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Date 11/16/18 Subject/ Topic/ Theme Bastille Day (le 14 Juillet) Grade ___10_________
I. Objectives
How does this lesson connect to the unit plan?
Bastille Day is the French Independence Day. This lesson builds on the unit plan theme that all holidays reflect something about the cultures that celebrate it.
Students build on their vocabulary that will be in their summative assessment.
Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1.N.RW.j Share likes and dislikes in the target language with a classmate in writing, using email messages,
notes, and letters
2.1.N.H.a Identify and explain the impact of three major historic events and their impact on the culture of a
community or country in which the language is spoken
2.1.N.F.e Explain the practices and significance of an important: • civil or religious holiday or celebration AND
• regional holiday or celebration AND • personal or family holiday or celebration within a community or
culture in which the target language is spoken
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students can
Students will Students can connect communicate verbally in
collaborate to find artwork to the French their groups or through
information about a republic it depicts in writing with their
specific French different ways. adjectives.
republic. They are free Students can express their
interpretation of historical
to use whatever paintings.
resources they find the
complete this task such
as each other, me, the
internet, books etc.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Write both French and
Students choose English on Adjective
whatever adjectives post-its so that all
they want to describe students can
art work. understand them and
Students choose what use them
resources they want to
use and how to to
explain them.
5 prints of each painting
Materials-what materials
5 stacks of post-its
(books, handouts, etc) do
you need for this lesson Laptops
and are they ready to use? Worksheets
In the beginning, desks will be arranged in their usual way (vertical rows)
When students start working in group, they will move their desks so that they are facing
How will your classroom members of their group
be set up for this lesson?
Development
15min (the largest 3. Split students into groups of five (one 3. Look for information on the internet about the
component or group of four). Give each group a French French republic you were assigned. Use the
main body of republic to research. Give everyone a worksheet as a guide for finding useful
the lesson) worksheet. Groups can work together to information. Students should fill it all out together
fill out the worksheet. They may use as a group.
25min Wikipedia.
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4. Give members of each group a picture of 4. Get in your new group, bringing the information
a painting that represents their republic. you found about your republic with you. Share
Mix up groups by putting one member of what you found starting with the first French
each group into a new group. Have each republic and going to the fifth. After each person
member of the group teach the rest of the teaches, they can show the painting they found that
group what they found out in order of depicts their republic. Have students discuss how
republics. Then have the rest of the group they think the painting reflects the republic. Have
discuss how the painting reflects the students word reference two French adjectives that
republic. Have each student word describe the painting and write them (along with
reference two french words that describe the definition) on a post-it.
each painting and write them on a sticky
2min note. Walk around while students are 5. Put your post-its next to the painting on the wall
discussing and ask guiding questions if that describe it.
necessary. 6. Walk around the classroom with a piece of paper
5. Post a copy of each painting on the walls and write a sentence for each painting saying they
10min of the classroom. either like or dislike it and two reasons why. Use
adjectives that your classmates have posted to help
6. Have students walk to each painting like a you describe it. Ex) “J’aime____ parce que c’est
museum and write a sentence for each exitant et vibrant.” “Je n’aime pas ____ parce que
painting saying they either like it or c’est sombre et violent.”
dislike it and two reasons why. Walk
around and help when necessary.
5min Closure 7. Tell students to talk about their favorite 7. Students will choose their favorite painting and
(conclusion, painting to three other students. tell three other people which one they like and why
culmination, 8. When students are done, tell them to give in French.
wrap-up) you all the post-it notes and use them to 8. Look at vocab words online and get familiar
make a vocab sheet that you will post with them so that you can talk about paintings in
online. Tell students to review words the summative assessment.
when they get home.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
- I wanted students to understand how important Bastille Day was considering how many revolutions there were in France. I
want students to see how much the French have struggled for democracy though out history.
- I wanted there to be a lot of collaboration in this lesson so that students could learn from each other so it’s a lot of directed
conversation and group work.
- One issue is that since students essentially make their own vocab list, I can’t really make the vocab a part of the summative
assessment unless I have taught the lesson which I have not. Students can still use the words they found in the oral
assessment but the written vocab quiz would have to be made with actual students.
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