear organization.

Teaching Strategies and Techniques and Commentary*Teaching strategy refers to specific recommended approaches for the module, i.e., for interpretive communication (M. 7) or culture (M.11).

Tasks and activities are explained in exceptional detail (Another teacher could teach the lesson).

The choice of teaching strategies is logical and the instructional approach is supported by research/good practice.

The plan is accompanied by a well reasoned commentary (as an introduction, embedded in activities in a different color or font, or in a reflection).

Tasks and activities are explained in sufficient detail (for another teacher to use as a framework)

Some evidence in support of strategies and instructional support.

 The plan is accompanied by some commentary on the rationale behind the decisions made.

Tasks are presented with insufficient detail.

 

Little or no evidence of the choices of strategy and approach are in the lesson.

The plan does not provide insight into the thinking of the teacher.

Use of 3 Modes of Communica-tion and other content standards

Student activities clearly reflect effective approaches to develop targeted mode/s. Communicative modes are effectively integra-ted with cultural and/or interdisciplinary content or with comparative or community standards.

Student activities are likely to result in some advancement in targeted mode/s. Communicative modes are taught within some content area from the standards.

Student activities are not likely to result in advancement in targeted mode/s.Communicative modes are taught separately from content or not sufficiently attentive to content.

Materials selection and technology

All materials for the lesson are correctly referenced (e.g., link or website) and teacher created materials (e.g., worksheets, handouts)

Most materials are referenced and included but there are some gaps. Few teacher-created materials.

Materials are not adequately identified.

Material is mostly drawn from the text-book without adapta-

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are included.

Materials are appropri-ate to proficiency level of students and to age, interests, etc.

Technology chosen en-hances student language and cultural learning.

Most material is appropriate to proficiency, age, interests of students.

 Technology chosen is appropriate to the instructional task.

tion or substitution for the age and proficiency level of students.

Technology chosen is questionable or no technology is used but it would have been useful. Not needed, no deduction.

Written mechanics and time ( - points)

Project submitted on time. Well written without mechanical errors (L1 & L2)

Project submitted within 48 hours (- 2 points)Clearly written with few errors (-2)

Project submitted later than 48 hours. (- 3 to -5 points)Not clear and careless errors in spelling & form

 

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