Glastonbury Foreign Language Program
Curricular Unit: Geography of France
Grade: 9
Subject/Topic Area(s): Geography, Size, Government, Location, Natural Resources, Transportation, Climate, Economy, History, capital, centralization, tourism, institutions, transportation, politics
Key Words: géographie, climat, Paris, transports, train, transport fluvial, TGV, Chunnel, montagnes, parcs régionaux, Alpes, Mont Blanc, Jura, Vosges, Massif Central, Pyrénées, falaise, calanques, Camargue, fleuves, Seine, Loire, Rhône, Garonne, Rhin, Canal du Midi, Atlantique, Méditerranée, Manche, Mer du Nord, frontières, hexagone, DOM/TOM, nord, sud, est, ouest, Angleterre, Belgique, Luxembourg, Allemagne, Suisse, Italie, Espagne, Andorre, Monaco, Corse, province, région, département, commune, ressources, vignobles, viticulture, vins, tourisme, cuisine, industrie, parfumerie, sel de mer, haute couture, porcelaine, cristal, agriculture, produits, Union Europénne
Standards:
Major standards— 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Supporting standards—
Brief Summary of Unit (including curricular context and unit goals):
The major goal of the unit is to learn about the geography of France and to compare and contrast it with that of the United States . This unit will encompass not only the geography of France , but also more-in depth studies of the cities of France and regional cuisine. Students will become familiar with France 's size, location, natural resources, government, climate, flora and fauna, history, and transportation. Students were introduced to France 's geography in previous years and this unit reinforces the students' knowledge of geography. Through this overarching unit, students will learn about the transportation system, the government, the history and resources. The subject topics, key words, materials, and websites for this unit include all of those found within the subunits. This unit will act as an introductory, overarching, and summative unit for the Geography portion of the curriculum for French Grade 9.
Number of days for activity: 18
Materials and resources (including technology and multimedia):
• Video: “La France éternelle” (French and English versions)
• Video: “A French City Speaks ” Bernard Petit
• Brigham Young University 's Culturegram (geography section) on France
• Pictures from past trips to France (slide show)
• Maps (on wall and in books)
• Websites
• Michelin Guide to France , also on various regions (in French and in English)
• Video: Sur la Côte d'Emeraude: Dinard
• France magazine : la Maison Française, 4101 Resevoir Rd. , Washington D.C. 20007-2182 , (fall 1999 is on Alsace, winter 2001-2 is on Haute Bretagne).
• Guide to Brittany: Editions Ouest-France
• Poem: “Au bord de la mer”, Henri de Régnier in Choix de Poèmes Français ( Didier)
• Selections on regions in News from France, French Embassy
• CD Rom: Discover France in all its diversities (history, geography, language) presented by the Embassy of France in the U.S. : Mobiclic
• La France: Les fleuves et les côtes: Arnaud, Documentation scolaire #147
• France in the Enlightenment, Daniel Roche
• To Live in France, James Bentley
• Impressions Personnelles, Holt: La vie en province, la Bretagne, le Sud-Ouest (pp. 29-36 including questions)
• Discovering French: D.C. Heath, “La France en train” p. 194, “L'Euro Tunnel” p. 195, vocabulaire p. 196-97
• “Douce France, Cher pays de mon enfance…” (short reading and crossword on theme park, “ France miniature”) Okapi (song by Trénet
• Video: “In Love with Paris ”
• Michelin Guide to Paris (in French and English)
• Slides of Paris (1999)
• Slides of Paris (purchased in France )
• Maps (on wall and in books)
• Impressions Personnelles : Holt., chapter 1, Paris et les provinces, le métro
• “Paris, ville capitale”, mairie de Paris
• Poems: “Paris” Jules Supervielle, “Le Pont Mirabeau”
• BYU's Culturegram (food and etiquette section) on France
• Menus and cookbooks
• Pictures, postcards from past France trips
• Websites
• Impressions Personnelles, Holt: “la Cuisine Française” p. 52, “un diner traditionnel en France” p. 55
• Discovering French, D.C. Heath, “L'influence maghrébiene en France ” in cooking, p. 298
• Okapi, 5 juin 1999, p. 50-51: “Je m'empiffre de bonbons”
• Okapi, 14 octobre 2000, p. 34-35: “La Bonne Bouffe, c'est quoi?”
• « Discoveringthe Regions of France » A French Workshop Publication, 2001
• « Discovering French Culture » a French Workshop Publication, 2001 (Cuisine)
• Celebrating the Impressionist Table , Pamela Todd, Stewart, Tabori & Chang
• Crêpes et Galettes, Raymonde Charlou, Editions Ouest France-Cuisine
• Bocuse: French Regional Cooking
• Poem: “Déjeuner du Matin”, Prévert
• Allons voir les Français et les francophones… à table!: Quant à moi… Heinle & Heinle, p. 56-93
• Trip to French restaurant: Pastis
• Video: Pas de Problème (section on boulangerie)
• Video : Documentaires Authentique (Holt) Section : Alimentaire
• Les Régions de la France, geography capsules, Global Awareness Co.
• Rendez-Vous, Oudot (chapter 7: “ A Lyon: La Capitale gastronomique du monde” p. 65-77, reading and questions (French III)
• Slides from Elle magazine
• Panarama, Lectures Faciles: chapter 16, “Les Bonnes Manières à Table” pp. 80-86
• Chapter 17, “Le Système Métrique” 87-93 (French III)
• La Semaine du Goût in Ca Va (Scholastic) Sept-Oct., 2001
• Reading: “La douce France” – André Maurois, A la Page Culture et littérature p. 19-20
• L'Annuaire Français (N.Y., Philadelphia , Washington , Florida , Los Angeles , San Francisco ) 2003, examples of menus in French restaurants
Identifying Desired Results
• What essential questions will guide this unit and focus teaching/learning?
• How have the physical characteristics influenced the development of regions, Paris , and major cities?
• How do the geography and natural resources shape the national character of the French?
• How has France 's geographic location influenced its standing in Europe ?
• How is France similar to or different from the USA ?
• How are French cities similar or different from cities in the USA ?
• What would my daily life be like if I lived in France ? In what type of house would I live? What type of food will I eat?
• How do France 's products and industries affect the French economy?
• What attracts tourists to France today?
• What enduring understandings are desired?
Student will understand...
• how France 's geographical location has influenced its history and economy
• how its variety of topography and climates makes it unique
• how France 's geography is similar to or different from the USA
• how daily life in France is different and/or similar to daily life in the USA
• What key knowledge and skills will students acquire as a result of this unit?
Students will know…
• The differences among the regional cuisines
• That France is the most visited country in the world
• Names and location of important geographical points and political divisions
• That France is the largest country in Western EuropeStudents will be able to…
Identify items on French menus
Order a meal in a French restaurant
Identify several regions of France and describe them
Describe daily life in Toulouse and Paris
Sing the Marseillaise and La Faute de Voltaire with good pronunciation
Name several important products of France
Describe the climate and natural resources of France
Vocabulary:
Review ‘direction' vocabulary ( nord, sud, est, ouest )
Review ‘weather' vocabulary
Review ‘physical geography' vocabulary
Grammar:
Re-introduce passé compose and imparfait in text and in listening
Practice passé compose with être and avoir
Review comparatives and superlatives
Re-introduce commands, conditional, partitives and related vocabulary
• What do they already know that will help them learn new information? Where and when did they learn it?
‘Direction' vocabulary (6 th -8 th grade), passé compose (8 th ), imparfait (9 th ), comparatives and superlatives (9 th ), those students who have traveled to France on the school trip or on other trips are familiar with climate, location, and some geographic features
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks:
locate and explain items on a map
correctly use reviewed vocabulary and grammar, orally and written
Describe items on a menu
Quizzes, Tests, Prompts, Work Samples:
writing prompts
Students record themselves reciting/reading the poem for proper pronunciation
Students present prepared dialogues in class
Unprompted Evidence (observations, dialogues):
discussions regarding previous or upcoming French Exchange trips
class discussion
Student Self-Assessment:
peer-editing on paragraph
compare their pronunciation of poem with the voice on the tape
Lessons:
France Geography
• Discussion of France 's geography and history/Viewing of film
• Climate/reading and discussion of poem
• Review of passé compose and imparfait/write postcard
• Recitation and listening of poem in labCities
• Discussion of Paris 's geography and history/Viewing of film
• Reading and discussion of poem
• Review of passé compose and imparfait/write paragraph
• Peer-editing/recitation and listening of poem in lab
• Paris : A Virtual Tour from AATF, National Bulletin, Vol. 27, No. 2 (Nov. 2001)
• ToulouseRegional Cuisine
• Read material in English and discuss France 's cuisine and culinary habits
• Read selections in Impressions Personnelles , answers questions, discuss
• Reading and discussion of poem
• Review of greetings, commands, and conditional of courtesy/write dialogue
• Peer-editing of dialogue
• Recitation and listening of poem in l
• View video “Cuisine Française” (EAV), take notes, discuss, quiz on regions with map (be able to identify regions and match dishes with region). Write sentences describing food.
Links to Relevant Web Sites:
http://www.class.csupomona.edu/efl/french103/france_geography.html
www.bretagne35.com
www.fromages.com
www.thecheeseweb.com
www.tartetatin.com
www.perrier.com
www.100anslemetro.com
www.pariscope.fr
www.paris.org/parisF.html (pages de Paris)
www.Ratp.fr
www.Paris-touristoffice.com
www.paris-france.org
www.meteo.fr/temps
www.chateau-de-france.fr
Song: “La Marseillaise” http://www.elysee.fr/instit/index.htm
Assessment Blueprint (Performance Tasks)
Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:
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: