The Keys to Planning for Learning, 2013, Donna Clementi and Laura Terrill
French Intermediate Mid
Theme/Topic
Contemporary Life – Advertising and Marketing
Essential Question
How do people choose what to buy or not to buy?
Learners will be able to:
What should learners know
and be able to do by the
end of the unit?
Summative
Performance
Assessment
 These tasks allow
learners to demonstrate
how well they have met
the goals of the unit.
 They are integrated
throughout the unit.
 The template encourages
multiple interpretive
tasks.
 The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
 The tasks should
incorporate 21st Century
Skills.
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Approximate Length of Unit
Approximate Number of Minutes
Weekly
Language and
Level / Grade
Goals
Appendix I
Describe and compare products
Identify where advertising appears in daily life
Give examples how advertising and marketing influence decision making
Compare advertising techniques used in the French-speaking world and the US
Integrated Performance Assessment (quarter/semester assessment)
You are going to France and would like to bring a gift for the child in your host family from America.
The Keys to Planning for Learning, 2013, Donna Clementi and Laura Terrill
Interpretive Mode
Read a description of your host
family and find out important
details to make your choice.
Complete a graphic organizer
about the family members.
Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.
Connections
(Sample Evidence)
Comparisons
(Sample Evidence)
Communities
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Interpersonal Mode
Presentational Mode
Discuss with your friend who is
staying in the same family what you
are going to buy and for whom.
Write a note which describes each
gift you chose and explain its
significance in American culture.
In your note express why you
chose the specific gift for this
person.
Product: advertisements, billboards
Practice: placement of ads US vs France, interrupting shows in-between
Perspective: content of French advertisements, pervasiveness of advertisements
Making Connections
Graphic Arts, Business,
Marketing, film-making, Math
Language Comparisons
Publicité
Les soldes
Moins (pourcentage)
Gaspiller, économiser
Bon marché
“attic sales” vs “garage sales”
Livre d’occasion
School and Community
(Sample Evidence)
Appendix I
Students create an ad to be
shared with other French
classes or e-pals.
Acquiring Information
Students read about and watch a variety of advertisements from different
cultural sources.
Cultural Comparisons
Sales are only offered at certain times of the year. Where people buy
things, le marché, les grandes surfaces, second-hand stores.
Lifelong Learning
Awareness of intentions behind a variety of media messages.
The Keys to Planning for Learning, 2013, Donna Clementi and Laura Terrill
Appendix I
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Connections to
Common Core
Language Functions and/or Can-do
Statements
Compare contrast
Expressing preferences
Supporting opinion
Asking and answering questions
Asking for clarification
Circumlocution
Making Inferences
Toolbox
Related Structures / Patterns
comparisons, superlatives
Plaire – Ça me plaît
Present Subjunctive:
I’m surprised that…
Qui/que/don’t
Celui qui, celle que, etc.
Interrogative pronouns: qu’est-ce qui
Conditional
Si clauses
Vocabulary Expansion
Tier 1
Ça me plaît
Il me faut que…
Tier 2
Key Learning Activities/Formative Assessments
Key Learning Activity/Formative Assessment
(representative samples from beginning to end of unit)
Read or watch ads and explain what they are trying to
persuade you to do/buy
Give brand names of products on cards to students and
they discuss what they like about them and what they do
not like about them.
Choose a product to buy and explain why you like it and
want to buy it. Choose a product you boycott and explain
why.
Give slogan and the name of product, have students
guess what the product is.
How does this
activity support
the unit goals or
performance
tasks?
Interculturality
Self
Community
World
Mode of
Communication
Interpretive
reading
S, W
The Keys to Planning for Learning, 2013, Donna Clementi and Laura Terrill
Appendix I
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Your family gave you money to buy a new pair of shoes
for your sibling’s birthday. Decide with your
brother/sister which shoes you will buy and why. (and
provide variables: your sibling is environmental, or
really fashionable)
Someone wrote an opinion piece – write a letter to the
editor in which you express your opinion in response to
the commentary demonstrate you understood the
message and summarize
Resources
http://www.youtube.com/watch?v=0dq1gyiPbt8:
soldes desigual 2013
Give them online French ad
Laredoute
Monoprix
Troissuisses
Printemps
Galeries Lafayette
Technology Integration
The Keys to Planning for Learning, 2013, Donna Clementi and Laura Terrill
Appendix I
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