LE PETIT PRINCE un roman Antoine de Saint-Exupéry Unit Portfolio Presentation Denise Southwick Unit Summmary • You are about to read a novel written in French. Come fly with me to the year 1942 to discover who is the Little Prince. Enrich your knowledge of the French language with a review of verbs (literary past). Discover who you really are by reading the adventures of an aviator whose plane has broken down in the Sahara. Curriculum-Framing Questions Essential Question: What is the true meaning of friendship? Unit Questions: • 1. Choose a danger that menaces our life on the planet. Parallel that to a danger you have read about in the text. • 2. Discuss how we can personally change our ways of thinking to better understand and appreciate others. • 3. Agree/Disagree with this statement and explain your reasoning: You are responsible always for that which you tame(care for) 4. If you were faced with eminent death, about what would you think? What would you believe was important in life? Content Questions • 1. Define these symbols in the story: baobabs, the rose, the snake, the volcanoes, the glass globe. • 2. What were the first and second drawings of St. Exupéry? • 3. Why did he make the second drawing? • 4. Where is St. Ex and in what condition do we find him? • 5. What did the young man ask St. Ex to do? • 6. What does St. Ex mean when he said he fell from the sky? • 7. Who is the only person to have sighted the planet of the Little Prince? • 8. How did the Turk finally convince everyone of his discovery of B612? • 9. What fact do we learn about the Little Prince when we read the first lines about St. Ex’s preferences in Chapter 4? • 10. Find two verbs in subjunctive (present), five verbs in the future, two verbs in the preterite and two verbs in the imperfect tense in the first five chapters of the book.. Le Petit Prince Project • This project will help my students develop 21st century skills by: • Communicating in French • Collaborating on mini projects • Analyzing the story content and showing understanding through discussions, journals and using technology to answer the Curriculum Framing questions Gauging Student Needs Assessment • Purpose: To gather information about what the students already know about French literature and what they wonder about the story of Le Petit Prince. • What I want to learn from my students: Using the Unit questions, I would like my students to think and analyze the story and characters and not just answer comprehension questions. • Gauging Student Needs Assessment • Have I tried to promote higher-order thinking? Through the use of open-ended questions and mini projects, the students will have to use all seven levels of Bloom—for example: Comparing and Contrasting characters is under the category Analysis. • How will the assessment info help me and my students plan for the rest of the literature study ? If students don’t understand the grammar, we can review formation of the past tenses. If they are not familiar with the historical background , we can search on the internet for information. Gauging Student Needs Assessment • What feedback or additional ideas I would like: • I would like help on the integration of more technology into this book study. It would be great for some ideas as to specific times in the study to smoothly transition into technology. My Goals for the course Find ways to integrate different kinds of technology in the literature study for both students and myself. Share and gather ideas for teaching . Sharpen my computer skills.