In order to implement the curriculum in my new school, I developed a short unit on clothing for my French 2 students. Because time did not allow me to address this topic as globally as I would have liked, (See this post by Rebecca Blouwolff for some great ideas!) I thought I’d share the lessons I created, as well as the IPA I will use to assess the students.
Day 1: As my agenda shows, I used a cartoon, Trotro s’habille, to introduce some common clothing words. I first had the students watch the video and complete an Edpuzzle on their own. Following this individual interpretive activity, I played the video to the class with frequent pauses for questioning. My questions addressed both comprehension of the video, as well as personalized questions about the students. After watching the video as a class, the students worked with a partner to put screenshots from the video in order and then match the appropriate caption to each picture. (I print the files on cardstock and then cut apart the squares, making enough copies for each pair.) Although I originally planned to have the students doing a story retelling as a formative assessment, time didn’t permit me to do so. Instead, I made eight statements about the video and the students indicated whether each one was vrai or faux on a sheet of looseleaf.
Day 2: On the second day, I choose an infographic, “Etes-vous un hipster?” as a hook for the lesson. The students then used H & M’s website to fill in the name of various articles of clothing on a handout that would become their vocabulary sheet for this mini-unit. They then completed a pair matching activity. I formatively assessed this lesson by orally describing several of the pictures from the pair activity and having the students write either the number or letter from their pair worksheet.
Day 3: The students began by reviewing clothing vocabulary with a series of web-based activities and then completed an interpretive reading activity based on an infographic about Barney from How I met your mother. Lastly, they completed an Edpuzzle for Petit Ours veut s’habiller tout seul.
Day 4: In this lesson the students completed the same activities for Petit Ours veut s’habiller tout seul as they had done for Trotro s’habille.
Day 5: Students completed a series of learning stations that allowed them to communicate about clothing in each mode.
Day 6: As a hook to this lesson I played a Cyprien video. I then modeled some new phrases by giving my opinion of the articles of clothing on a Google Slides presentation. I then gave the students a handout with these expressions and had them practice giving their opinions of additional slides in small groups. To further reinforce this vocabulary, we did an inside/outside circle activity with magazine pictures of various outfits.
Day 7: In this lesson each student was assigned to one of the slides on the Google Presentation of pictures of outfits. The students wrote a paragraph describing the articles of clothing and giving their opinions of each one. They then exchanged papers with a partner and read their partner’s paper and chose which slide s/he had described.
Days 8 and 9: IPA
Although I think this mini-unit would be improved by including a stronger cultural component, these activities did allow the students to increase their ability to communicate using high-frequency clothing vocabulary.