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#4288. Getting around in Paris

other, level: Senior
Posted Mon Dec 8 05:53:31 PST 2008 by Julie DeVoe (Julie DeVoe).
Old Dominion University, Norfolk, VA
Materials Required: Teacher: Chalkboard/chalk, presentation notes handout, informal assessment checklist, overhead proj
Activity Time: 90 minutes
Concepts Taught: For use at the end of a unit on travel to learn, discuss, and apply knowledge of the city of Paris,

French II Lesson Plan
Lesson Plan Title: Getting around in Paris

Concept / Topic To Teach: For use at the end of a unit on travel to learn, discuss, and apply knowledge of the city of Paris, France.
Standards Addressed: VA.FII.1.2 - Ask questions and provide responses about self, others, and the immediate environment, such as exchanges concerning people and things, plans and events, feelings and emotions, and geographic direction and location. VA.FII.3.1 - Understand main ideas and identify essential details when listening and reading. VA.FII.3.2 - Understand culturally authentic materials, such as announcements, messages, and advertisements that present new and familiar information. VA.FII.7.3 - Examine the influence of the geography of francophone countries on cultural elements, such as food, clothing, dwellings, transportation, language, and art. VA.FII.8.2 - Compare and contrast information acquired in other subject areas to topics discussed in French class, such as the use of the metric system for measuring distance, volume, and weight or the ways in which modes of transportation reflect the economies and geography of francophone countries. VA.FII.9.2 - Identify similarities and differences of geography and their impact on aspects of culture, such as food, clothing, dwellings, transportation, recreation, and art.
General Goal(s): Discussing, reading, and writing about the geography and culture of Paris using vocabulary from the current chapter on travel and previously learned vocabulary and grammatical structures.
Specific Objectives:
• Students will be expected to read about, discuss, write, and demonstrate their knowledge of neighborhoods, sites and transportation in the city of Paris using previously learned and new vocabulary and grammatical structures:
Vocabulary:
Essential: savoir-to know, explaining and describing words, trouver-to find, rechercher-to look up, travel chapter vocabulary
Learned: arrondissement- large neighborhood, quartier-neighborhood, plan-map, arκte de metro-metro stop
Incidental: any unknown words they look up when reading the authentic text
Grammar:
Essential: Explaining and describing in the present tense
Learned: Giving directions/locations
Incidental: Making comparisons, any unfamiliar grammatical forms they read in the authentic text
Culture:
Essential: Any personal knowledge of Paris sites
Learned: Geography of Paris, major sites of Paris and their characteristics, French children's book game, transportation in Paris and Paris Metro map reading skills, comparing French and American cities
Incidental: French clothing and pastimes from book pictures, lodging and restaurants in Paris
Required Materials:
Teacher: Chalkboard/chalk, presentation notes handout, informal assessment checklist, overhead projector, Paris Metro map transparency, laptop cart, long computer paper, Paris Brochure rubric, Paris Matching Game
Students: Notebooks, pens (optional: glue sticks, scissors)
Authentic texts: 5 copies of the children's book Paris y es-tu? By Masumi
15 copies of a Paris Metro map
Anticipatory Set (Lead-In):
• Brainstorming activity- Put students into 5 groups and create two columns on the board, known and unknown.
• Students have 1 minute to list all the places and sites that they know in Paris, France. Write them in French in the savoir/known column on the board as they say them.
• Distribute one Paris y es-tu book per group. Introduce the book, explaining that it is the equivalent to the American book Where is Waldo?.
• Have students list the places they don't know as they skim through the book. Write them in the pas savoir/unknown column on the board. Discuss why the lists are different.
• Assign each group a few sites listed in the unknown column.
Step-By-Step Procedures:
Activity 1 (35 min.): Research & report- Each group has 25 minutes to read about their assigned places and formulate a presentation of their findings in French to the class. They are allowed to use a dictionary for unfamiliar words in the reading passages. Each group presents their findings to the class in French. Provide note-taking handout for students to take notes during the presentations (also for future activity).
Game (3 min.): Each group races to be the first to find the hidden dog in the picture on each page in the book Paris y es-tu?. Discuss the similarities of this book to Where is Waldo? Also, discuss the similarities of what the French are doing in the pictures to Americans.
Lesson (7 min.): Discussion- Discuss the concept and characteristics of the major
arrondissement and quartiers of Paris. Show a transparency of a Paris Metro map and where the larger neighborhoods are located. Discuss the similarities and differences between French and American cities. Discuss why the metro is the main mode of transportation for Parisians and how that is similar/different to/from the US.
Activity 2 (10 min.): Have students pick a partner and distribute a Paris Metro map to each pair. Each pair locates and circles on the map the places in their known and unknown columns on the board. Show the map transparency again. Point to a place and randomly call on pairs to tell you the closest metro stop and arrondissement. Encourage note-taking for a future activity.
Game (3 min.): Have students clear their desks and split them into 2 teams. Randomly point to arrondissement and places on the metro map and give a point to the first team to name it correctly. The winning team gets longer computer time in the next activity.
After the game, collect maps. (This game can be eliminated for time)
Plan For Independent Practice: Paris Brochure Activity: Hand out computers, long computer paper, and the rubric for the Paris brochure assignment. Explain assignment: They are to make a travel brochure (in French) for the city of Paris. They must include 8 sites with a brief explanation, location and metro stop as well as 2 recommendations of neighborhoods to stay in and why. In their brochure they need to include at least 5 pictures and 1 map.

Closure (Reflect Anticipatory Set):
• Put students into pairs and pass out the Paris Matching Game to each pair.
• The game has a middle column of 12 Paris sites. There are a set of matching descriptions of the place and another set of matching arrondissement.
• Each student in the pair picks a set and races to match their set to the site in 1 minute.
• Play the game twice so each person takes turns matching each set.
Assessment Based On Objectives:
• Assess research reports individually based on quality of information presented, use of vocabulary and grammar, and accuracy
• Assess brochures based on requirements outlined in the rubric: must include 8 sites with a brief explanation, location and metro stop, 2 recommendations of neighborhoods to stay in and why, and at least 5 pictures and 1 map.
Adaptations (For Students With Learning Disabilities):
Cognitive impairments:
• Pair students so that one is proficient and one is struggling with concept
• Each research and report group can split the duties as they like, but each person in the group has to speak before the class or me
• Lessen requirements for the brochure
• More time to complete work
Physical impairments:
• Assign a peer helper for games and activities
Extensions (For Gifted Students):
• Research and present a brief history of the Paris metro
• Increase requirements for Paris brochure
Possible Connections To Other Subjects: Art -- must make brochure attractive with graphics and pictures