{"id":1589,"date":"2019-01-31T17:19:57","date_gmt":"2019-01-31T22:19:57","guid":{"rendered":"https:\/\/madameshepard.com\/?p=1589"},"modified":"2019-01-31T17:20:51","modified_gmt":"2019-01-31T22:20:51","slug":"love-is-in-the-air-a-unit-for-intermediate-french-students","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=1589","title":{"rendered":"Love is in the Air: A Unit for Intermediate French Students."},"content":{"rendered":"\n
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Between a bout with the flu and the arrival of the polar vortex, I am finding time to get caught up on some blogging. \u00a0In this post, I\u2019m 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)<\/a>, much of it is new. \u00a0While I don\u2019t consider this my best work (this was a crazy time for me as I was preparing for my “next chapter\u201d), there are a lot of activities that you can pick and choose from based on your students\u2019 needs. \u00a0I would also suggest that you review the texts carefully to make sure they are appropriate for your teaching context.<\/p>\n\n\n\n

Here\u2019s a quick summary of the unit, which is outlined in this agenda<\/a>. You\u2019ll find all resources linked to the corresponding lesson on that document.
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Day 1<\/strong>: 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.<\/p>\n\n\n\n

Day 2:<\/strong> 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.<\/p>\n\n\n\n

Day 3:<\/strong> 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\u2019s vs. women\u2019s 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. <\/p>\n\n\n\n

Day 4: <\/strong>I once again presented an infographic as a lesson hook before assigning an Edpuzzle and related article.<\/p>\n\n\n\n

Day 5: <\/strong>We discussed an infographic and then the students practiced a role play (while I circulated, providing feedback) and then completed a written formative assessment.<\/p>\n\n\n\n

Day 6:<\/strong> After answering questions on a video I presented, the students read an article before completing a series of song activities.<\/p>\n\n\n\n

Day 7-9: <\/strong>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.  <\/p>\n\n\n\n

Day 10:<\/strong>  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.<\/p>\n\n\n\n

Day 11:<\/strong> The students completed a series of song activities and then read an article and completed a comprehension guide.<\/p>\n\n\n\n

Day 12-14:<\/strong> 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.<\/p>\n\n\n\n

Day 15-18:<\/strong> The students watched the film, Moli\u00e8re<\/em>, during this time, as described on the agenda.<\/p>\n\n\n\n

Day 19<\/strong>: The students finished up the film activities and then reviewed the film by completing a pair crossword activity.<\/p>\n\n\n\n

Day 20:<\/strong> 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\u2019s trailer.
<\/p>\n\n\n\n

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.
<\/p>\n","protected":false},"excerpt":{"rendered":"

Between a bout with the flu and the arrival of the polar vortex, I am finding time to get caught up on some blogging. \u00a0In this post, I\u2019m sharing the final unit that I did with my French 3 students last spring. 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