Ma Famille
by Gwen Burguieres, gwen.burguieres@cpsb.org

Content Area(s)
Foreign Language

Grade Level(s)
7, 8, 9, 10, 

Overview
This lesson focuses on the family. Students are asked to identify members of their families giving pertinent information about them using PALM Camera, Contacts, and Sketchy applications and to share this information with other members of the class. They will also interview classmates about their respective families using the PALM beam capabilities and subsequently introduce another student's family to small groups.

Software
Camera
Contacts
Memo Pad
Sketchy

Technology
Overhead projector
TV/VCR
Discovering French Video - "L'album de photos"
Transparency - "Ma Famille"
Discovering French Nouveau, Bleu I

Objectives
The student will:
• use a handheld to introduce his/her family to another classmate
• interview this classmate about his family
• present his classmate’s family and/or imaginary family member in cooperative learning groups

Procedures
Approximate Duration: Three 45-minute class periods

Benchmarks:

• Communication: Interpretive Mode: CM-1-B3 -demonstrating comprehension of brief spoken and/or written messages on familiar topics, such as personal preferences, family, school events, and celebration;
• Communication: Interpersonal Mode: CM-2-B3 -
exchanging basic information about people, events, places, animals, and things through description or by asking and answering simple questions;
• Comparisons: Nature of Language: CP-1-B7-
demonstrating awareness of a variety of ways to express ideas
• Communities: Careers: CT-3-B1 - identifying common professions

Lesson Procedures:

Day 1
1 – The teacher will sensitize the students to the upcoming lesson by showing a page from her family album and identifying each family member shown telling their names, ages, occupation and describing their general personalities with one or two adjectives in the target language.

2 – The teacher will show the video, L’album de photos about a French teenager telling about family members shown in an album.

3- Using the transparency “Ma Famille,” the teacher will introduce correct terms for various family members, reviewing how one’s tells and asks about names, ages, occupations and personalities of people. Students will participate in drills to practice these questions and this vocabulary. Focus will be on the possessive adjectives for my.

4 – Using the point-and-identify strategy, students will practice use of possessive adjectives with nouns for family members.

5 – Handhelds will be distributed for students to use the Contact and Camera applications to photograph three “pretend” family members and identify them for the purpose of beaming their picture and name to another student.

6 – Handhelds are checked out to class so that students may photograph their family and pets for tomorrow’s lesson or (Option B) students may bring pictures to be photographed during next day’s class period.


Day 2

1 – Class reviews family vocabulary from previous day focusing on the possessive adjectives for your.

2- Handhelds are distributed. Students import photos to Contacts and add brief written descriptions of each family member shown giving name, age, occupation and brief personality description but omitting one of the required identification items each time. Omitted items should change with each member. As students finish, their project is beamed to teacher for evaluation.

3- Using “SU, HU, PU” to find a partner, students take turns exchanging information and interviewing each other to obtain missing items by using the PALM beam feature and Memo Pad. Students turn in a hard copy of the questions they beamed during class.

*Teacher circulates to supervise and monitor

Day 3

1 – Class reviews family vocabulary, focusing on the possessive adjectives for his/her using the transparency.

2 – Handhelds are distributed. Using Sketchy, students create a colorful, imaginary family member or an unusual pet and write a description of him/her. The finished product is beamed to today’s SU-HU-PU partner.

3 – In cooperative groups, partners introduce each other’s imaginary family member to the other group members using the appropriate sa/son/ses possessive adjectives in the target language. Extra PALMS are used to record oral presentations for teacher evaluation.

4- Students use peer assessment forms to evaluate the presentations made in their groups.


TAP Rubric Descriptors Specifically Addressed

• Motivating Students – Organizing content so that it is personally meaningful and relevant to students; learning experiences where inquiry, curiosity and exploration are valued.
• Presenting Instructional Content – Examples, illustrations, analogies and labels for new concepts and ideas; modeling by the teacher to demonstrate his or her performance expectations
• Activities and Materials – Are challenging; sustain students’ attention; provide opportunities for student to student interaction; are game-like, involve simulations, require creating products, and demand self-direction and self-monitoring
• Academic Feedback – Teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback; teacher engages students in giving specific and high quality feedback to one another.
• Problem Solving – Activities reinforce the following problem solving types: observing and experimenting; identifying relevant and irrelevant information; generating ideas; and, creating and designing.

Other Supporting Material

Submitted on: 1/8/2006 6:02:56 PM