French 4/AP Unit 2: Childhood and Education
Contexts: Contemporary Life – Education and Childrearing
Wiki Pages for the unit:
http://madameshackelford.wikispaces.com/Unité+2+-+Français+IV+et+AP++l%27Enfance
http://madameshackelford.wikispaces.com/Education+in+France
http://madameshackelford.wikispaces.com/l%27Enfance
(and other links to literature studied that are linked from these pages)
In this unit, students will explore the topics of “Childhood” and “Education “ from an
intercultural perspective. They will identify similarities and differences in childrearing
practices in France and the United States, and consider how such practices may affect
personality development and cultural perspective. They will also explore the system of
education in France and compare it with their own. They will interact with a variety of
authentic texts in a variety of formats (poems, ditties, songs, short stories, film) and
reminisce about their own childhoods while creating and sharing narratives. Students will
learn, practice, and perform a variety of typically French songs, as well as poems, ditties,
and games, and share these with grade school students they hope to soon be teaching at
our local elementary school. They will also read selections from well known French
children’s literature and view some classic French films in whole or part in order to
gather additional cultural insights and practice interpretive skills.
Main Resources and Materials:
The wiki pages mentioned above house authentic readings, video clips from French
newscasts (etc.), a podcast, teacher created handouts and more - - a variety of links to
various resources used in the unit. There were a number of excellent, short video clips on
the French evening news about school in France (when school started this year) and also
a podcast that were timely for this unit. Materials and resources include:
Crocker, Mary E. Coffman. 2009. Schaum’s Outlines French Grammar, 5th edition.
McGraw Hill. New York. (for practice exercises done at home to review grammar points)
Carroll, Raymonde. 1987. Evidences invisibles, Américains et Français au quotidien.
Editions du Seuil. Paris.
Oddos, Gilles and Mamdou Sow. « L’école ma liberté. » [3 parts] [Aide et Action :
scolarisation des filles au Sénégal]
http://www.youtube.com/watch?v=Pbe5c75Gaho&feature=related
http://www.youtube.com/watch?v=dcseXIJpOrE
http://www.youtube.com/watch?v=p8VHKL_6q8w&feature=related
Pineau, Gisèle. 1992. Un papillon dans la cité. Editions Sépia. Saint-Maur.
Roesch, Roselyne, and Rosalba Rolle-Harold. 2008. La France au quotidien. Presses
universitaires de Grenoble. Grenoble.
Sugar Cane Alley. 1985. Directed by Euzhan Palcy. Distributed by New Yorker Video.
New York. 103 minutes.
Zobel, Joseph. 1974. La rue cases-nègres. Présence Africaine. Dakar.
Le Petit Nicolas, Sempé/Goscinny, Chapitre 5
http://notrelecture1.canalblog.com/archives/2009/01/12/12064038.html
La convention internationale des droits de l’enfant
http://www.tv5.org/TV5Site/enseigner-apprendre-francais/collection-28Droits_des_enfants_Les_petits_citoyens.htm
Trailer, L’argent de poche (Truffaut)
http://www.youtube.com/watch?v=1oRbWVTDWrQ&feature=player_embedded
Le Droit a l’education (chanson de Yannick Noah)
http://www.youtube.com/watch?v=OI3eK2r75T8&feature=player_embedded
A quoi ressemblait l’école de nos ancêtres ?
http://videos.tf1.fr/jt-13h/a-quoi-ressemblait-l-ecole-de-nos-ancetres-6672092.html
Ecole – quoi de neuf pour cette rentré 2011 ?
http://videos.tf1.fr/jt-13h/education-quoi-de-neuf-pour-cette-rentree-2011-6673635.html
Costs: How much does it cost a family to send a child to school (supplies & clothes)?
<http://videos.tf1.fr/jt-13h/comment-mieux-gerer-son-budget-de-rentree-6664069.html>
Effects of this year's reduction in the number of teachers.
<http://videos.tf1.fr/jt-13h/les-emplois-du-temps-un-vrai-casse-tete-pour-les-proviseurs6664071.html>
élèves de 6ème
http://videos.tf1.fr/jt-13h/education-le-tournant-de-l-entree-en-sixieme%206672074.html%3Ehttp://videos.tf1.fr/jt-13h/education-le-tournant-de-l-entree-en%20sixieme-6672074.html
Podcast:
Entretien auditif de France Info - «Les rythmes scolaires» - Boris Cyrulnik constate que
les heures scolaires empêchent d'apprendre. L'entretien est assez facile à comprendre et
n'est pas trop long (3mn23)
Ohio Standards addressed in Unit 2 :
1. Communication
Benchmark A (interpersonal) Grades 11 and 12 : 1. Initiate, sustain and
conclude conversations on a wide variety
of personal, general knowledge and
academic topics.
Benchmark B (interpersonal) Grades 11 and 12: Exchange, support and discuss
opinions and individual perspectives with peers
and/or speakers of the target language on a variety
of topics dealing with contemporary or historical
issues.
Benchmark G (interpretive) Grades 11 and 12: Use listening and reading strategies
(e.g., applying prior knowledge) to make
inferences and draw conclusions.
Benchmark H (Presentational) : Analyze expressive products of the target culture
(e.g., selections from various literary genres, fine arts).
2. Culture
Benchmark C: Experience, discuss and analyze
selections from various literary genres and the
fine arts of the target culture.
3. Connections Grade 12,
Benchmark B : Read, view, listen to and discuss
topics in popular media to analyze viewpoints of the target culture.
4. Comparisons: Grade 12
Benchmark D : Explain how actions in the target
culture and students’ own culture are reflections of peoples’ beliefs and attitudes
Essential Questions:
1.) Is growing up in France different than growing up in the United States?
2.) How do the media in both cultures depict childhood?
3.) In what ways do child rearing practices and childhood experiences help form one’s
personality and shape one’s cultural perspectives?
4.)What types of literature, music and games do French children experience?
5.)What is the difference between “éducation” and “enseignement”?
6.) In the unit video sources, how are “éducation” and “enseignement” portrayed?
7.) What are the most valuable lessons that you have learned from your “éducation” and
from your system of “enseignement”?
8.) On what principles are public schools in France and the United States based?
9.) What are the distinct similarities and differences between the French school system
and yours? And other school systems (Sénégal)?
10.) How do the literary excerpts studied illustrate the value of education
Thematic vocabulary:
1) education: pre-school, primary, secondary, and post-secondary
2) children’s games and toys
Grammatical accuracy:
1) infinitives
2) faire causative
3) the subjunctive
4) continued accurate use of previously reviewed tenses and structures, particularly passé
composé versus imparfait and passé simple
Activities
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Reminisce about childhood experiences
Ask and tell what things were like
Compile a small French scrapbook (or song CD) depicting personal childhood
Perform authentic French songs and ditties and play French children’s games
Read an excerpt from Evidences invisibles (Raymonde Carroll), focusing on the
parents as “éducateurs” in France and the United States. In groups, collaborate to
prepare a list of summary statements comparing the two systems for raising
children.
Discuss the concept of “bien éduqué” and good manners in France; perform role
plays/skits illustrating some cultural differences in “polite, well raised behavior”
Study the vocabulary associated with the system of education in France.
Review the use of present infinitives, past infinitives and the faire causatif.
Read “L’école” (La France au quotidien); explain some of the history of public
education in France and compare the values that serve as the pillars of this system
with those of public education in the United States; make further comparisons
about primary and secondary education (practices, products and perspectives)
Read an excerpt from Les petits enfants du siècle by Christiane Rochefort;
analyze the educational experience of the child and the value of education in the
family situation described.
View an excerpt from the movie, Être et avoir, and describe examples of
“éducation” and “enseignement” as portrayed in the movie.
An in-class essay describing an imaginary day at school at the grade level of their
choice.
Listen to clips and podcast and read internet articles about the changes that are
currently taking place in the school system.
Film, La rue cases-nègres; read an excerpt from the novel. Evaluate the role /
value of education and discuss the role of M’man Tine.
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Read excerpts from Un papillon dans la cité (Gisèle Pineau). Compare and
contrast the family situation and educational experiences of the children in this
novel and in La rue cases-nègres; compare the roles of M’man Tin and Man Ya.
View internet films from other Francophone regions: “L’école ma liberté”
(scolarisation des filles au Sénégal) and clips from the University of Montreal.
Formal in-class writing focusing on the most valuable lessons they have learned
from their “éducation” and from “l’enseignement.”
Read and discuss two popular children’s stories – L’histoire de Bécassine and
l’Histoire de Babar
Sample Activities by Communicative Mode:
Interpersonal
Speaking
Paired, small
group, whole
group
exchanges
relating to the
themes of child
rearing and
education; a
Skype
interview with
a target
language
speaker if
possible;
practice with
summarizing,
comparing and
contrasting.
Interpersonal
Writing
An e-mail to an
e-pal in France
to obtain more
information
about the high
school he/she
attends
(student/faculty
relationship,
grading,
discipline, etc
Interpretive
Listening
A variety of
thematic
materials: a
recorded
conversation, a
whole movie
and excerpts
from another
movie,
classroom
presentations,
and video clips.
Compare
“éducation” and
“enseignement.”
Discuss
educational
systems /
reforms taking
place (France,
Sénégal,
Québec …).
Interpretive
Reading
factual texts
on public
education in
France,
internet news
articles, an
excerpt from a
sociological
work, and
several
excerpts from
novels and
children’s
literature.
Factual and
sociological
reading for
topics and
supporting
details.
Analyze
educational
experiences
and the role of
education in
certain
families.
Presentational
Speaking
A formal
speaking
activity: a
summary
presentation of
information
learned from a
French e-pal.
Presentations
of memorized
children’s
ditties and
songs, and a
scenario of
good versus
bad manners.
Presentational
Writing
Two in-class
essays and a
reaction to a
film clip
Assessments:
Summative: reading packet questions and responses, childhood scrapbook, formal in
class essays, good manners role playing scenario, group exercises
Formative: teacher monitoring and observation, homework completion of questions and
short writings, class discussions, bell ringer and exit slip questions
Differentiation Used: 1) the grading of written and spoken products (somewhat more
lenient for French IV than for AP students) 2) needed to draw in more grammar exercises
and activities than previously planned for a couple of the students and spent more time
than anticipated on whole class activities involving grammar explanations and practice
since most students were not well grounded in certain grammatical aspects and writing
techniques. The teacher works independently with each individual as needed.
Instructional Methods: limited whole class Direct Instruction and drills (verbal and
written) for vocabulary and grammar; whole class, group and paired discussions,
collaborative paired and group activities , individual instruction as needed