This summer, as I worked on updating my curriculum for the upcoming school year, I knew that my “House Unit” needed a serious overhaul. While I had created several fun speaking activities for house vocabulary over the years, the unit lacked a meaningful context and provided very little cultural content. Clearly, I had never considered an essential question that would provide meaning and context to these lessons. Therefore, before creating any of the lessons for the revised unit, I determined that I would focus on the question, “What is an ideal home?” as I planned to the unit. I then created a series of lessons that I hope will create opportunities for my students to consider this question as we learn about homes in various parts of the Francophone world. I have described each of the lessons I created below and you can click here (Updated link: 5/25/18) for the unit agenda with the links to all the resources I have made.
Day 1: On the first day of the unit (which will fall on a 90-minute block day) I will show slides of various houses in France and describe them orally in order to present new vocabulary for describing the exterior of houses via comprehensible input. Following this presentation, the students will read an infographic about houses around the world and complete a comprehension guide. After a short online vocabulary activity (designed to keep my early finishers busy until their classmates finish the reading), the students will complete a pair matching activity (described in this previous post.) Lastly, we will listen to the song, Quatre murs et un toit by Benabar and complete both a cloze and comprehension activity.
Day 2:I will begin by presenting an infographic about ideal temperatures to introduce the vocabulary associated with rooms of a house. The students will then complete another matching activity, designed to allow them to describes houses in terms of the rooms that they have. I will formatively assess the students by orally describing a few of these pictures to the students who will write the letter or number of the house I’m describing. Finally, the students will complete an Edpuzzle for a house-related cartoon.
Day 3: I will use an infographic about home accidents to review the vocabulary for rooms before reading an article about the best placement of the rooms in a home. After filling in a graphic organizer with information from this article, the students will choose which of three floor plans would best suit their own family and explain why, in writing. Finally, the students will complete an Edpuzzle for another house-related cartoon.
Day 4: The students will begin by watching Trotro joue à cache-cache and completing an Edpuzzle. I will then use a Google Presentation to review the cartoon before having the students complete a manipulative activity in which they will work in pairs to match screenshots from the cartoon to corresponding sentences. The students will then complete a cloze activity as a formative assessment on their comprehension of the (past tense) verbs used in the summary sentences. Lastly, the students will complete an Edpuzzle of a different Trotro video.
Day 5: I will first project an infographic about the ideal French kitchen and discuss it to make it comprehensible to the students. The students will then make cultural inferences about French cooking habits based on the infographic and complete a true/false with justification comprehension guide. Next, they will discuss their own families’ kitchens and eating habits. Lastly they will complete a graphic organizer comparing what they learned about American and French kitchens/eating habits. If there is time remaining in this 90-minute block, the students will complete a pair activity in which they describe a series of kitchen pictures and determine whether they have the same or a different picture for each number.
Day 6: The students will complete an Edpuzzle for an Ikea kitchen commercial and then write a message in which they describe a French person’s opinion of their own kitchen.
Day 7: We will watch and discuss a video about kitchen remodeling. The students will then read a slide presentation and complete a comprehension guide. Next the students will give their opinions of several kitchens and then play Quizlet Live.
Day 8: I will introduce vocabulary for living room furniture by discussing a series of photos. The students will then give their opinion of additional living rooms in the same slide show. Finally they will read an article about
decorating living rooms and complete a comprehension guide.
Day 9: After discussing a few living room pictures as a class, the students will complete a matching activity with living room pictures. The students will then complete an Edpuzzle for a decorating video before writing a description of their preferred living room photo.
Day 10: I will introduce new vocabulary by describing photos of French bathrooms. The students will then describe additional photos for a few minutes before completing an interpretive activity for two infographics about bathrooms. Next the students will complete a same/different activity to compare images of bathrooms.
Day 11: The students will share opinions of several bathrooms, complete an Edpuzzle for a bathroom video and then orally describe the bathroom in the video.
Day 12: I will introduce bedroom vocabulary by describing a series of slides showing French teen bedrooms. The students will then discute additional slides in small groups before reading a slide presentation and guessing the meanings of new words based on context clues. Finally, they will complete an Edpuzzle for a cartoon video.
Day 13: The students will complete the following three learning stations: 1)A pair matching activity with bedroom pictures, 2)A note describing items in a bedroom picture, 3)An Edpuzzle for a video in which a teen describes her room.
Day 14: I will use a slide presentation to present some different types of houses from Francophone regions. The students will then complete a comprehension guide for a reading about these types of houses and then an Edpuzzle for a video about “une maison troglodyte.”
Days 15 and 16: the students will prepare for their IPA by 1)completing a practice reading, 2)describing photos of a home and whether it would be well-suited to their family 3)2 Edpuzzles for videos in which people present their homes/rooms, 4) writing a description of their own homes for a home exchange site and 5)receiving oral feedback on their written descriptions. (No one will be at this station during the first rotation.)
Days 17 and 18: The students will complete the IPA for this unit.
I hope that organizing this unit around an essential question will increase my students’ focus on cultural comparisons as they relate to homes and lifestyles around the world.
Image Credit: By Gachepi (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons