Micro-unit: Les partis politiques français

 

Adobe Spark.jpg

In an effort to expose my students to as many cultural topics as possible before the AP test, I did a very quick, brief overview of the French presidential elections and the political parties in France. And I mean very quick. I could (and should) have done a lot more with this concept but I’m feeling a little panicky about the amount of material I have to get through in the next eight weeks so we did a very brief micro-unit so they are at least familiar with the system and the candidates, should anything crop up this year’s test (given that it’s an election year).

I slapped together a brief dossier (this does not include an article I found on 1jour1actu) for this micro-unit; there’s not much in it, it’s more of a guide to help me and keep my students organized.

Day 1: Look at the graphic on the front page of the dossier and brainstorm the major values of French politics; are they similar to or different from our values? How so? Examine the logos on page 2 and try to guess where the parties fall on the left-right spectrum. Watch this video from 1jour1actu: Ca veut dire quoi, droit et gauche en politique? The students then used their devices to go on I Side With and filled out the survey to find out which French politicians/political parties best fit their perspectives on a variety of issues. We culled vocabulary related to politics and political stances during this activity as well.

Day 2: We explored some of the articles from the presidentielle 2012 dossier on 1jour1actu, bearing in mind that the candidates are not currently relevant but the practices and concepts are basically the same. I also cut up the pieces of a document shared by a fellow teacher on the French Teachers in the US Facebook page (thanks, Debbie McCorkle!) that broke down the viewpoints of 13 major French political parties on issues such as the economy, the European Union, immigration, terrorism and the army, and the environment. I put students into pairs and assigned them a political party to be the “expert” on, then they had to share out to their classmates, giving only the essential information before moving on.

Day 3: I did a quick direct lesson (in the TL, of course) on how the French president is elected (le suffrage universel direct), how many elections there are (le premier tour, le deuxième tour) and how long a President is in office in France (5 years). We looked at some of the survey results from Le Figaro regarding current candidate popularity, and then did a Venn Diagram of all of our findings thus far regarding similarities/differences in French and American political parties and processes (days 1-3) I then assigned everyone the identity of a French politician for an in-class “primary” debate.

Day 4: Students researched their candidates’ viewpoints on major political issues (immigration, economy, etc) as well as the viewpoints of 1-2 opposing candidates to prepare for our debate.

Day 5: In-class whole-group role play with me as the moderator. I asked questions about various issues and called on “candidates” at random to express their views and challenge the viewpoints of their “opponents.” We also did a quick AP-style reading from a textbook on the voting process in France.

There you have it! Fast, a little shallow, but still relevant and engaging for my students, particularly since it’s been a year full of politics in the United States.

 

Les Griots d’Afrique

jan

As part of French 3’s “Legends and Supernatural” unit, I wanted to address the griot storytelling tradition of Francophone Africa – and WOW I did not anticipate it being so hard to find #authres for this mini-lesson. To be honest, I almost abandoned it all together but I’m glad I didn’t because it shaped up to be an interesting lesson! Plus, it exposed my students to a culture that I tend to shy away from because I am not as familiar with it as I would like to be.

Here’s my lesson sequence:

Day 1: I did a TPRS-style story to illustrate the role of a griot in society. I had one student play a griot, and several others play the roles of people in a village who want stories or songs for their family history. The students just had to act out what I narrated.

Day 2: We did the “C’est quoi un griot, d’abord?” reading with accompanying questions, then watched a TEDx video (in English) of a griot playing traditional instruments and singing; in the latter half of the video he explains what a griot is. We then started the process of watching a video of a griot (I think – at least an African storyteller) tell the legend of L’Homme et le hibou. This is a VERY challenging video; I provided the students with unfamiliar vocabulary and also asked some guiding questions in English to help them figure out what to listen for.

Day 3: We continued with the L’Homme et le hibou video and then broke down together how the story fits the typical characteristics of a legend (animals, magic, personification and a lesson). Then we watched the trailer for Youssou N’Dour’s documentary I Bring What I LoveI had the students do a CLOZE exercise of his explanation of his heritage and upbringing as a griot. There are English subtitles for his French speech, but they are very much just paraphrasing what he says and do not correspond word-for-word to his dialogue; you could alternatively just play the audio first and the video later. I would recommend at this point playing one of N’Dour’s songs.

Day 4: We read the legend Comment le lion devint roi and decided together if it fit the characteristics of an African legend or not. The version of the legend I used comes from http://www.conte-moi.net and there is audio and accompanying exercises in addition to the actual text.

Day 5: Begin the final assessment; the students work in groups of 2-3 to retell a legend, griot-style (or they may write their own legend). I have given them strict parameters in order to keep it simple enough for their proficiency level and also asked that they create a slide of images for any unfamiliar vocabulary that may come up in the legend, to make it more comprehensible for their classmates. We’ve spent the entire semester working on past tense narration, so that is really my linguistic focus for this assessment.

Here is a link to my resource packet for this lesson. As per usual, if there are language errors or formatting things you would like to change, please fix them on your own copy.

Bonne continuation!

 

 

C’est Halloween!

cest

On veut des bonbons! (You know, from the Têtes-a-Claques video. Anyone? Bueller?)

I have to confess, I’m not a huge fan of Halloween, but my students are! Last week I shared some of my My Favorite Spook-tacular Resources for French Class but since then a few more resources have cropped up that I would like to add to the list and incorporate into my instruction!

My French 3 kids will use a lot of the resources from the link above, but I’m always on the lookout for opportunities for my upper levels (French 4 and AP) to work on their comparison skills since that’s such a huge part of the AP test. We won’t spend a ton of time on Halloween since we’re right in the middle of our Haiti/L’eau, source de vie unit but I didn’t want to totally miss the opportunity to address the differences between Halloween and Toussaint (and their cultural links)!

I’m not sharing the work I’ve made to go along with the following resources since my students haven’t done any of this yet and I know some of them are aware that I keep a blog. I almost always follow a traditional IPA format, though, and at the end they’ll do an AP-style cultural comparison.

Articles/Infographics/Videos

Infographic: Halloween: de plus en plus populaire

1jour1actu: Qu’est-ce que la Toussaint?

1jour1actu: Ceux qui sont contre Halloween

Video: La Toussaint, une tradition toujours très présente chez les Français

After we interact with these documents, we’ll work on stating our opinions about both holidays with a Beyond “Oui” and “Non” speaking activity, then work in partners to do a comparison of the two in order to prepare for our cultural comparison.

My students also LOVE this crazy Halloween video by Têtes-à-claques, so we’ll probably watch it again as per our tradition.

 

My Favorite Spook-tacular Resources for French Class

bedtime

Most days, I can say that I really don’t regret my decision to study French instead of Spanish. I think the French language and culture have a lot to offer students! That is…until the end of October rolls around, my students are squirrely, Halloween is approaching and Spanish teachers have a great cultural and linguistic opportunity in Day of the Dead and French teachers get…la Toussaint. Womp womp.

I’ve done lessons on la Toussaint before and while it’s been a great educational opportunity, it’s not exactly the most engaging subject as Toussaint tends to be eclipsed by the two-week vacation that all French students get in honor of the holiday (which no one really celebrates beyond laying mums on a loved one’s grave).

My French 3 kids have JUST started a unit on Legends and the Supernatural (previously done at the end of last year with my level 4 kids), so they’ll be seeing most of these resources but they really could be adapted to (almost) any level. Our grammar focus for all of first semester in level 3 is passe compose and imparfait, so this unit lends itself very well to narrating stories in the past!

Nonetheless, if you’re looking for a way to use the language to honor this spooky season, consider some of these resources!

MovieTalk

Alma (used in conjunction with this article)

Dirt Devil commercial 

Vampire’s Crown

The Black Hole

Video/Listening Resources

Créatures Fantastiques: Le Loup-Garou du Québec

Créatures Fantastiques: Le Windigo

A la découverte des catacombes avec Donia 10 ans

The Michel Ocelot film Les contes de la nuit

Story Time: Experience Paranormal

Le Conte des trois frères (Harry Potter)

Reading Resources

Most of my reading resources for this unit are self-created Embedded Readings of the following stories:

Le Nain Rouge de Detroit (try as I might, I cannot find a document that is already in French, thus I created it myself based on the details here)

La Peau de chagrin by Balzac (far too long/difficult to read in class; embedded version with the highlights is the way to go)!

Barbe Bleue by Perrault (I choose this one as it is particularly scary/gory for a fairy tale!)

Les Lavandières de la nuit

Article: J’irai dormir dans les catacombes!

Et voilà! Hopefully these resources will help carry you and your students through the spooky  Halloween season (and help take the sting out of not having a calavera to decorate or an ofrenda to build)!

Le séisme en Haiti: A unit for French 4/5AP students

seisme

Well, in a fashion true to myself, I’ve probably bitten off a lot more than I can chew this year! In addition to my normal class schedule of French 2-AP, I’m still working on writing curriculum for our county (we’re on to French 3 this year!). I’ve also signed on to participate in the World Language department’s leadership team as we attempt to move toward a more proficiency-based model, my building’s Continuous Improvement team, and I’m mentoring our newest Spanish teacher. I’ve also been wrestling with some health issues that, after a minor surgical procedure last week, should hopefully be fully resolved (cross your fingers for me).

Life doesn’t show signs of slowing down any time soon, but while I was recovering last week I was inspired by the #langchat topic of cross-curricular collaboration and started planning a new unit for my French 4/AP split. I thought it pertinent to address the hurricane that blew through the Caribbean last week, Hurricane Matthew, causing further problems for the already impoverished nation of Haiti. My plan for this unit is to address the initial disaster that hit Haiti in 2010, the huge earthquake, and how the billions of dollars in humanitarian aid were effectively squandered. The second phase is to examine how access to potable water is a basic human right (à la Carrie Toth) – and that 1 in 10 people worldwide do not currently have access to a safe water source; Haiti is certainly part of that demographic.

I’m hoping to collaborate with my colleagues in science to do a water-testing lab, and to perhaps have one of the science teachers who traveled to Haiti for volunteer work last year come in to talk about his experiences in the country. My cousin is also a pediatrician who has traveled to Haiti on 3 separate occasions with Doctors Without Borders and I’m hoping she might have time to contribute something as well.

Today I’m sharing the introductory part of my unit, which I hope will familiarize my students with the country of Haiti, as well as how the country was affected by the massive earthquake in 2010. The packet I’m sharing here is a SMALL sampling of the numerous resources I’ve bookmarked and I anticipate that it will take the rest of this week to work through (with pauses for our normal Mercredi Musique routines & our obligatory grammar study). I will  use the other resources as a supplement if time permits. You can use it as you see fit – eliminate the grammar portion if need be and correct any language errors you might notice). You will also need to change the prompt for the Présentation Ecrite section, as it is personalized for the in-school experiences of my students. I also do not claim to know if the work I’ve asked the students to do is totally level appropriate for a 4/AP class; I mostly have no idea what I’m doing 🙂

I’ll share the rest when it’s finished!

 

Resources for Teaching the French Revolution

As I noted in my last post, I just finished a unit on the French Revolution with my 4/5AP students. It’s a very complex subject but luckily there are many resources available to help lighten the load for you and to make it interesting for the students. Here’s a list of some of the resources I used (or would use in the future) for teaching the Revolution.

Comprehensive Unit PLan by Noemie Neighbor: Includes teacher-created PowerPoints, readings, and a full set of lesson plans for an entire unit.

L’Histoire de France en BD: La Révolution Française.

La Monarchie absolue: A dossier that gives students some context into the concept of “absolute monarchy.”

Film: La Révolution française: Available in 2 parts on YouTube – it’s very long but part 1 is great for showcasing the major events of the Revolution such as the opening of the Etats-Generaux, the taking of the Bastille and the march to Versailles. We did not watch part 2 as it is probably too violent for school.

The Trésors du Temps textbook actually has a fairly good/comprehensive set of readings, like Rousseau’s Social Contract, an abridged version of Candide, and an account of the taking of the Bastille by an eyewitness. I got a copy of this textbook for free by requesting it directly from the company.

C’est pas sorcier: A humorous reenactment of the Revolution (kind of like Mythbusters, history-style).

1jour1actu: Les symboles de la République: A reading from a children’s news website about the official symbols of the French Republic, born during the Revolution.

1jour1actu video: le drapeau français: An animated video explaining why the French flag is red, white, and blue.

Infographie: La Révolution française: An interactive infographic that explores the French Revolution by theme and by chronology. This resource is geared toward French collègiens, which works well in a high school 4/5 setting.

Karambolage – Guillotine: An animated video that explains the history of the guillotine.

Les dernières heures de Marie-Antoinette

The majority of these resources are authentic and my students were able to understand them with relatively little difficulty. I was surprised at how engaged my students were throughout this unit – they participated, asked great questions, and although we didn’t spend a lot of time focusing on grammar I have seen great strides in their fluency and accuracy. This unit has also been a really great springboard into talking about topics like la laïcité, a highly controversial and relevant topic that is GREAT for an AP-style cultural comparison (and it could very well show up on the exam in May). I am looking forward to refining this unit and using it again in future classes!

 

 

 

 

La Révolution Française: Sequence and Assessments

Last year when I went to OFLA, I was really inspired by the message that both Dave Burgess and Carrie Toth communicated to their audiences, which was to teach subjects that we ourselves are passionate about. The basic principle being that students will latch on to our enthusiasm, and engagement will grow.

FrRevPoster

This year I’ve really tried to take that advice to heart and teach more things that I enjoy – like my mini-unit on privilege, and devoting each Wednesday to listening and singing a new song in French.

In addition to French and music, one of my other major passions is history. I love history. I am a huge history buff and could literally talk all day about how our history is constantly reflected in our present. So, I decided that in my level 4/AP split we would tackle one of the most monumental historic events of all time – the French Revolution.

I was nervous to present this material as I had never taught such a unit before. Let me say first and foremost: This unit was RICHLY enhanced by the resources put together by Noemie Neighbor and I am so, so grateful that she has put this work out there for other teachers to use. 

The French Revolution is a massive unit to teach and Noemie did a great job of breaking it all down. I followed her general schema but incorporated my own level-appropriate assessments, starting with the background information of the Ancien Regime, les Lumieres, and why people were starting to question authority. We went through the major events of the Revolution, and today just finished up our unit following the execution of Louis XVI. There is a LOT more to it after that, of course, but I mostly wanted to highlight how drastically the Revolution changed the entire centuries-old structure and traditions of not only France, but nearly all of Europe as well.

My sequence went basically like this:

Week 1: Life during the Ancien Regime – the separation of society into the three “Estates” and what life would have been like for each social class and the financial troubles of the monarchy.

Week 2: How the Enlightenment influenced the push toward Revolution and the consequences of the American Revolution. Reader’s Theatre of an abridged version of Candide by Voltaire (Tresors du Temps textbook!) and the students worked in small groups to present basic information about major Enlightenment philosophers.

Week 3: The first events of the Revolution – calling of the Estates General, mostly. The students journaled from the perspective of a pre-Revolution citizen of France and compiled their own cahiers de doléances with a modern twist. We watched clips from La Révolution française, available on YouTube.

Week 4: The taking of the Bastille and the March to Versailles. The students did an interpersonal writing assessment via a discussion board on Schoology to determine whether these events were a.) necessary or b.) important to the cause of the Revolution.

Week 5: The development of the Declaration des Droits de l’Homme et du Citoyen. We read the major articles from the DDHC and compared them to our own documents, namely the Constitution and the Declaration of Independence. The students also prepared a guided debate during which they imagined they belonged to a certain demographic and had to argue yes or no based on their given identity.

Week 6: The attempted escape of Louis XVI, the war with Austria, and the trial and eventual execution of Louis XVI. We voted on Louis’ execution after an in-class “Tug of War” activity during which students placed post-it notes with their comments on a spectrum with “Yes” on one end and “No” on the other.

My assessments for this unit included:

Interpersonal Writing: Schoology debate on the necessity and importance of the taking of the Bastille and the March to Versailles.

Interpretive Reading: Selections from Candide and an authentic document/primary source from a witness present during the taking of the Bastille (Tresors du Temps textbook, believe it or not!).

Presentational Writing: A journal from the perspective of a French citizen under the Ancien Regime.

Presentational/Interpersonal Speaking: Both modes were assessed during our debate on the DDHC.

Interpretive Listening: Assessed while watching clips from the film La Révolution française and an informational clip regarding the invention of the guillotine.

This unit also allowed me to review some past grammar points that sometimes get a little sloppy as time goes by: adjective agreement, passé composé vs. imparfait, and subjunctive were the major points addressed during this unit.

I will write a follow-up post later this week containing links to some of the supplementary resources used during this unit.

Bonne continuation!