Between a bout with the flu and the arrival of the polar vortex, I am finding time to get caught up on some blogging. In this post, I’m sharing the final unit that I did with my French 3 students last spring. While I had previously shared some of these activities (see this post), much of it is new. While I don’t consider this my best work (this was a crazy time for me as I was preparing for my “next chapter”), there are a lot of activities that you can pick and choose from based on your students’ needs. I would also suggest that you review the texts carefully to make sure they are appropriate for your teaching context.
Here’s a quick summary of the unit, which is outlined in this agenda. You’ll find all resources linked to the corresponding lesson on that document.
Day 1: After presenting an infographic as a hook to the unit, I had the students annotate a second infographic and then discuss it in small groups. Finally, they filled in a graphic organizer comparing perspectives about love in the US and France.
Day 2: We watched a video as a class and then the students discussed a couple of questions based on the video. They then read an article and completed a comprehension guide. Finally we listened to a song and completed a series of activities. This was a block day, so this lesson would take two traditional class periods.
Day 3: After discussing an infographic about girls/boys ideas of first dates as a hook, I had them annotate and discuss a 2nd infographic about men’s vs. women’s expectations of a first date. I used the remaining class time to finish song activities from the previous day. I did a lot of framing for this lesson in order to establish an inclusive environment for all students in my classroom.
Day 4: I once again presented an infographic as a lesson hook before assigning an Edpuzzle and related article.
Day 5: We discussed an infographic and then the students practiced a role play (while I circulated, providing feedback) and then completed a written formative assessment.
Day 6: After answering questions on a video I presented, the students read an article before completing a series of song activities.
Day 7-9: The students read an article about how hormones affect emotions related to love during these days. I supplemented their reading with some Edpuzzles (unfortunately, I was only able to located 1 of these during my search today) and a game of Quizlet Live. While I would not normally recommend spending doing so much reading, these lessons fell during a time that I was missing many students due to high-stakes testing.
Day 10: The students annotated an infographic and then I had pairs perform role plays in front of the class according to the directions given. Finally they watched a video and completed a comprehension guide.
Day 11: The students completed a series of song activities and then read an article and completed a comprehension guide.
Day 12-14: Students read the Petit Nicolas story, Louisette, during this time. As they read, they worked together answering inference-based true/false questions which they supported with details from the text. I also provided a couple of grammar-based activities. After finishing the story, the students reviewed by completing a pair crossword activity before taking a series of assessments on the story. I saved the interpretive listening assessment for the end, as the video is quite different from the written story and I did not want to create any confusion during the other assessments.
Day 15-18: The students watched the film, Molière, during this time, as described on the agenda.
Day 19: The students finished up the film activities and then reviewed the film by completing a pair crossword activity.
Day 20: The students completed an assessment in which they read a review of the film, wrote a review of their own and then completed an Edpuzzle about the movie’s trailer.
As you can see from the agenda, I did not give an overarching IPA on this unit, in favor of a series of performance assessments spread throughout the unit.