TitleIII Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

This unit involves the in-depth study of a French-speaking country. Students will research and write a report about their chosen country and present their research to classmates. Based on their own research and that of their classmates, students will then create a persuasive advertising brochure promoting one specific country as the best tourist destination. This unit will span approximately five weeks.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

What value is there to studying a foreign culture?

How does one select/ evaluate a vacation site?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Modern Languages 

Standard 1-Communication Skills

1. Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

• Students can understand the main idea and some discrete information in television, radio, or live presentations.

2. Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

• Students can read and comprehend materials written for native speakers when the topic and language are familiar.
• Students can use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures.
• Students can read simple materials independently but may have to guess at meanings of longer or more complex material.
• Students can write brief analyses of more complex content when given the opportunity for organization in advance preparation, though errors may occur more frequently.

Standard 2-Cultural Understanding

1. Effective communication involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received.

• Students can exhibit more comprehensive knowledge of cultural traits and patterns.
• Students can draw comparisons between societies.

INITIATING ACTIVITY

 The initiating activity is the viewing of a film entitled Chocolat, set in French-speaking Cameroun. I use this film as my launch because it presents the country in a visually and intellectually appealing light, yet honestly treats the tensions that can arise at the intersection of two cultures.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

1.After viewing the film Chocolat, students will write an essay in French commenting on the tension between characters and cultures. (Constructing Support)

2. Using a world map, students identify the French-speaking regions of the world. (Declarative)

3. Students choose a country and research their chosen country of study using Internet, books and magazines. (Comparing)

4. Students will write a 4-6 page, typed, paper providing information on the history, geography, political structures, culture, and arts of their country of study. They will include a bibliography.

5. Students will present their research to their classmates. Students will include a graphic organizer (or outline) in French for their classmates.

The following exercises go directly toward the MUT

6. Students will review specific French vocabulary for persuasion. (Declarative)

7. Viewing examples, students will identify and discuss the characteristics of an effective tourist brochure. (Analyzing perspectives, Induction)

8. Students will determine important criteria for choosing a tourist destination. (Analyzing perspectives, Induction) 

CULMINATING PERFORMANCE
Include rubric(s)

Based on the presentations and reading the research papers of their classmates, students will choose the country they feel is the best destination according to their criteria, and prepare a persuasive brochure with pictures and text in French, promoting their destination.

Nom ____________________________

Note ____________ X 5 = __________

PRE-REQUISITE SKILLS

 Students will have attained Checkpoint B Level (according to NYS Standards) in French across the five skills (reading, writing, listening, speaking, and culture).

MODIFICATIONS

 Modifications will be made based on individual needs.

UNIT SCHEDULE/TIME PLAN

Week 1--View Film

Week 2 & 3--Research Paper

Week 4--Presentations

Week 5--Brochures

TECHNOLOGY USE

 Students will use the Internet for research and will use computers for multimedia design and compilation.