color codes throughout

Module 11 Theme 2 Assessments Materials and

Kristen Roland supplies
vocabulary grammar
Class Description : High school French IV,
grades 10-12, wide vocabulary, lessons delivered (in parentheses) = directions to
in TL, some planning to take AP French test. teacher or student responses.
Students making use of French-only online Outside paren., in French,
message board to seek and provide support to teacher says out loud.
fellow students.

Unit Objective : Students will analyze the development of French attitudes and values
via an entertaining look at history through an excerpt from the comic book, «Astérix
le Gaulois». 1 Personal favorite –
have quite a
Lesson notes below table. collection.

Activity Standards Cultural Objectives Vocab./Language Materials

Objectives
1-2 1.1, 1.2, 2.1, Discuss National Pride la fierté nationale  French Flag
3.1, 3.2, 4.2 French National Anthem
(music)
3 1.2, 3.1, 4.2 Compare and contrast U.S. compare using France and U.S. political
and French Geography plus/moins/ maps: borders
également compare doc.
4 1.2, 2.1, 3.1, Understand how proximity frontières overhead map of
4.2 to and characteristics of en sécurité  Occupied France: France
neighboring countries Occup doc
informal
influence the development comparisons
assessment
of a national personality,
priorities, and values. 2e guerre mondiale
4 (j, k) 1.2, 2.1, 3.1, Identify ingenuity as a ne… ni… ni… informal
4.2 strength that is valuable in ingénieux assessment
the absence of size or ingéniosité
strength.
5 1.1, 1.3, 3.1 Recall and describe Underdog image: GL FR
« underdog » heroes from US doc.
literature, TV, movies ;
consider what makes a
character an « underdog »
6 1.2, 2.1, 3.1 Consider the effects of la Gaule m/c overhead (written in
enemy invasion and l’Ère Commune lesson)

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 occupation. peuplée Rome Gaule doc over-
barbares head and print
vaincre caesarface doc.
siècle

6e 1.2, 2.1, 3.1, Consider the effects of La reconstruction overhead :

3.2 World War II on France, d'après-guerre 10 million morts doc
and the process of
recovery.
6e 1.2, 3.1, 3.2 Appreciate the siècles goscinny rêve doc
relationship between the synchronisation overhead
timing of the appearance
of Astérix and its instant
popularity.
7 1.2, 2.2, 3.1, Become acquainted with a vainqueurs Astérix le gaulois p. 1doc
3.2 set of characters who overhead
personify French national les caractères d Asterix
pride and show how it has sceptre de conquête doc.
been shaped by historical l’aigle Sceptre image: GL FR
events. US doc.
7 1.2, 2.2, 3.2 Appreciate humor that is use of Latin
based upon language. phonetic spelling,
onomatopoeia
7 1.1, 1.2, 3.1 Recognize and discuss the
meaning of a national
symbol.
8 1.2, 2.2, 3.1, Read and interpret a Astérix feuille 1 doc
3.2 French comic book excerpt,
identify new words and key
words
8 1.2, 3.1, 3.2 Identify enemy, hero, Astérix feuille 1 doc
conflict, and hero’s secret
weapon
9 1.1, 1.2, 1.3 Collaborate and compare
with partner
11-12 1.2, 2.1, 3.1, Compare the character la force
3.2 Astérix and the nation of surnaturel
France
13-14 1.1, 1.2, 2.1, Find, list, and discuss la bande dessinée overhead  : vignette 1
3.1, 3.2 examples of French ideals idéales françaises sample response
found in the excerpt (written in plan)

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15 1.1, 1.2, 2.1, Discuss national pride by overhead: Jacques
3.1, 3.2 analyzing quote from Parizeau (written in plan)
Canadian statesman
Jacques Parizeau
16 1.1, 1.3, 3.1 Use lesson materials and
informal collaborate with group to
assessment create a definition of la
fierté nationale 
17 1.1, 1.2, 1.3, Present, defend, explain,
3.1 and adjust definitions
semi-formal through Rétroaction des
assessment Pairs (RDP) activity
18 1.2, 2.1, 3.1, Analyze quote by Daniel faux ami « réalisations »
3.2 Roy about national pride.
Compare to student
definitions.
19 1.1, 2.1, 2.2, Design rubrics to evaluate
3.1 (20) next activity
20 1.2, 1.3, 2.1, Explain, describe, or draw devoirs:
2.2, 3.1 objects of national pride as fierté nationale doc
defined by Roy
21 1.1, 3.1 Evaluate objects of NP scissors
according to rubric with a
partner.
22 1.1, 3.1 Make a collage de la fierté gluestick, large
nationale construction paper
23 1.2, 1.3, 2.1, Review for Assessment : éval prep form doc.
2.2, 3.1, 3.2, same objectives as
4.2 instruction
24a 1.2, 1.3, 2.1, Oral and written items See Language Asterix unit assessmt
2.2, 3.1, 3.2, based on same content objectives above written doc.
4.2 objectives as instructional Oral eval rubric,
and review activities (see 3 docs ----------------- Evaluation Orale Qs
above) doc. (for tchr)
24b 1.2, 1.3, 2.1, Pre-reading activities 4-5 copies each of 4-5
3.1, 3.2 during oral assessments : pages of Astérix,
Find main ideas, find key suitable for
words, identify new dramatization, with text
vocabulary. erased from 2 frames
each. (not included here)
Pre-reading activity

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 guide tailored to
Astérix. (not incl. here)
25a 1.1 Find group members with
same page by asking/
describing content
25b 1.1, 1.2, 1.3 Create new text without
changing plot.
25c 1.3 Rehearse and perform
semi-formal story as short skit.
assessment
Your chart is one of the best frameworks I have seen by a student in the many years of
teaching this course. I realize that it takes a lot of time, but I hope that you see the
value in how this guides your work in developing solid units with assurance that all the
pieces (standards both communictive and content, languages,teaching/learning
strategies.
Preparation
Set up timeline w/yarn, arrow, and magnets on board. Write dates on board along timeline to
help students conceptualize various times in lesson : 1945, 1959 E-C, 50 av. J.-C.
2 Nice visualization techniques.
Introduction
1. As students enter the room, they will hear the French National Anthem playing, and
see the French flag prominently displayed at the blackboard.

2. Teacher will conduct a discussion of la fierté nationale  in L2, asking students to

draw upon their own experience and share ways they express their national pride, as
well as reasons for having pride in their nation. 3 Good warm-up /brainstorming topic

3. Teacher will display map of United States and ask (and follow up on) discussion
questions :

a) Est-ce un grand pays, les États-Unis ?

b) Et les pays voisins, comment s’appellent-ils ? Est-ce qu’ils sont amicals, ou sont-
ils les ennemis des États-Unis ? Est-ce qu’ils sont très forts; avons-nous peur
d’eux ? (say : « plus fort », write +. Say « moins fort », write -. le Canada
Say « également fort », write =.) (grammar point – comparison)
c) (Point to French/Canadian border, draw a circle.) Qui est plus fort, +
les Etats-Unis ou le Canada ? (Draw a – in the top semicircle, and a les États-Unis
+ in the bottom.)

4. Teacher displays overhead map of Europe. Questions :

a) Regardez la France. Est-ce que c’est un grand pays ?
b) Est les pays voisins, est-ce qu’ils sont loin, ou près de la France ?

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 c) Quels sont les frontières de la France ? (as they name them, circle the
borders.)
d) Est-ce que la France est plus fort, moins fort, ou également fort que ___ ?
(write =, +, - on each side of border.) (grammar item – informal assessmt.)
e) En générale, dans lequel pays est-ce qu’on se sentit plus en sécurité ?
f) À travers l'histoire, quels pays ont été les ennemis de la France ? (responses
should lead into brief discussion of WWII 2e guerre mondiale with Germany,
Italy, and Japan being identified as enemies of France.)
g) Est-ce que ces pays ennemis sont loin, ou près de la France ?
h) Donc, on voit que la France est un petit pays, et les ennemis sont près. La France
n’est ni fort comme les É-U, et ni grande non plus. (grammar point – ne/ni/ni) Elle
n’est pas exactement gigantesque par rapport à ses voisins.
i) (Display map of Occupied France) Regardez la carte. Qu’est-ce qui arrive ici ?
(réponse) Qui occupait la France ? (L’Allemagne) (Point out timeline) Qui peut
marquer l’année de l’occupation de la France ? (student writes 1945 on board,
may receive guidance from other students) (Put printed copy of same map on
display at this point on timeline)
j) Si on n’est ni plus grand, ni plus fort qu’un ennemi, comment est-ce qu’on peut se
défendre ? Idées ? Suggestions ? (grammar item - assess for instruction)
k) Il y a bien longtemps que les français ont compris que si on n’est ni plus grand, ni
plus fort qu’un ennemi, il faut qu’on soit plus ingénieux que ses ennemis. Et c’est
ainsi que l’ingéniosité est devenu une vertu nationale pour les français.
Well developed and thought out series of questions. Students should be able to bring in
knowledge from world history classes (Connections).
5. Conversation Activity
a) Students work with partner to list some « underdogs » from history, literature,
television/movies, etc. who demonstrate ingenuity in the absence of physical
strength and/or size. Discussion is in French. Class will agree upon (and post) a
definition of « underdog » before discussions begin. [I’ll admit here a language deficit
– I found supprimé (even oprimé) and perdant, but neither of them seemed to imply the potential
or unpredictability that makes an underdog so interesting to an American, so I allowed myself an
anglicism that is used in French sports talk.] These are the kinds of terms I check out with my
grand-children (born/educated in France—I guess that « défavorisé » might be too formal and
has more socioeconomical meaning – but my best guess.
b) Each student must choose one of their names and be prepared to explain why it
is on the list. They may write down a few key words, but they should speak, not
read aloud when they answer.
c) Follow up is the Scattergories-style elimination game, where students share
their lists and must cross off names others have mentioned, with the pair that
has the longest remaining list being the winner.
d) During the list-reading session, students will present their underdog (~ 30 sec.)
Students will end with a show of hands as to whether or not they agree that the
person is a true underdog, and some discussion may be pursued according to

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 Avant l’Ère Commune (les années avant Jésus-
teacher’s discretion/student Christ), le grand pouvoir du monde était
A) Atilla l’Hun
interest.
B) L’Union Soviétique
C) Le Rome
6. Introduction to Astérix – discussion
points Qui était le général romain qui est devenu le
a) Nous allons faire la connaissance du chef du Rome ?
« underdog » favori des français : A) Julius Caesar
Il s’appelle Astérix, et il vient des B) Ghengis Khan
temps anciens. Quel était le nom C) Napoléon Bonaparte
de la France aux temps anciens ?
(la Gaule – on map)
b) Avant l’Ère Commune, la Gaule n’était pas un pays uni, mais elle était une région
peuplée de nombreuses groupes barbares. Quel était le plus grand pouvoir dans
le monde en ce temps-là ? (provide m/c if necessary, prepared ahead of time on
overhead)
c) Qui est le général romain qui est devenu le chef du Rome ? (m/c if needed ; have
a volunteer display César’s portrait on timeline)
d) La Gaule est vaincu par César (display & briefly discuss map of Caesar’s
campaign, display printed map on timeline.)
e) Maintenant, on va sauter des siècles (move arrow on timeline to 1959). Quelle
année est-ce ? Et combien de temps est passé vers le fin du 2 e guerre
mondiale ? Est-ce que les français se souviennent de la guerre ? Après une
guerre, est-ce que tout va bien ? Non ! La guerre avait crée une énorme
désastre, et il y avait beaucoup de travail à faire… (If time
permits, display « 10 million de morts » to help students
appreciate the magnitude of the devastation and work of
rebuilding after a global conflict.) La reconstruction
d'après-guerre durait jusqu’à (env.) 1958. Donc, nous
sommes voilà, l’année 1959. Un homme qui s’appelle René Goscinny (display
photo at 1959 on timeline) avait une idée. (Display RG overhead and ask
volunteer to read aloud) …et c’est ainsi que la synchronisation du fin de la
reconstruction d’après-guerre et l’introduction d’Astérix ont crée un point
de temps parfait pour la réussite de la bande dessinée (ils s’arrivaient en
même temps).
f) Je vous présente Astérix le gaulois ! (display Astérix) Est-ce qu’il est grand ?
(non) Est-ce qu’il est fort ? Non, il n’en est pas. Mais la potion magique de
Panoramix, le druide, (display) lui donne de la force de plusieurs hommes pendant
un certain temps. Et c’est ainsi que les gaulois résistent l’armée romaine.

7. Display Astérix le gaulois p. 1 overhead. Ask for volunteers to read through the
frames out loud, straight through once.
a) Lesquels sont les vainqueurs ? (les romains)

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 b) Qui est le chef des romains ? (César)
c) Est-ce que toute la Gaule est occupée par les romains ? (Non.)
d) Est-ce que César est content ? (Non : «QUID?»)
e) Quel héros vainc les quatres soldats romains ?
f) Comment est-ce qu’il a fait cela ?
g) (opt. see if anyone can name other legendary heros who had a
secret weapon that enabled them to be victorious)
h) (point out : Frame 4, the staff – sceptre romain de conquête,
l’aigle, l’usage du latin, phonetic spelling of onomatopoeia ouap  !,
etc)

8. Distribute Astérix le gaulois (same as overhead) and Les caractères d’Astérix

handouts. Students will read independently, listing key words and new words on
worksheet. The questions may be answered for homework. Les caractères is read-only,
for better understanding of the story.

9. Next class session, « Avec une partenaire, comparer les nouveaux mots et
s’entraider, si c’est possible. » (Teacher should walk about to assess, assist) --Puis,
comparer les réponses brèves. » (teacher has checked for completion of assignment).

10. (Ask if there are any questions about words or short-answer section. Discuss if
needed.)

11. (Revisit discussion of French conquest and occupation, indicate maps) La France,
est-ce qu’elle est forte ? Est-ce qu’elle est grande ? (non). Comment est-ce qu’Astérix
et la France sont similaires ? D’où vient leur force ? (l’ingéniosité)

12. (Point on timeline) Quelle année est-ce ? (1959) Qu’est-ce qui est arrivée en 1959 ?
(publication d’Astérix) Est-ce que vous pensez qu’Astérix était populaire ?
Pourquoi/pourquoi pas ? rép. --les français se voient dans le caractère d’Astérix :
petit, faible en corps, mais fort à cause de l’ingéniosité, et avec d’assistance surnaturel

13. Avec votre partenaire, trouvez dans la bande dessinée d’Astérix quelques exemples
des idéales françaises. Préparez à discuter cela. Remarquer qu’il y a 10 vignettes sur la
page ; on peut nombrer les mots clefs par vignette, par exemple, (display on overhead)
vignette 1  : «  longue lutte  », ça veut dire que les gaulois n’abandonnaient jamais leur
cause.

14. Discuss results (follow-up).

15. Display on overhead : (and discuss : Qu’est-ce que ça veut dire?)

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 « L’indépendance est-elle un rêve?»

« - Moi, je ne rêve pas. L’indépendance, j’y travaille !  »  

Jacques Parizeau, premier ministre du Québec, 1994

http://www.vigile.net/La-fierte-nationale

16. Quelle est la fierté nationale ? En groupes de 4 personnes, utiliser les listes
d’idéales françaises, la bande dessinée, vos pensées, et vos notes de former une
définition du terme « fierté nationale ». (teacher walks about to assess participation
and offer assistance)

17. Teacher calls group reps to share definitions, reminds class : «Soyez prêts d’offrir
vos commentaires.» Class uses Rétroaction des Pairs (RDP) procedure to give feedback,
both compliments and suggestions, having been trained throughout the school year in
how to actively listen to peer presentations and offer meaningful, productive feedback.
Discussion may be pursued according to teacher’s discretion and student interest.

18. Display overhead (D. Roy quote). Have volunteer read aloud. Ask who can find the
« faux ami » (réalisations/achievements).

La fierté nationale
C’est être fier d’exister, fier de notre langue, de notre histoire, de nos coutumes, fier
de nos réalisations, de nos institutions, fier de nos artistes, de nos entrepreneurs, de
nos travailleurs, de nos ressources et fier de notre drapeau.
–Daniel Roy
Tribune libre de Vigile

19. Design rubrics to evaluate La fierté nationale  : Pour chaque objet, choisissez-en
un  : écrire un hommage  ; lister comment les citoyens démontrent…; ce que le
gouvernement fait pour faire honneur aux…  ; ou dessiner une vignette ou un dessin
pour chaque objet de la fierté nationale. Donner une variété de réponses. Before
beginning assignment, 4 groups of students will design rubrics and create sample
responses, with a brief report accompanied by the display of the sample responses
to invite feedback and thus assure the quality and harmony of the 4 sets of rubrics.
Students may choose to award extra points for responses that specifically address
French national pride, as opposed to national pride in general. Teacher may evaluate
rubrics overnight and assign group grades.

20. Homework assignment: complete La fierté nationale.

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21. After teacher has checked homework in the following session, students write their
intials on the back of each rectangle in the chart, then cut out their answers (on
the lines) and distribute, on 11 labeled desks, their 11 responses. Class then divides
into 11 groups of 2-3 to analyze responses, giving each item a rating according to
the rubric. Ideally, all four types of responses will be included for each of the 11
items. For example, Andréas and Sophie have 23 small rectangles labeled « fier de
notre langue ». This pile includes some tributes, some examples of civic expressions
of pride, some government initiatives such as laws/holidays, and some artistic
designs or even comics. The rubrics are posted in the room, and Andréas and
Sophie’s ratings are written on the back with a total score circled, leaving room to
record another rating, if time permits, to ensure fairness, OPI-style. All 11 piles
are collected and assessed. For assessment purposes, teacher may mark on seating
chart which partners rated which objects. (I realize this is a heavy-duty grading
burden for the teacher, and I’d iron it out a bit more before implementation. Maybe
have partners rate two sheets, uncut, then have everyone switch for a second
rating if time permits)

22. When cards are returned to student raters, partners create a collage using all the
entries for one object of national pride, resulting in 11 collages that can be
displayed together in the classroom or in a FL department hall display.

23. Preparing for assessment: Students will receive a packet that includes
study/practice questions for both the oral and written aspects of the assessment.
(homework) Review activity will be discussed, especially the pictures on p. 2, which
will provide a rich review of history content and vocabulary.

24a. Assessment. Written and oral components are based upon and similar to the ones
in the review activity. Class completes written component, then during oral
interviews (small groups of 3-4), (24b) other students will complete a pre-reading
guide (interpretive) for another page of Astérix.

25. Interpretive, Interpersonal and Presentational Task: Interacting with a product

of the TC, students will demonstrate new knowledge through written activities,
then interactively create a new product which they will present to their peers in a
short drama.
a) Each student will receive (with a reading guide) one of four or five different
pages distributed. Interviews and interpretive tasks are completed by end of
class period. Written work is submitted, assessed informally, and returned with
constructive feedback. Students are instructed to « Levez-vous » and, leaving
their papers face-down on their desks, « trouver tous les autres élèves qui ont
reçu la même feuille d’Astérix que vous.  They will find all the other students

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 who have been given the same page by describing and asking questions
(interpersonal).
b) The new pages have about 10 frames, like the first one, except that the text in
two of the frames has been erased. The groups will work together
(interpersonal) to compose something that makes sense.
c) With teacher approval, they will rehearse and perform their page as a brief skit
(presentational), including the new lines. They will be assessed for creativity,
continuity, clearness of speech, and sense of investment in the process
(attitude/effort). An example will be provided on the overhead display.

map : Peuplement de la Gaule http://www.hist-europe.fr/Rome2/gaules.html

map : la France pendant l’occupation http://fr.wikipedia.org/wiki/Zone_occup%C3%A9e
official website 50th anniversary http://www.asterix.com
source : frames and images http://lencyclopedix.free.fr/perso.php
10 million de morts http://objectifbrevet.free.fr/corriges/cor_hist_exp18.htm
fierté nationale : http://www.vigile.net/La-fierte-nationale

Superb lesson in all aspects. You clearly developed this nationally cherished text/cartoon
now graphic novel I guess for how it goes beyond a cultural product into a national
perspective. You show how the Asterix stories can be understood in any culture, indeed they
are widely translated, but hold a special place in French values and attitudes. You also did an
excellent job of adhering to the recommended instructional strategies associated with the
communicative modes. The assessment follows the IPA model – and as you work with this
model, esp. with advanced students you (and they) will find that seamlessness between
teaching/testing that we seek in today’s classrooms. All your attachments provide additional
evidence of your ability to design and assess using your own created materials for
instructional support.

Project Rubric and score ( 50/ 50 points). See highlighted areas.

  Excellent (5) Good (4) Needs Work (3-2)

Organization All objectives clearly
of Lesson: stated in terms of
Objectives, student performance
Standards, and/or standards
Format developed in the lesson
are clearly identified
and carried out in the
lesson.
Lesson plan format
Most objectives stated
in terms of student
performance but a few
focus on form or what
is taught and/or stan-
dards are identified
but not always relevant
to the lesson.
 Lesson plan format is
Objectives focus on
teaching or on student
knowledge of form not
performance
and/or standards have
not been identified for
the lesson.
 The lesson plan
consists of notes

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 demonstrates that all
the pieces are there for
planning, for sequencing
activities.
Teaching Tasks and activities are
Strategies and explained in exceptional
Techniques and detail (Another teacher
Commentary could teach the lesson).
*Teaching
strategy refers The choice of teaching
to specific strategies is logical and
recommended the instructional
approaches for approach is supported by
the module, i.e., research/good practice.
for
The plan is accompanied
interpretive
by a well reasoned
communication
commentary (as an
(M. 7) or
culture (M.11).introduction, embedded
in activities in a
different color or font,
or in a reflection).
Use of 3 Modes Student activities
of Communica- clearly reflect effective
tion and other approaches to develop
content targeted mode/s.
standards
Communicative modes
are effectively integra-
ted with cultural and/or
interdisciplinary content
or with comparative or
community standards.
Materials All materials for the
selection and lesson are correctly
technology referenced (e.g., link or
website) and teacher
created materials (e.g.,
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abbreviated so that without a clear
the sequencing of organization.
activities is not always
clear.
Tasks and activities are Tasks are presented
explained in sufficient with insufficient detail.
detail (for another
teacher to use as a  
framework)
Little or no evidence of
Some evidence in the choices of strategy
support of strategies and approach are in the
and instructional lesson.
support.
The plan does not
 The plan is provide insight into the
accompanied by some thinking of the
commentary on the teacher.
rationale behind the
decisions made.
Student activities are Student activities are
likely to result in some not likely to result in
advancement in advancement in
targeted mode/s. targeted mode/s.
Communicative modes
Communicative modes are taught separately
are taught within some from content or not
content area from the sufficiently attentive
standards. to content.
Most materials are Materials are not
referenced and adequately identified.
included but there are
some gaps. Few Material is mostly
teacher-created drawn from the text-
book without adapta-
 worksheets, handouts) materials.
are included. tion or substitution for
Most material is the age and proficiency
Materials are appropri- appropriate to level of students.
ate to proficiency level proficiency, age,
of students and to age, interests of students. Technology chosen is
interests, etc. questionable or no
 Technology chosen is technology is used but
Technology chosen en- appropriate to the it would have been
hances student language instructional task. useful. Not needed, no
and cultural learning. deduction.
Written Project submitted on Project submitted Project submitted
mechanics and time. within 48 hours (- 2 later than 48 hours. (-
time ( - points)  Well written without points) 3 to -5 points)
mechanical errors (L1 & Clearly written with Not clear and careless
L2) few errors (-2) errors in spelling &
form

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