Glastonbury Foreign Language Program
Curricular Unit: Roman France (French)
Grade: 7
Subject/Topic Area(s): Roman France, Latin, everyday activities, present tense, descriptive adjectives
Key Words: La colonne, le mur, les égouts, la forteresse, l'amphithéâtre, l'aqueduc, le ciment, la rue, les Romains, le mausolée, la déesse, le dieu, le gladiateur, il se baigne, les arènes, les soldats, les esclaves, le maitre, les arches, il tue, le sable, les spectateurs, les maisons, le toit, les bains, les Gaulois, l'empereur, il meurt, la rivière, les ruines, les escaliers, défendre, faire une course de chars, il achète, il se bat, un citoyen, il se réveille, il gagne, il vend
Standards:
Major standards— 1.1, 1.2, 2.2, 3.1, 4.1
Supporting standards— 1.3, 2.1, 3.2, 4.2
Brief Summary of Unit (including curricular context and unit goals):
Students will enter the world of Galia, or Roman France, by learning about Latin and studying Roman sites and Roman lifestyle, which are still a part of France today. Using the present tense, they will write a booklet about everyday life as in Galia.
Number of days for activity: 15
Materials and resources (including technology and multimedia):
Slide power point of Roman France
Vocabulary sheet to accompany slide show
A crossword puzzle with the new vocabulary
Chapter one of Latin book, with activities and translation for the students to do.
2 Sheets on Latin roots in the English language.
Matching exercise with French/English words using latin as a base.
Reading on 'Le pont du Gard' (Images Doc)
'Asterix' comic book and pictures of main characters
Identifying Desired Results
• What essential questions will guide this unit and focus teaching/learning?
a. How is the Latin language similar to French?
b. How have Roman structures shaped French architecture and lifestyle?
c. What Roman activities are considered part of French culture today?
• What enduring understandings are desired?
Student will understand...
1. why French is considered a Latin language.
2. that based on the richness of the architectural ruins of France, Galia was an important part of the Roman Empire.
• What key knowledge and skills will students acquire as a result of this unit?
Students will know…
vocabulary relevant to Roman architecture and life. They will see pictures of the most famous Roman ruins in France
Students will be able to…
compare Latin, English and French
talk about daily life of the Romans in French
Vocabulary:
Grammar:
• What do they already know that will help them learn new information? Where and when did they learn it?
Students are studying the Romans in their Social Studies class. Therefore, they do have some information about Roman daily life.
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks: Power Point presentation about the daily life of a Roman in France
Quizzes, Tests, Prompts, Work Samples: Quiz on the Roman structures in France
Unprompted Evidence (observations, dialogues): Students will answer questions on French Roman ruins
Student Self-Assessment:
Lessons:
• Lesson 1: Map of Roman empire: review of geography. Introduction of Latin roots used in English: Kong with the wind ; Latin roots in English. Chapter one of Latin book. Homework: translation of paragraph into English.
• Lesson 2: Go over Homework. Review Latin voca with ball. Latin roots in French/English words. Give out vocabulary for the Power Point. Puzzle for homework.
• Lesson 3: Power Point presentation on the French Roman architecture. WRITING: Write a paragraph describing 5 places Romans in France used to go to and the activities they would do there.
• Lesson 4: Reading in groups: Daily life of the Romans. Students answer questions in pairs.
• Lesson 5 & 6: Power Point of a Roman house: review of the house voca. Reading: 'Le chantier du Pont du Gard' - comic strip and history - 3 groups of students read pg 2 and answer the questions in English. Read the comic strip and assess their understanding in English. Go over last page: review metric system; answer oral questions about the aqueduct.
• Lesson 7: Quiz on matching picture of a Roman building with the French word. Introduce students to the comic strip character Asterix and friends. Present characters, students describe them using descriptive adjectives previously learned. Review and practice present tense using -er verbs to describe their daily activities. Homework: describe a typical Roman, including name, age, social status, personality and physical description, family members.
• Lesson 8, 9, 10 & 11: Assign powerpoint project " 1 jour dans la vie d'un romain(e)". Students work in computer lab to research, work on and complete project. Allow 3 to 4 days.
• Lesson 12 & 13: Oral graded presentation of project to class. Allow 2 days.
• Lesson 14 and 15: show a video or movie of Astérix.
Links to Relevant Web Sites:
http://members.aol.com/Donnclass/Romelife.html#BREAK
http://carlos.emory.edu/ODYSSEY/MidElem_Home.html
http://bellarmine.lmu.edu/~fjust/Rome.htm
Assessment Blueprint (Performance Tasks)
Task Title: Power Point presentation: A day in a French Roman's life
Students will show their understanding of the Roman France through the description of a Roman, the places visited, and the actions being done.
Approximate Time Frame: 6 days
Standards: 1.2; 2.1; 2.2; 3.1; 4.2
Purpose: check those that apply Formative – Summative –
Description of Task:
Students will create the "book" by using PowerPoint . Using graphics, pictures, drawings etc., they will show a "Romain" or "Romaine" throughout a typical day. Students will caption each page of their "book" in French describing what the "Romain" or "Romaine" is doing. Obviously, students are expected to use the vocabulary and grammar we have learned this year.
Evidence of desired understanding:Criteria of judgment:
Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –
Assessment Blueprint (Other Evidence)
• What is being assessed?
• Describe the assessment.
• What is the purpose of the assessment?
• Criteria of judgment/evaluative tools: