Standards Based Language Unit
Allons à EuroDisney
Nancy P. Wilson
French Immersion Institute
University of Pittsburgh
Center for West European Studies
June 25-29, 2001
Project completed: July 16, 2001
Standards Based Language Learning Unit:
Brochure: The MagicKingdom
(may be obtained for free at City Hall in the MagicKingdom)
Nancy P. Wilson
Stage d’immersion en français
le 15 juillet 2001
Standards addressed: Communication: Interpretive
Interpersonal
Presentational
Connections: Art
Geography
Language Arts
Community: Simulated Service Project
Objectives: Interpretive
to read/interpret a brochure about Disney World’s MagicKingdom
to identify the main idea and supporting details
to infer meaning of unfamiliar vocabulary using context clues
Interpersonal
to discuss with 1/2 friends what to do/where to eat/where to meet
Presentational
to create a brochure for a local amusement park in French
to write an e-mail home describing what you did, where, and with whom using adverbs of time (i.e. First, then, next, finally), and the past tense.
Targeted Learners: Level 2/3 High School
Novice High/Intermediate Mid Oral Proficiency
I prefer to use units similar to this one at the end of a chapter. It incorporates all three modes of the communication standard as well as two of the other standards. It also incorporates all four abilities; reading, writing, listening, and speaking. It also addresses the needs of all kinds of learners. This particular unit would fit very appropriately after HRW’S Chapitre 6, Allez, Viens! 2.
Prior Knowledge: Adverbs of time (First, Next.); Weather; Food; Personal Opinions, Accept/Reject; Time; Amusement Park Rides; Directions; Suggestions; Verbs in Past Tense
INTERPRETIVE MODE
Day 1
Pre-Reading activity:
1. Students collaborate to make a list on the board/overhead of the kinds of information they would expect to find in a brochure of this nature.
While-Reading activity:
1. Students complete a worksheet inferring meaning of unfamiliar vocabulary, and identifying the main idea, supporting details from the brochure. (May be completed as an individual activity, pair activity, or think/pair/share activity)
INTERPERSONAL MODE
Day 2
Post-Reading
1. Mapping activity. Students brainstorm vocabulary for use in today’s interpersonal activity and tomorrow’s presentational activity.
2. Role play: Students role-play a situation at the park with 1-2 classmates. Students are presented with the situation (A Band trip to EuroDisney) and are given time to decide who will say what to whom. Before the end of the period they present the role-play to the teacher at the teacher’s desk without notes. Students may simply receive credit for completing the task or be graded on their presentation.
PRESENTATIONAL MODE
Day 3/4
Post-Reading
1. Create a brochure for a local amusement park in French. (homework)
2. Write an e-mail home to your parents describing your day in the Magic Kingdom using adverbs of time (i.e. first, next, then, finally) and the past tense.
a. Pre-writing (see Mapping activity from yesterday)
b. Rough draft
c. Peer editing
d. Final copy (All parts stapled together, final copy on top)
Vocabulaire Important
Unit: Allons à Eurodisney
Je m’appelle______
la date:______
la classe:______
Unit: Allons à Eurodisney
1. List 10 cognates from this brochure that you have not encountered in previous reading assignments.
a. ______f. ______
b. ______g. ______
c. ______h. ______
d. ______i. ______
e. ______j. ______
2. Using your best-educated guessing skills locate the French word, which you believe means the same thing as the following English words:
1. Kennel______
2. First Aid______
3. Wheel chair______
4. Lockers______
5. Mail Box______
6. Disney characters______
7. Lost and Found______
8. Fireworks______
9. Free______
10. Smoking Area______
Unit: Allons à EuroDisney
page 2
True/False: Based on information in the section “Tips and Information” are the following statements true or false? If the statement is false, correct it.
_____1. Special guidebooks for the park are available for the handicapped.
_____2. You can see a parade any afternoon at 5 PM.
_____3. Menus are available in French.
_____4. French traveler’s checks are accepted throughout the park.
_____5. On hot days it is acceptable for men to walk around without a shirt.
Short Answer: Based on information in the brochure, respond briefly to the following questions.
1. When is the best time to eat?
2. Where are the best places to dine with Disney characters?
3. Where is the best place to meet Mickey and/or Minnie Mouse?
4. Where can you find someone who speaks French to help you?
5. Explain briefly what a FASTPASS is and how to use it.
Unit: Allons à EuroDisney
Jeu de Role (2/3 people)
I. If you have not already done so, complete the Vocabulary Mapping Activity Sheet
II.The school band has earned a trip to Disney World in Florida and will be
participating in the parade this afternoon. This morning, however, you and your friends
are free to explore the different parks. You have decided to start your day by exploring
The MagicKingdom. Suggest various activities to your partners until you all agree on
one or two. (Remember the lines are long for the most popular attractions.) Then decide
where and what you will eat for lunch. Since you can’t agree on where to eat, decide
where and when you will meet after lunch to prepare for the parade. Be sure you know if
your meeting place is behind, in front of, or next to some other attraction.
Oral Rubric
Adapted from HRW Allez! Viens!
Alternative Assessment Guide
Assignment______
Targeted Functions______
Targeted vocabulary______
Targeted grammar______
Content
5 Speaker consistently uses the appropriate functions and vocabulary
4 Speaker usually uses the appropriate functions and vocabulary
3 Speaker sometimes uses the appropriate functions and vocabulary
2 Speaker rarely uses the appropriate functions and vocabulary
Comprehension/Comprehensibility
5 Speaker can always be understood/Listener can understand everything
4 Speaker can be understood most of the time/Listener can understand most everything
3 Speaker can be understood sometimes/Listener can understand sometimes
2 Speaker can be understood rarely/Listener can understand rarely
Fluency/Accuracy
5 Speaker uses language correctly, and speaks clearly without hesitation.
Pronunciation and intonation sound almost natural
4 Speaker usually uses language correctly, has few problems with pronunciation
3 Speaker has some problems with language usage, hesitation, pronunciation
2 Speaker makes many errors in language usage, hesitates frequently, and struggles with pronunciation
Effort
5 The student has included more than the required elements in this assignment.
4 The student has included all the required elements in this assignment. 3 The student has included most of the required elements in this assignment.
2 The student has included few of the required elements in this assignment.
Unit: Allons à Eurodisney
Project: Create a Brochure
As a community service project your French class has been chosen to create a
brochure in French for the local amusement park. Be sure to include the following items:
a map of the park, including rides, shows, restaurants, restrooms, a map legend, and
useful tips and information.
Your project will be evaluated in the following areas.
Completion of project.....50%
Visual appeal...... 20%
Use of Vocabulary...... 20%
Accuracy...... 10%
Project Rubric
Completion of Project
5 The project is completed on time
4 The project is one day late
3 The project is two days late
2 The project is three or more days late
Visual Appeal
5 The project is very creative
4 The project is neat and attractive
3 The project is neat.
2 The project has no visual appeal
Use of Vocabulary
5 Extensive use of appropriate vocabulary
4 Appropriate vocabulary
3 Some inappropriate vocabulary
2 Little or no effort to use vocabulary
Accuracy
5 Few or no errors
4 Some errors but they do not interfere with comprehension
3 Many errors
2 Errors that you should not be making at your level
Completion of project _____ 10 = _____
Visual Appeal _____ 4 = _____
Use of Vocabulary _____ 4 = _____
Accuracy_____ 2 = _____
TOTAL _____
Unit: Allons à Eurodisney
Guided Composition
Pre-Writing: You may use the Vocabulary Mapping Sheet, which you completed previously during this unit.
Writing:
Your day in the MagicKingdom is finally over. You were there for the park
opening as well as the park closing. You have had a ______day! One of your
roommates has brought his notebook PC with him. Since you know your mother will
have problems sleeping until she hears from you, you have decided to send an e-mail
home to your parents describing your ______day! Begin by stating the kind of day
you have had. Then proceed to tell what happened using adverbs of time (i.e. First, then,
next, finally) and the past tense. Close your e-mail by expressing an opinion about the
day you have had.
Peer Editing
Have a classmate read over what you have written. He/She should check your
writing to be sure you have included everything you were required to include. He/She
should also check your writing for correct verb forms, articles, and spelling. If you
would like me to check over your writing, I will highlight your errors but I will not tell
you what they are.
Final Copy
When you have made all the necessary changes to your assignment, rewrite it as
neatly as possible on a clean, full sheet of paper. Be sure to include your full name, date,
and class period. Staple all of your work together with the final copy on top.
Written Rubric
Adapted from HRW Allez, Viens!
Alternative Assessment Guide
Assignment______
Targeted Functions______
Targeted vocabulary______
Targeted grammar______
Content
5 Writer uses the appropriate functions and vocabulary for the topic
4 Writer usually uses the appropriate functions and vocabulary for the topic
3 Writer uses few of the appropriate functions and vocabulary for the topic
2 Writer uses none of the appropriate functions and vocabulary for the topic
Comprehensibility
5 Reader can understand all of what the writer is trying to communicate
4 Reader can understand most of what the writer is trying to communicate
3 Reader can understand less than half of what the writer is trying to communicate
2 Reader can understand very little of what the writer is trying to communicate
Accuracy
5 Writer uses grammar, spelling, word order, and punctuation correctly
4 Writer usually uses grammar, spelling, word order, and punctuation correctly
3 Writer has some problems with language usage
2 Writer makes a significant number of errors in language usage
Organization
5 Presentation is logical and effective
4 Presentation is generally logical and effective with a few minor problems
3 Presentation is somewhat illogical and confusing in places
2 Presentation lacks logical order and organization
Effort
5 Writer exceeds the requirements of the assignment and has put care and effort into the process
4 Writer fulfills all of the requirements of the assignment
3 Writer fulfills some of the requirements of the assignment
2 Writer fulfills few of the requirements of the assignment