Unit 3 French 2: Belgium and the European Union Unit (about

3-4 weeks)

Wiki pages for the unit:

In this content based unit, the first of several that will explore a francophone area of the world, students will study the history, mission, and basic operations of the European Union and the importance of the French language within the E.U. They will become familiar with the various languages and language families represented in the E.U., and – via study of Belgium –analyze the ways in which language intersects with culture, is impacted and changed by time, geography, and historic events, and plays a role in politics. Students will listen to and interact with the telling of a legend, read and react in writing to a cartoon story (the Smurfs, Belgian cartoon characters), connect with surrealist art through the works of René Magritte, study a world famous poem in English and French that depicts WWWI, compare and rate chocolates, listen to music samples, and experience other cultural and linguistic activities that demonstrate the interrelationship of practices and products with perspective and illustrate the worldwide importance of the French language and culture.

Note: The timing of this unit was perfect, as students were studying Europe in a social studies class and could relate content across two classes; they were also studying WWI which impacted a poem we studied in the unit. Again the timing was good , as we did this as an Armistace Day activity.

Unit 3Main Resources

Almost all of the unit resources are linked/housed on the wiki pages cited above. They include links to practice exercises and videos, poweroints, and a variety of authentic French sites. The teacher will use various“props” and realia such as puppets, figurines, pamphlets, maps, brochures, food samples, etc and has created a song to assist in memorizing (and pronouncing correctly) the countries within the E.U. Students have packets with stories, poetry, questions and activities. Some background information about the E.U. and its operations is provided in English within the student packets, but the entire unit is conducted in French.

Ohio Academic Standards Addressed in this Unit:

1.Communication

Benchmark A (Interpersonal): Interact using extended spoken, signed or written communication by providing and obtaining information.

A-9-1.Exchange information via letters, e-mail/video mail, notes, conversations or interviews on familiar topics (e.g., school events, weekend activities, memorable experiences, family life).

Benchmark C (interpersonal): Use a wide range of strategies to negotiate meaning.

G-9-7. (Interpretive)Use listening and reading strategies (e.g., skimming and scanning techniques) to determine main idea and purpose.

Benchmark J (Presentational) : Present information and ideas on a range of topics.

Benchmark I, Grade 11 - .Perform scenes from literature studied.

2. Cultures

Benchmark A, Grade 10 : Analyze and discuss how words, proverbs and idiomatic expressions reflect the target culture.

Benchmark B : Participate in age-appropriate cultural practices (e.g., music, dance, drama).

Benchmark C : Identify, analyze and evaluate themes, ideas and perspectives related to the products being studied

3.. Connections

Benchmark A: Investigate concepts from across disciplines. Investigate and discuss interdisciplinary topics

Benchmark B: Interviewa native speaker or expert in the field to develop new insights on topics of interest

.Examine how cultural institutions have changed over time(e.g.,family, education, government

4. Comparisons

Benchmark A: Analyze and discuss how words are interrelated across languages(e.g., word families, prefixes, suffixes).

Essential Questions:

1. Why is the EU important?

2. What are the main goals of the EU?

3.How is the EU organized?

4. What is the relationship between history and current events?

5.How will the EU adapt to the economic, social, and political demands of current society?

6. What is a language family, and which language families are represented in the E.U.?

7. How does geography and politics intersect with language?

8. Where in Belgium is French spoken?

9. How is Belgian culture different than and similar to French culture? What are the main products of Belgium?

10. How was Belgium impacted by the World Wars, and what famous poem depicts the horrors of death during WWI?

11. How does the legend of Tchantches reflect and represent the values of the Liegois?

12. In what ways are cartoons an art form, and which world famous cartoons originated from Belgium?

13. How is the art of Belgian surrealist René Magritte linked to language and linguistics?

14. What are the steps to take (and the necessary vocabulary words) in tasting chocolate in order to compare and rate it?

Thematic vocabulary:

Terms related to government and economics, art, poetry, music, language description, chocolate production and tasting, puppetry

Grammatical accuracy:

Direct objects, the imperative, comparatives and superlatives, asking and answering questions

Activities:

  • Introduction of unit content via PowerPoint, selected video clips, props, etc; practice of the content knowledge, thematic vocabulary and grammar structures via games, pair and group exercises and collaborative activities
  • Comparison of E.U. with government of the U.S.
  • Read and interact with an authentic comic strip story “Sans tambour ni trompette”, a legend (“La Légende de Tchantches” ) and a poem “Aux Champs d’Honneur” (“In Flanders Fields”)
  • Script and act out a new scenario for les schtroumpfs (smurfs)
  • View and discuss paintings by René Magritte
  • Hold a Belgian chocolate tasting event in which students use newly learned

vocabulary to compare and rate the chocolate

  • Memorize and recite the countries in the European union via a song
  • Sample gaufres and interview their preparer (a French speaking employee of Taste of Belgium) about his experiences in establishing a business in Cincinnati and about the food of Belgium
  • Read, illustrate and examine typical Belgian expressions and explain why these expressions are unique to the culture and not used in France or other Francophone areas; talk about accents and dialects

Sample Activities by Communicative Mode:

Interpersonal
Speaking / Interpersonal Writing / Interpretive
Listening / Interpretive
Reading / Presentational
Speaking / Presentational
Writing
Paired, small group, whole group exchanges, role plays , interactive information gap exercises / A note of thank you to the chef/owner of Taste of Belgian for preparing our delicious waffles / Video clips from French news and documentary sources / Reading travel brochures and using E.U. prepared power points and documents written in French to obtain information about the E.U.; reding a legend and a comic book based story in French / Scripted Smurf role play presented to the class / Signs giving orders (imperative tense) to others

Unit assessments:

Summative:

Short grammar and content quizzes

End of unit content and grammar test, which included self-assessment

Completion of chocolate and art activities

Completion of question packet on the readings

Formative assessments – ongoing teacher questioning, observation and monitoring of class discussions and activities, ability to participate in class games requiring content knowledge (Who wants to be a millionaire, etc)

Differentiation needed for this unit:

None needed – all students were able to understand and work with the unit content with enthusiasm; teacher worked individually with several students on grammar issues

Instructional methods

A/B sheets to introduce E.U. content, hands on activities, film clips and internet activities, questioning games, collaborative activities, listening, viewing, reading activities, direct instruction and drilling by the teacher for introduction of grammar

Interdisciplinary Connections:

Social Studies, Music, Art, culinary science