interactions while traveling in france: a concept-based integrated unit andrea nolet, susie pietsch,...

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Interactions whileTraveling in France:

A Concept-Based Integrated Unit

Andrea Nolet, Susie Pietsch, and Nick StuckaE29.2201 Second Language Classroom

Spring 2009

Integration GridCONCEPT GRADE LEVEL UN IT THE ME

Interact ion

11–12 grade Frenc h 4 Travel ESSENT IAL

UN DE RSTAN DING S GU IDING QU ESTION S

In t e rac t io n s while

Travel ing in Fran ce

Int eracti on is what occu rs wh en tw o or mo re people hav e a recipro cal effect on eac h oth er. Com municati on is a type of interacti on. Trave l brings about a need to inte ract t hrough commu nicati on. Int eracti on dur ing trave l exposes peopl e to differ ent points of view. Cult ure is t he set of shared attitudes, val ues, and practices t hat cha racterize a group. Wh en t raveli ng, inte ractio n builds und erst andi ng of local cult ure. Int eracti on can influence or chan ge percepti ons.

What is interacti on? What is commu nicati on? How do es trave l cause people to interact? What d o people ga in fro m interacti on dur ing travel? What is cult ure? How do es trave l influ ence cultu ral underst andi ng? How do es interacti on affect us?

Social Studies Map skills Weather Culture

food, custo m s, diversity

Language A rts Greetings Questio ns Communic ating nee ds

food, tra nsport, medicine

Explainin g an d resolvin g probl ems Comparis ons

The A rts Mus eum s Music, dance, film, theatre Festivals Fashion, shopping

Math Budg eting Banking



DAY 1—Defining key concepts when thinking about a trip

Defining interaction. The unit will ask students to examine certain types of interaction that occur during travel in order to learn more about life in France and their own lives.

Resources: tourist map of Paris, poems L’invitation au voyage by Charles Baudelaire and Voyage by Guillaume Appolinaire



DAY 2—Booking a trip

Comparing and contrasting characteristics of American and French hotels. In pairs, students will complete an InfoGap and examine screenshots from Parisian hotel websites.

Resources: InfoGap worksheet, vocabulary list, screenshots from Parisian hotel websites

DAY 3—Packing for a trip

Defining communication. Students will relate communication to interaction in the context of shopping by writing a dialogue. For homework they will fill out a worksheet about budgeting for a trip.

Resources: graphic organizer, French ads and circulars, budget worksheet

AVANT billet d'avion + taxes d'aéroport € appareil photo numérique € nouveau sac à dos € nouveaux vêtements € passeport € guides de voyage € Dépenses avant le dépar t €

DEPENSES MOYENNES à Paris : en t re et €/jour

en Province : en t re et €/jour

ACTIVITES/EXCURSIONS/VISITES une journée de cuisi ne € un musée € une égli se € une excurs ion € Dépenses s ur les activités €

BUDGET TOTAL Avant € Vie de tous les jours € Excursio ns et activités supplémentair es

€

Cadeaux ou achats € Au total €

DAY 4—Leaving on a trip

Making plans for interaction. Students will listen to On Ira by Jean-Jacques Goldman, using the song to discuss what they will do on their trip. They will speculate what they might learn about France and French culture on their trip with examples from the song.

Resources: video of On Ira by Jean-Jacques Goldman, lyrics handout

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DAY 5—Arriving at the destination

Building awareness of cultural differences and potential problems. Students will listen to a podcast about good and bad parts of traveling, read articles highlighting differences between French and American airports, and practice reacting to situations that might occur upon arriving in France based on five common problem scenarios.

Resources: travel podcast, articles about airports and “jetiquette”

DAY 6—Spending the first day in town

Defining culture. Students will watch a short video and list some differences between a typical area of Paris and an American city, then categorize the differences and brainstorm ideas for a definition of culture. Pairs will look at a Parisian metro map, choose places to visit, and plan an itinerary using the metro stops to guide their tour.

Resources: video of la Rue Mouffetard in Paris, metro map of Paris with streets/sights overlay

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DAY 7—Sightseeing around town

Examining points of cultural interest more closely. In groups, students will use their itineraries from the previous day and the Internet to research the most popular aspects of one or two sights and write a one-page summary of their role in French culture. They will look up information about gift shops and souvenirs and will create an advertisement to warn tourists of the dangers of pickpockets.

Resources: list of Paris sights

Des sites, des attractions, et des musées de Paris

• La Tour Eiffel• Les Bateaux Mouches• L’arc de Triomphe• Les Champs-Élysées• La Sainte Chapelle• La Cathérale de Notre Dame• Île Saint-Louis• Le Quartier Latin, la Rive Gauche et la

Sorbonne• L’Opéra National de Paris• La Bastille• Montmartre et la Basilique du Sacré-

Cœur• Le Jardin des Tuileries• Le Jardin du Luxembourg• Le Musée d'Orsay• Le Musée du Louvre• Le Musée Rodin

DAY 8—Planning and taking a day trip

Interacting with other French people in other cities. Students will compare train travel in the United States and France before and after a roleplay activity depicting train travel from Paris to a major French city of their choice.

Resources: map of French rail network, graphic organizer, train schedules, Venn diagram

DAY 9—Preparing for eventual problems and introducing the

culminating performance

Debating strikes in the United States and France. Students will read a short news article about strikes in France aloud. During the second half of the class, they will begin working on their culminating performances. Students must complete their first drafts for homework, meeting outside class if necessary.

Resources: articles on strikes, culminating performance overview and rubric



DAY 10—Working on the culminating performance and DAY

11—PerformingStudents will continue to work of their culminating

performance, with each student including a personal statement about how interaction while traveling has

influenced or changed his or her perceptions of France. They will polish their scripts, prepare their props and

costumes, and perform at least once for the teacher as practice. At the end of the period, they will have time for dress rehearsals of their skits. Students will present their

culminating performance in front of the lower level French classes and the teacher will videotape the performances

to watch and post on the class website.

Culminating PerformanceStaging Interactions while Traveling in

FranceLearning Outcomes: Students will be able to —

1. Write a script using appropriate vocabulary and cultural knowledge gained from the Unit.

2. Apply their understanding of cultural differences to portray and resolve a misunderstanding or problem that could arise during travel.

3. Depict how initial perceptions change following interaction.4. Present their skits to an audience, complete with costumes and props

Background:We have learned about the logistics of planning and taking a trip as well as aspects of our home culture. Think back about the many different scenarios (communicative, cultural, connective, comparative, and communal) and types of interaction that might occur during a trip. Your group will explore one of these scenarios more deeply.

Task:Your task is to work in groups of 2–4 to write and present a skit depicting a scenario during travel. You must show an interaction between French and American people that highlights cultural differences. This comes from a misunderstanding or a problem, which must be explained then resolved. At the end of the skit there should be evidence of a change in perceptions. Each member of the group will have a specific role during planning and performance. Your skits must include props and costumes and last between 3 and 5 minutes. You cannot read from the script during the final performance, but you will turn in a final copy for a written grade and cues from the teacher if necessary. The performances will be videotaped.

Audience:Live performances will be given for lower level French classes and video clips will be posted on the school website to promote French studies in the future.

Purpose:To display essential understandings to the audience.To promote French studies.

Procedure:• In groups, review your notes and decide on a travel scenario to explore.• Plan your skit. Brainstorm a misunderstanding and resolution that could occur in the

scenario. Decide whose perceptions might change and how.• Assign roles for group participation, including leader, recorder, and stage manager.• Write your first draft of the skit. All group members must contribute ideas and

phrases. Consult with the teacher if necessary.• Revise and edit. Assign group members roles in the skit.• Find or create props and costumes.• Memorize your lines and practice the skit at least once before the dress rehearsal. • Turn in a final draft of the script. Act in the dress rehearsal in front of your

classmates.• Perform for the audience. Be prepared to answer any questions after your

performance.• Fill out the student checklist based on your own performance and participation.

Assessment

Student checklist: Showed a misunderstanding Showed its resolution Showed a change in perception Spoke with accurate

pronunciation, no errors Spoke fluently, excellent flow

with no pauses in speech Wrote with appropriate

vocabulary Wrote with correct spelling,

grammar, and punctuation Performed for 3–5 minutes Performed with several props

and costumes Performed without using the

script

CONCEPTUAL 10 7 5 3 Showed an appropriate

misunderst a nding for the situation

Strong evidence; misunderst a nding clearly presented

Good evidence; misunderst a nding

presented

Fair evidence; misunderst a nding

difficult to determine

No misunderstanding in the sc enario

Showed a resolution of the

misunderst a nding

Strong evidence; resoluti o n clearly

presented

Good evidence; resoluti o n presented

Fair evidence; resoluti o n difficult to

determine

No resolution of misunderst a nding

Evidence of change in perception

Stron g evidence; Students state exactly how their perceptions

have changed

Good evidence; audience can infer a

change

Fair evidence; audience would have to analyze to find a

change in perception

Poor or no evidence

OR AL 10 7 5 3 Accuracy in

pronunciat ion No e rrors 1 – 4 errors 5 – 10 erro r s 10 + errors

Fluency in speaking Excellent flow; no pauses in speech

Good flow; some pauses in speech. No excessive use of “um”

or “uh”

Fair flow; several pauses. 5+ incidenc e s

of “um” and “uh” as well as 5 – 8 insta n ces

of self correction

Poor flow; unable to follow the script.

Errors t o o numerable to keep track of

W RI TTEN 10 7 5 3

Use of appropriate vocabulary

Excellent use of vocabulary fitting with

the scenario. All key words present.

Good use of vocabulary; 1 – 5 key

words mi s sing

Fair use of vocabulary; 5 – 8 key

words mi s sing

Vocabulary incons istent with

scenario

Correct spell ing, grammar, and punctuation in

script

No errors 1 – 5 errors 6 – 10 erro r s Most of script

ungrammat ical and spelled incorrectly

LOGI S TI CAL 10 7 5 3 Appr opriate length

of time Between 3 – 5 minutes Between 2 – 3 minutes Between 1 – 2 minutes Under 1 minute

Use of props and cost u mes

Several props appropriate to script;

used creatively

Some props; used appropriately and

creatively

Few props; not creatively used o r

inappropriate

No props and/or cost u mes

Memoriz a tion of script

All group members fully memorized the

script

Script mostly memor ized; some forgetful moments

Script poorly memor ized; several forgetful moments

Script not memor ized; students read from the sc ript

BibliographyDay 1Tourist map of Paris. <http://www.paristheguide.com/mappa_parigi.gif>.

Day 2Hôtel l’Annexe. <http://www.annexe-paris-hotel.com/english/rooms_1.html>.

Day 3Budget voyage: Tour du monde. <http://www.tourdumonde.be/preparation/argent-sponsor-budget.php>.

Day 4Goldman, Jean-Jacques. “On Ira.” 1997.

Video <http://www.youtube.com/watch?v=JlpVYh2wveI>.

Day 5Learn French by Podcast. Lesson 115. 10 September 2008. <http://podcast.com/_service/getEpisode.php?episodeId=27292426>.

Day 6Promotional video of la Rue Mouffetard in Paris <http://www.youtube.com/watch?v=FXtd5xiqe3Y>.

Day 8Train schedule searches. “Réserver votre voyage.” Voyages-SNCF. <http://www.voyages-sncf.com/>.

Day 9Falga, Pierre. “Manif du 19 mars: petites villes pas si tranquilles.” L’Express.fr. 26 March 2009. <http://www.lexpress.fr/actualite/economie/manif-du-19-mars-petites-villes-pas-si-tranquilles_750389.html>.



Merci bien ! Bon voyage !



interactions while traveling in france: a concept-based integrated unit andrea nolet, susie pietsch,...

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