When we make the switch from teaching about the language to teaching content by using the language we are able to build a curriculum that focuses on the products, practices and perspectives of our target cultures. For my first French 3 unit of the year, I designed a unit around the French educational system. This topic is a high interest one for the students and also provides important background information for the AP Theme: Contemporary Life.
If you’d like to see the unit packet, click here: Education Unit
Note: The template I use for designing interpretive tasks comes from Implementing Integrated Performance Assessment : (http://www.actfl.org/publications/guidelines-and-manuals/implementing-integrated-performance-assessment)
Since most of the students in this class are currently performing at the Intermediate Low level of proficiency, I chose the following Intermediate Mid ACTFL Can-Do Statements as the goals for this unit.
Presentational Writing: I can compose a simple letter, response, or article for publication.
Interpersonal Communication: I can talk about my daily activities and personal preferences.
Presentational Speaking: 1) I can make a presentation about my personal and social experiences. 2) I can make a presentation on something I have learned or researched.
Interpretive Reading: I can understand basic information in ads, announcements, and other simple texts.
Interpretive Listening: I can understand a short YouTube clip.
Interpretive Task #1: Students will read a diagram and short article explaining the organization of the French educational system.
Interpretive Task #2: Students will listen to a cartoon video in which French students discuss their school experiences.
Although these texts are not authentic (they were published for French language learners), they were published by members of the target culture and the cartoon does feature a native speaker. Because they present important background information about the organization of the French educational system, I chose to include them in the introductory lesson of this unit.
Interpersonal Task: Students will compare the French and American educational systems and complete a Venn diagram.
Presentational Writing: Students write a note to a French foreign exchange student.
Presentational Speaking: Students address an audience of future exchange students.
Interpretive Task: Students read an authentic news article about a French middle school which has done away with numerical grades.
Interpersonal Task: Students discuss statements about the role that grades play.
Presentational Writing: Students write a letter to the principal requesting a change in the school’s grading system.
Presentational Speaking: Students prepare a presentation to the principal.
Interpretive Task: Students read a pair of infographics about changes to the French school schedule. .
Interpersonal Task: Students discuss opinion statements about the length of the school day/year.
Presentational Writing: Students write an e-mail expressing their opinion of the American vs. French school day/year.
Presentational Speaking: Students prepare a presentation about the American vs. French school schedule.
Interpretive/Interpersonal Task: Students read and discuss an infographic about school dropouts in France.
Role Play: Students prepare a role play between a student who wants to drop out and his/her parent.
1. I have included a set of school-related “Trotro” jokes for this unit. I have the students read/translate (!) these jokes as an enrichment activity if they have time left after completing the communicative task that has been assigned.
2. I prepared a couple of listening activities (youtube videos) to use as hooks for the lessons. Although not authentic, they do feature native speakers and will help prepare students for the authentic listening tasks that will be included on their IPA.
Please help yourself to any of the materials I’ve developed—I’d love to hear your feedback!