Lorraine Kellum April 29, 2013 STAGE 1

Lorraine Kellum
April 29, 2013
STAGE 1: IDENTIFY DESIRED RESULTS (What will learners know and be able to do by
the end of the lesson?)
A. Topic
Haitian daily life. Expanding on the reflexive verb constructions that we have already
explored, students will learn historical facts on Haiti and about the daily life of university
Haitian students.
B. Objectives: (Students will be able to…)
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Identify some key natural products of Haiti (e.g. sugarcane, rum, bananas)
Know the differences between the history of Haiti and the Dominican Republic
Understand why the people of Haiti speak French and how they won
independence
Apply reflexive verbs in the context of daily university life in Haiti
C. Grammar/Vocabulary
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Key historical figures: Christopher Columbus, François Toussaint-Louverture
Haitian natural products: café, banane, canne à sucre, rhum, créole
Vocabulary for today’s daily life in Haiti (this will be a review): se réveiller, se
lever, se laver, se brosser les dents, s’habiller, se regarder, se déshabiller, se
coucher, une camarade de chambre, une grande glace, une armoire, au fond, à la
fac, la course, « Je pense qu’on va bien sympathiser »
D. Goal Areas/Standards
•
VA SOLs
ü FII.3: The student will understand basic spoken and written French presented
through a variety of media and based on new topics in familiar contexts.
1. Understand main ideas and identify essential details when listening and
reading.
ü FII.4 The student will use verbal and nonverbal cues to interpret spoken and
written texts in French.
1. Differentiate among increasingly complex statements, questions, and
exclamations.
ü FII.7 The student will demonstrate understanding of the perspectives, practices,
and products of francophone cultures and the ways these cultural aspects are
interrelated.
3. Examine the influence of the geography of francophone countries on cultural
elements, such as food, clothing, dwellings, transportation, language, and art.
Lorraine Kellum
April 29, 2013
2. Identify and discuss patterns of behavior typically associated with francophone
cultures, such as those relating to business practices and the celebration of
national holidays.
•
SFLL
ü Cultures: Gain knowledge and understanding of the cultures of the francophone
world
2.2 Students demonstrate an understanding of the relationship between the
products and perspectives of the cultures of the francophone world
ü Communication: Communicate in French
1.2 – Interpretive Communication: Students understand and interpret spoken and
written French on a variety of topics.
ü Connections: Use French to connect to other disciplines and expand knowledge
3.1 Students reinforce and further their knowledge of other disciplines through
French
E. Learners
These students are beginner French students of French II, and have not yet reached native
proficiency or fluency according to ACTFL.
Students will develop a working memory of the history of the Caribbean island of Haiti through
our reading. This will be the first time that we study the culture of Haiti in detail and some of the
concepts, such as creole culture in the French West Indies.
Some students do require accommodations. One student is partially deaf, and I have ensured that
she sits in the front of the classroom so that she can actively hear and participate. Another
student suffers from a medical condition that requires that we permit her to go to the restroom
upon request. She should not have difficulty catching up, however, as the PowerPoint
presentation, which will be pretty extensive, will follow our class reading on Haïti.
F. Materials
ü PowerPoint display and projector
ü Sound system speakers
ü Textbook: C’est à toi !
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE (What evidence will you show that
learners have produced desired results?)
The following rubric will be used informally to assess whether students are progressing in their
understanding of francophone culture and Haitian culture.
Lorraine Kellum
April 29, 2013
Engagement/
Participation
Accuracy
1
Unacceptable
Student activity does
not contribute nor is
relevant to
coursework.
2
Satisfactory
Students are usually
engaged and
participating. They
are at times
distracted, but they
are usually following
along.
Students are unable
to answer questions
individually or
participate.
Students are accurate
in their responses
most of the time.
They are continuing
to understand the
concepts, but a
working amount of
accuracy is present.
3
Progress
Students are fully engaged
and engrossed in the
lesson and coursework.
They actively contribute
and appear enthusiastic
about the topic. They are
completing the provided
worksheet.
Students are mostly able
to accurately respond to
oral questions. It is
evident that students are
taking responsibility of
their learning by
completing the handout
and asking questions.
Points for the day are made out of 3:
A = 3/3
B = 2/3
C=<2
STAGE 3: PLANNING LEARNING EXPERIENCES (What instructional activities are part
of this lesson?)
A. What will learners do?
a. Learners will take turns repeating after me for each paragraph from the Petite
Culture, on Haiti
b. Students will answer my checkpoint questions as we read along
c. Students will watch my extension presentation on Haiti, which will include
images to identify and a worksheet to fill out as we proceed throughout the
presentation
d. Identification section of PowerPoint will permit students to take some time to
reflect and draw connections between Haitian history and today’s Haitian culture.
e. Students will proceed to follow the C’est à toi ! dialogue, presented based on two
students of the University of Haiti who could potentially become roommates
B. What will I do?
a. I will facilitate smooth transition from C’est à toi ! workbook warm-up activity to
our reading on Haiti
b. Call on students to take turns reading the Petite Culture
Lorraine Kellum
April 29, 2013
c. I will ask the students certain checkpoint questions while we are reading; Selon le
texte, qui a découvert l’Hispaniola ? À qui appartient l’Haïti ? Ça fût quelle
année où les français prissent l’Hispaniola de l’Espagne ?
d. I will present my PowerPoint on Haiti
e. I will ask students what each image of the cultural artifacts and grammatical
points represent
f. I will ask that students to follow along in their book for the dialogue
g. Present homework expectations for the next day
STAGE 4: REFLECT ON LESSON EFFECTIVENESS (How effective was this lesson?)
A. Did I achieve my lesson objectives? How do I know?
Lesson objectives for the day were achieved, as students were fully engaged (3/3) and
their accuracy was satisfactory according to my criteria (3/3).
B. What worked especially well and why?
I believe that the colorful details of the PowerPoint and the storyline that was presented
helped to maintain the students’ interest.
C. What would I change if I were to teach this lesson again?
If I were to teach this lesson again, I would probably incorporate other reading strategies
that could engage students more directly and more fully; such as having them read an
excerpt on Haitian university life rather than watch my presentation of these facts.
Lorraine Kellum
April 29, 2013
Haïti et Leçon A d’Unité 4
1) Le premier peuple (people) en Haïti, que Christophe Colomb a rencontré en 1492, a
été les Taino __________________________.
2) Le Traité de _______________________ a été l’accord (agreement) entre la
France et l’Espagne en 1697.
3) Hispaniola a été divisé entre la Santo Domingo et le _____________.
4) _______________________________ a mené la révolte d’esclaves pour
l’indépendance en 1804.
5) Haïti a dû payer 150 million francs en ___________ pour gagner (to win) la
reconnaissance.
6) Traduisez la suivante :
a. une camarade de chambre
___________________
b. une grande glace
___________________
c. une armoire
___________________
d. au fond
___________________
e. à la fac/à la faculté
f. la course
___________________
___________________
g. « Je pense qu’on va bien sympathiser » __________________