unit plan

Kathryn Steele
Dr. Judith Shrum
EDCI 5724
December 8, 2010
Unit Lesson Plan – Secondary School IPA – Pre-Advanced Level
STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by
the end of the lesson?
A. Context/ Theme/ Topic/ “Big Idea”:
This unit, “Les immigrés et les anciennes colonies,” will cover a poem from the négritude
movement in France’s former colonies and the roles of and French perspectives on immigrants
and outre mer citizens of the former colonies in the format of an integrated performance
assessment. The unit will also incorporate a listening and viewing activity using the internet.
The material studied will focus on an important cultural and polemic topic, relating to the
students’ own lives through the themes of immigration, adaptation, nationalism, and racism, all
newsworthy elements of interest both abroad and in the United States.
B. Objectives: Learners will be able to…
• Read and comprehend the poem Femme noire by Léopold Senghor.
• Listen to and comprehend an excerpt of a reading of Aimé Césaire’s Discours sur le
colonialisme.
• View, listen to , and comprehend the video “Intégrer les immigrés: un défi pour l’Europe.”
• Recognize and reproduce verbs and verb tenses recognized from the media read/ heard/ viewed.
• Identify vocabulary important to unit theme.
• Discuss the emotions evoked by the media used.
• Make meaningful comparisons between the francophone immigrant experience and the
American immigrant experience.
• Summarize a discussion of above elements in a paragraph.
• Comprehend how the poem (product) reflects the négritude perspective resulting from the
former practice of colonialism.
• Analyze part of the poem in jigsaw groups of 3-4, then bring key points back to whole-class
discussion.
• Research a French news article and a négritude poem and create written products (poem,
journal entry, editorial or blog post) demonstrating their analysis, comprehension, and reactions,
and present this product to the class.
C. Grammar/ Vocabulary: Vocabulary will focus on key words relating to the unit theme, e.g. le
racisme, la négritude, l’intégration, etc. This is not an explicit grammar lesson, but grammar
will be incorporated through a review of verbs and verb tenses as they appear in the materials
studied.
D. Goal Areas/ Standards:
Virginia SOLs:
FIV. 1: The student will exchange information orally and in writing in French on a variety of
topics related to contemporary and historical events and issues.
FIV.3: The student will comprehend spoken and written French found in a variety of authentic
sources.
FIV.5: The student will present in French student-created and culturally authentic essays, poetry,
plays, and/or stories.
FIV.8: The student will discuss in level-appropriate French the effects of cultural similarities and
differences on social, economic, and political relationships in the global community.
Standards for Foreign Language Learning:
Communication 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Communication 1.2: Students understand and interpret written and spoken language on a variety
of topics.
Cultures 2.2: Students demonstrate an understanding of the relationship between the products
and perspectives of the culture studied.
Comparisons 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
E. Learners: Students will have already mastered most basic grammar/ vocabulary elements
covered in beginner-level French, but will perhaps not be accustomed to using much oral French
in the classroom. Students will have also completed a unit on modern French history including
the period following the Second World War, and will thus have some surface familiarity with the
themes.
F. Materials:
• Poem by Senghor taken from: Senghor, Léopold Sédar (1972). Anthologie de la nouvelle
poésie nègre et malgache de langue française. Paris : Presses Universitaires de France.
• Audio of Discours sur le colonialisme located at:
http://www.youtube.com/watch?v=Mok1XYQ-p3Y.
• E.U. Commission video entitled “Intégrer les immigrés: un défi pour l’Europe,” located at:
http://www.youtube.com/watch?v=6JzC4kSAoSI.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that
learners have produced desired results?
During the listening and viewing activities (Discours sur le colonialisme and E.U. Commission
video – Presentation/ Attention phase, and Interpretive mode), students will listen for and write
down familiar verbs, verb tenses, and vocabulary words they perceive as important to the theme.
After reading the poem, students will complete a short comprehension guide worksheet through a
jigsaw activity (Attention/ Co-Construction phase, Interpretive/ Interpersonal modes). Students
will be divided into four groups of 3-4, and each group will be assigned a stanza of the poem to
analyze. The stanza “experts” will then regroup so that each group has a representative for each
stanza, and will discuss the poem as a whole. After the jigsaw activity, we will go over the main
points briefly in a whole-class discussion (students may use their comprehension guide
worksheets for discussion; Co-Construction phase, Interpersonal/ Presentational modes).
As a homework assignment, students will write a paragraph discussing the emotions evoked by
the poem, audio, and video; they will also make comparisons of French and American
perspectives on immigration based on the audio, video, and poetry and their own experiences
(Extension phase, Interpretive/ Presentational modes). Note: I will provide guiding questions to
use; paragraphs will be graded on demonstration of the student’s comprehension of the themes,
rather than grammar.
Also in the Extension phase of the lesson, students will research an article on immigration from a
French newspaper and other négritude poems not covered in class (Interpretative mode). The
students will use their findings to write a blog post/ editorial to the newspaper reacting to the
article and to write their own poem evoking both pride and struggle from the perspective of a
different group that has been marginalized in the past, preferably that the students can relate to,
e.g. American immigrants, women and African Americans before the 1960s, etc. (Interpretive/
Presentational modes). The students will present their final projects to the class for an oral
presentation grade (Presentational mode).
STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this
lesson?
A. What will learners do?
• Students will listen to audio of Césaire’s Discours sur le colonialisme, taking note of verbs,
verb tenses, and relevant vocabulary (Presentation/ Attention/ Co-Construction phase,
Interpretive mode).
• Students will watch E.U. Commission video, taking note of verbs, verb tenses, and relevant
vocabulary (Presentation/ Attention/ Co-Construction phase, Interpretive mode).
• Students will read a négritude poem aloud (Presentation phase, Interpretive mode).
• Students will complete a short comprehension worksheet through a jigsaw activity, with a
whole-class review of key points afterwards (Attention/ Co-Construction phase, Interpretive/
Interpersonal/ Presentational modes).
• Students will write a paragraph (as a homework assignment) discussing the emotions evoked
by the poems and videos, and will compare French and American perspectives on immigrants;
the students will use previously noted verbs and vocabulary (Extension phase, Presentational
mode).
• Students will research an article on immigration from a French newspaper and a different
négritude poem (Extension phase, Interpretive mode).
• Students will produce an editorial or blog post reacting to the newspaper article and their own
poem evoking both pride and struggle from the perspective of a different group that has been
marginalized in the past (Extension phase, Presentational mode). Students will present these
projects as an oral presentation (Extension phase, Presentational mode).
B. What will I do?
• I will present the Césaire audio and E.U. Commission video to the students, prompting them to
note key verbs and key vocabulary, asking comprehension questions orally afterwards
(Presentation/ Attention phase, Interpretive mode).
• I will prompt students to share the verbs and vocabulary they noted from the videos and coconstruct a comprehensive list with them (Attention/ Co-Construction phase, Interpretative
mode).
• I will present the poem, prompting students to read orally and drawing attention to important
vocabulary and themes (Presentation/ Attention phase, Interpretive mode).
• I will divide students into jigsaw groups to analyze the poem stanza by stanza and then regroup;
this will be followed with a whole-class discussion of key points (Attention/ Co-Construction
phase, Interpretive/ Interpersonal/ Presentational modes).
• I will explain the homework assignment: a summary paragraph using vocabulary and key verbs
focusing on the materials and emotions evoked, and a comparison with their own perceptions of
immigration in the U.S. I will provide a sheet with guiding questions to use (Co-Construction
phase, Interpersonal mode).
• I will explain their research/ presentation assignment and will offer suggestions, possible
authors and websites to use (Extension phase).
STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson?
A. Did I achieve my lesson objectives? How do I know?
The objectives I was able to achieve during my presentation were having students read
aloud and answer “During Reading” comprehension questions. Unfortunately, due to time
constraints, I was only able to have two stanzas read with not much time left for the jigsaw poem
discussion activity. Nevertheless, I think the students understood the first half of the poem well
enough with the help of vocabulary listed on the side (notwithstanding the English versions,
which I think most of them did not read). If we had had time to do the jigsaw activity I think the
students would have co-constructed accurate interpretations of the poem.
B. What worked especially well and why?
The students, although there was not much time, seemed to think the jigsaw activity was
a great way to have students discuss what they each got out of the poem in a way that would
allow them to co-construct an interpretation. Also, having the students read the poem aloud
rather than the teacher reading it worked by providing an opportunity for students to practice
their spoken French, especially pronunciation.
C. What would I change if I were to teach this lesson again?
If I were to teach this lesson again, I would create a sequence of pictures or graphics to
go along with the poem as the students read it; for example, showing a woman, the afternoon, the
Savannah, etc., in order to present the information in multiple ways to facilitate understanding. I
might also cover the poem and the négritude movement before going into immigration, saving
the European Commission video for the end part of the I.P.A.
Guide de compréhension: « Intégrer les immigrés : un défi pour
l’Europe »
Quelle sont les idées principales de cette vidéo ?
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Quels mots, quels phrases dans la vidéo supportent les idées principales ? Ou quels mots et quels
verbes semblent-t-il importants ?
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Pourquoi est-ce que l’intégration des immigrés est importante selon la vidéo ?
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Guide de compréhension: La Poésie de la négritude
Analyse de la strophe :
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Quelle est l’idée principale de ce poème ?
______________________________________________________________________________
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Quels mots, quels phrases dans le poème supportent l’idée principale ?
______________________________________________________________________________
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Comment est-ce que ce poème illustre la négritude ?
______________________________________________________________________________
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Femme noire – Léopold Sédar Senghor
Femme nue, femme noire
Vêtue de ta couleur qui est vie, de ta forme qui est beauté !
J’ai grandi à ton ombre, la douceur de tes mains bandait
bander – to bandage, bind
mes yeux.
Et voilà qu’au cœur de l’été et de midi, je te découvre
terre promise du haut d’un haut col calciné
un col – a pass ; calciné – scorched
Et ta beauté me foudroie en plein cœur comme
foudroyer – to strike
l’éclair d’un aigle.
un aigle – eagle
Femme nue, femme obscure !
Fruit mûr à la chair ferme, sombres extases du vin noir,
mûr – ripe ; une extase – rapture
bouche qui fais lyrique ma bouche
Savane aux horizons purs, savane qui frémis
la Savane – Savannah ; frémir – to tremble
aux caresses ferventes du Vent d’est
Tam-tam sculpté, tam-tam tendu qui
le tam-tam – drum ; tendu – taut
gronde sous les doigts du Vainqueur
gronder – to rumble
Ta voix grave de contre-alto est le chant spirituel
de l’Aimée.
l’Aimée – the Beloved
Femme nue, femme obscure !
Huile que ne ride nul souffle, huile calme aux
flancs de l’athlète, aux flancs des princes du Mali
Gazelle aux attaches célestes, les perles sont étoiles
sur la nuit de ta peau
Délices des jeux de l’esprit, les reflets de l’or rouge
sur ta peau qui se moire.
A l’ombre de ta chevelure, s’éclaire mon angoisse
aux soleils prochains de tes yeux.
rider – to ripple ; un souffle – a breath
les attaches – joints
un délice – delight
moire -- watered
l’ombre – shadow ; s’éclairer – to light up
Femme nue, femme noire !
Je chante ta beauté qui passe, forme que je fixe
dans l’éternel
Avant que le destin jaloux ne te réduise en cendres
réduire – to reduce ; les cendres – ashes
pour nourrir les racines de la vie.
nourrir – to nourish, feed ; les racines – the roots
Discussion : Les immigrés et les anciennes colonies – Questions utiles
• Quelles émotions est-ce que les vidéos évoquent en vous ?
• Quelles émotions est-ce que le poème évoque en vous ?
• Les immigrés habitant en France viennent-ils de quels pays ou quelles régions ? Quel rapport
la France a-t-elle avec ces pays/ régions ?
• Les immigrés habitant aux États-Unis viennent-ils de quels pays ou quelles régions ? Quel
rapport les États-Unis a-t-il avec ces pays/ régions ?
• Comment caractériser l’expérience immigrante en France ?
• Est-ce qu’il y a un rapport entre l’immigration et l’ancien colonisation historique ?
• Comment est-ce que l’U.E. pense à l’immigration ?
• Comment est-ce que le gouvernement des États-Unis pense à l’immigration ?
Rubric : Intrepretive Mode – Pre-Advanced Learner – Comprehension Worksheets; Summary
Paragraph
Interpretive
Exceeds
Expectations
Interpretive Comprehension: Audio and Video
Infers meaning of
Word inferences
unfamiliar words in
new contexts.
Concept inferences
Infers and interprets
the author’s intent.
Cultural
perspectives
Organizational
principles
Identifies cultural
perspectives.
Identifies the
organizing principle
of the audio/ video.
Meets
Expectations
Does Not Meet
Expectations
Infers meaning of
some unfamiliar
words in new
contexts.
Infers and interprets
some of the author’s
intent.
Identifies cultural
perspectives.
Identifies the
organizing principle
of the audio/ video.
Infers meaning of few
unfamiliar words in
new contexts.
Does not infer or
interpret the author’s
intent.
Does not identify
cultural perspectives.
Does not identify the
organizing principle
of the text.
Rubric: Interpersonal Mode – Pre-Advanced Learner – Jigsaw/ Class Discussions
Category
Exceeds
Expectations
Meets
Expectations
Does Not Meet
Expectations
Language Function
Consistently and
extensively narrates
and describes in all
major time frames.
Creates with
language; ability to
express own meaning
expands in quantity
and quality.
Text Type
Connected sentences
and a predominance
of paragraphs.
Language expands
toward narration and
description that
includes
connectedness,
cohesiveness, and
different time frames.
Mostly connected
sentences and some
paragraph-like
discourse.
Communication
Strategies
Initiates, advances,
and/ or redirects
conversation; uses a
wide variety of
clarification
strategies.
Easily understood by
native speakers, even
those unaccustomed
to interacting with
language learners;
clear evidence of
culturally appropriate
language.
High degree of
accuracy in present,
past and future time;
accuracy may
decrease when
attempting to handle
abstract topics.
Comprehensibility
Language Control
Strings of sentences,
some connected
sentence level
discourse, some may
be complex sentences.
Initiates and maintains Maintains
conversation using a
conversation by
variety of strategies;
asking and answering
clarifies by
questions; clarigies by
paraphrasing.
asking and answering
questions.
Although there may
Generally understood
be some confusion
by those accustomed
about the message,
to interacting with
generally understood
language learners.
by those
unaccustomed to
interacting with
language learners.
Most accurate with
Most accurate with
connected discourse
connected sentencein present time;
level discourse in
accuracy decreases
present time; accuracy
when narrating and
decreases as language
describing in time
becomes complex.
frames other than
present.
Rubric: Presentational Mode – Pre-Advanced Learner – Editorial/ Blog Post, Creative Poem
Category
Exceeds
Expectations
Meets
Expectations
Does Not Meet
Expectations
Language Function
Consistently and
extensively narrates
and describes in all
major time frames.
Creates with
language, ability to
express own meaning
expands in quantity
and quality.
Text Type
Connected sentences
and a predominance
of paragraphs.
Language expands
toward narration and
description that
includes
connectedness,
cohesiveness, and
different time frames.
Mostly connected
sentences and some
paragraph-like
discourse.
Impact
Provides continuity to
a presentation;
compares and/ or
contrasts to reinforce
the message; motives
audience to keep
listening; personalizes
to maintain or reengage audience.
Vocabulary
effectively conveys
information and
elaborates.
Easily understood by
native speakers, even
those unaccustomed
to the speaking/
writing of language
learners; clear
evidence of culturally
appropriate language.
High degree of
accuracy in present,
past and future time;
accuracy may
decrease when
attempting to handle
abstract topics.
Vocabulary
Comprehensibility
Language Control
Provides continuity to
a presentation; makes
choices of a phrase,
image, or content to
maintain the attention
of the audience.
Vocabulary provides
information and
limited explanation.
Although there may
be some confusion
about the message,
generally understood
by those
unaccustomed to the
speaking/ writing of
language learners.
Most accurate with
connected discourse
in present time;
accuracy decreases
when narrating and
describing in time
frames other than
present.
Strings of sentences,
some connected
sentence level
discourse, some may
be complex sentences.
Provides continuity to
a presentation; begins
to make choices of a
phrase, image, or
content to maintain
the attention of the
audience.
Vocabulary is
sufficient to provide
information and
limited explanation.
Generally understood
by those accustomed
to the speaking/
writing of language
learners.
Most accurate with
connected sentencelevel discourse in
present time; accuracy
decreases as language
becomes more
complex.