Unit duration: 9 weeks
Assessment strand: Cultures
Focus outcome: CUS1.3:
Identifies customs, practices, symbols, languages and traditions of their family and other families.
Supporting outcomes:
CUS1. 4: Describes the cultural, linguistic and religious practices of their family, their community and other communities. VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things; VAS1.2: Uses the forms to make artworks according to varying requirements; VAS1.3: Realises what artists do, who they are and what they make; MUS1.1: Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts; DRAS1.1:
Takes on roles in drama to explore familiar and imagined situations; DRAS1.2:
Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice; DRAS1.4: Appreciates dramatic work during the making of their own drama and the drama of others; DAS1.1:
Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement.
Learning Objective
In Term 3, students in 2L will discover France and its rich cultural diversity. This unit provides opportunities for children to understand and appreciate the environment, practices, customs and beliefs of France. It is an integrated unit of work in which students will be able to achieve outcomes from both
HSIE and Creative Arts as they immerse themselves in the creative culture of France.
In this unit, students will learn about:
 The geographical location of
France
 The history of the French nation
 French dance (ballet), music
(songs), drama (mime) and art.
 The national symbols of
France
 Traditional clothing and food
 Fairy tales and folklore
 Flora and fauna of France
 The comparative life of a child in France
 Festivals and celebrations –
Bastille Day
 French architecture – Eiffel

Tower, Arc De Triomphe,
Pantheon, Louvre
Transport in France

1 CUS1.3
VAS1.2
Bonjour!
Where in the world is
France?
Unit
Introduction
2
Artwork to be used as student yearbook submission
CUS1.3
CUS1.4
VAS1.2
The horrible history of
France
Students complete an individual KWL chart about
France. Regroup as a whole class and complete a joint KWL chart for the unit.
Show the introduction to France PowerPoint and use as a stimulus for discussion. Discuss where
France is located in comparison to Sydney and how long it would take to travel there (23-26hrs).
Students glue a copy of a world map in their book and colour in the locations of both Australia and
France.
ART - Students are shown an image of a French flag and create their own flag by pasting red, white and blue magazine paper onto a template to create a mosaic effect. http://crafts.kaboose.com/mosaic-french-flag.html
*Present history notebook to students briefly explaining the class status of the French and basis for the French Revolution.
*Explain that this is why the French celebrate
Bastille Day. Discuss how Bastille Day is celebrated and the similarities to Australian celebrations, i.e.
Anzac Day, NYE, etc.
*Watch YouTube clip of fireworks at the Eiffel
*KWL chart for each student
*World map for each student
*Introduction to
France
PowerPoint
*scissors
*glue
*magazines
*A4 paper
*History notebook
*pencils
*paint
*paper
*paintbrushes

Wk
3
Outcomes
CUS1.3
VAS1.2
Topic
Traditional
Clothing
Tower. https://www.youtube.com/watch?v=8RmWS7XslRA
ART - How to draw the Eiffel Tower. Black silhouette Eiffel Tower with sunset background.
Learning Experiences
Show images of French clothing and discuss (past and present).
Students create a picture of themselves (photo face) in French clothing. http://www.dltkkids.com/world/france/mfrench.htm
Resources
*paper
*template of
French clothing
*digital photos of students face
*glue & scissors
*pencils
Reg./Ev.

4 CUS1.3:
CUS1.4
MUS1.1
VAS1.1
VAS1.3
Wk
5
Outcomes
CUS1.3
VAS1.1
VAS1.3
National
Symbols
Topic
The life of a child in
France
Introduce students to the French national emblem.
Discuss the differences between the French and
Australian national emblem/flag and what each symbol represents. Introduce the national flower
(lily), landmark (Eiffel Tower) and the national animal (Gallic rooster).
MUSIC - In pairs, students create their own National symbol for France - this could be Eiffel Tower with snails and cheese, etc. Students can use information books to research iconic French symbols.
*Watch You Tube clip of
*Discuss French lyrics and English translation as well as theories of its origin.
*Learn the song and sing as a choral.
Learning Experiences
Read the following extract from http://www.timeforkids.com/destination/france/day-inlife re. a child’s everyday life in France. Teach students some basic French games such as Escargot (hopscotch - outdoor);
Chinese Ball (outdoor) and Pentanque (bowls).
Students make a Bilboquet (ball and cup).
*Notebook to accompany lesson
*Information books
*IWB
YouTube for
*Traditional
French music
*IWB
YouTube and
*Paper
Resources
*beads
*string
*foam cup
*bowls set
*chalk
Reg./Ev.

6 CUS1.3
CUS1.4
VAS1.1
Wk
7
Outcomes
CUS1.3
CUS1.4
Architecture
Topic
Plants, animals and landscape
ART - Henri Matisse
Watch the biography about Henri Matisse https://www.youtube.com/watch?v=T7OmJ_tTLTQ
Or Matisse for Kids introduction: https://www.artbma.org/flash/F_conekids.swf
Discuss his artworks and the idea of drawing something familiar. Students pick something in the room to sketch and paint. Alternatively, you could do a cut out collage lesson. http://www.storyboardtoys.com/gallery/matisse-kids-artlesson.htm
Brainstorm important landmarks of Australia and those from France. Read Mr. Chicken. Goes to Paris. http://www.tour-eiffel.fr/en/teachers/teachers-kit.html
Take a virtual tour of the Eiffel Tower.
ART - Claude Monet
- Read Monet’s Garden to the class
Followed by the video of his gardens: https://www.youtube.com/watch?v=40CNNVMKSVY
Students make a crayon/water colour wax resist recreation of Monet’s Waterlillies http://thecraftyclassroom.com/blog/2011/08/30/claudemonet-craft/ http://artreekids.com/extras/monet_sample.pdf
Learning Experiences
Discuss the native animals and plants of France and those that are typical of Australia. http://traveltips.usatoday.com/plant-animal-life-
*Mr Chicken goes to Paris and other related French children’s books
*crayons
*masking tape
*watercolours
*paintbrushes
Resources
*IWB
YouTube
*paper and
Reg./Ev.

VAS1.1
VAS1.3
Wk Outcomes Topic Learning Experiences france-63283.html
Discuss the living conditions and how this might affect the plants and animals.
View images of the mountains and (Mount Blanc) and rivers (Loire, Seine). Students can write a descriptive passage comparing the landscape of
Sydney to France.
ART - Watch the following video about Rousseau. https://www.youtube.com/watch?v=h9VHjJvRcFw
Display some of his artworks and discuss with the class. http://www.docstoc.com/docs/884755/Henri-
Rousseau-1844-to-1910
Create a Rousseau inspired jungle collage http://vsymtm.wordpress.com/category/vsy-classprojects/rousseau/
*collage materials
Resources Reg./Ev.

8 CUS1.3
DRAS1.1
DRAS1.2
9
&
10
CUS1.3
DAS1.1
VAS1.1
Fairy tales and folklore
Discuss and read French fairytales - Brothers Grimm, Charles Perraut and how they differ slightly to the stories that we known today.
*Read
Explain that you have stopped reading before the end of the story. Ask: How would the story be different if it were told from the perspective of the older sister?
How would the story be different if it were set in the 21st century?
you think the fairy acted fairly? 
 Why do you think Perrault chose to tell this story? *Students can rewrite the story
* Le Fees
*Drama scenario cards
Travel
Agency http://www.kerpoof.com/edu/plans/French_Fairy_Tales/French_Lesson_Plan.pdf
DRAMA - Introduce Marcel Marceau and watch the ‘lion tamer’ video http://www.youtube.com/watch?v=aw-nek2jV4E
Discuss his technique and how meaning is conveyed without sound.
Drama warm up games - essence machines and follow your nose http://dramaresource.com/games/mime-and-movement
Students watch the video ‘Jean Paul’s paper bag lesson’ on YouTube https://www.youtube.com/results?search_query=jean+pauls+paper+bag+trick and practice the paper bag trick taught in the online lesson. Students create their own sequence and present to the class.
Students research France and put together a travel brochure to show what they have learnt.
ART - Mona Lisa. Partner portraits
*supplies, pictures for brochures
*paint supplies

Wk
10
Outcomes
CUS1.3:
Books
*Madeline
*Linnea in Monet’s Garden
*Everybody Bonjour!
*The Mona Lisa Caper
*The cat who walked across France
*Fancy Nancy
*The Little Prince
Topic Learning Experiences
Food, glorious food
Brainstorm well known French food with the class and discuss some unknown foods.
OPTIONAL
*Perhaps do some French cooking OR
*Have a French party with students bringing in some French food to share
Students present their travel brochures to the class.
Resources
* French food - croissants, macaroons
Reg./Ev.
Websites http://www.bbc.co.uk/languages/french/mafrance/html/preview/video_player_a.shtml
http://kids.nationalgeographic.com.au/kids/places/find/france/ http://www.ambafrance-uk.org/-Just-4-Kids,223 French embassy info for kids http://homeschoolcreations.com/Europe.html
- home school unit on France http://www.dltk-kids.com/world/france/ - France activities for Kids DLTK