Download Lesson Plan – Le Carnaval

French I
Ms. Jones
Unit Plan – Le Carnaval
Primary Standards:
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Secondary Standards:
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
The BIG Idea(s):
Language is used to give and receive information.
Context can be used to decipher meaning.
Essential Questions:
How is Carnaval the same and different in all places where it is practiced in the Francophone
world?
Why is music so essential to Carnaval?
How is the culture of Louisiana (especially New Orleans) unique from the other United States?
Topic(s)
Performance Skills
Carnaval
Use context clues to
understand a text
about Carnaval.
Describe the season
of Carnaval, its
origins, and
practices.
Music (Cajun, musik
rasin – Haiti, etc…)
Identify where and
when Carnaval takes
place.
Sing song lyrics from
a popular New
Orleans Cajun Band
Appreciate different
musical forms
Language Structure
Content
Subject+Verb+Object
Il / Elle Subject pronouns
used to replace nouns
(i.e. : « it ») by gender.
Time (24hr Clock)
Le + Day of Week =
Habitual action for that
day.
Vocabulary
Carnaval, Nice,
Caraïbe, Antilles,
Haïti, Martinique,
Guadeloupe, New
Orléans, Louisiane,
Le Carême
Pendant
Days of the Week
Months of the Year
Avoir faim
Cajun, Créole,
Two verbs in succession = Zydeco
conjugated verb + infinitif
French I
Ms. Jones
Louisiane
associated with
Carnaval
Describe the culture
of Louisiana and the
connection between
France/ French
culture and
Louisiana
Noun + Adjective
Cajun, Créole,
« Laissez les bon
temps rouler ! »
Activities:
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Read paragraph “Le Carnaval de Nice” on page 132 of “A Lire Absolument”. Discuss
meaning as a class. While speaking about Carnaval, explain how to use “Il / Elle” as “it”.
Listen to Haitian song “Retounen.” Read information about song. Discuss student
impressions.
Listen to Cajun song “L’amour ou la Folie” by Beau Soleil. Read and discuss lyrics.
Discuss double verb constructions (conjugated Verb + infinitive).
Read pages 138-141 “Les Cajuns” in “Sur le Vif”. Listen to song. Discuss the difference
between Cajun and Creole. Discuss difference in culture between Louisiana and the rest
of the United States.
In groups, have students compare and contrast the schedules for Carnaval in Martinique,
Nice, and New Orleans. Ask each group to present the information to the class (in
English if necessary).
In groups, have students review the history of Carnaval in Martinique, Haiti, and New
Orleans. Ask each group to present the information to the class (in English if necessary).
Assessment:
Engaging Scenario – Students are employed by the Office of Tourism of three different
locations where Carnaval is practiced.
Students will prepare a travel guide/ brochure for tourists wishing to visit Carnaval in one of
three locations: La France (Nice), Le Caraibe (Martinique), and Les Etats-Unis (New Orleans).
Travel guides must contain Carnaval dates, ticket information (if needed), short history of
Carnaval in the region/city, themes, colors, music, and at least two defining features unique to
Carnaval in the region. (Extension: Students may also include hotel and flight information,
creating vacation packages for their respective locations.)
Students will prepare presentations to advertise their Carnaval locations. These presentations
may take the form of in-person (performed) skits or commercials, formal presentations, tourism
“fair” / booth presentations with materials (i.e.: posters, brochure-already prepared--, etc) OR
electronic presentations (i.e.: videos, PowerPoint presentations, other multimedia displays.
NOTE: Form of presentation may be left to students, but the audience for the presentation
should be specified (i.e.: American and/or French tourists, American and/or French companies
for sponsorship, young people, older people, etc…). This project may be completed in either
English or French depending on the level of the students.
French I
Ms. Jones
Le Carnaval – Le Ministère du Tourisme
Directions : You are employed by the Office of Tourism of either Nice, France ; Fort-de-France,
Martinique ; or New Orleans, Louisiana. Your task is to create a travel brochure AND
advertising presentation to entice French-speaking tourists to come to your city to celebrate
Carnaval.
Brochure
This is one tri-fold page written document.
Your brochure MUST contain all of the following items:
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Dates of Carnaval Season
Themes and/or Colors of Carnaval in your city
Abbreviated Calendar of Events
At Least TWO Defining (Unique) Features of Carnaval in your city
At Least TWO Pictures or Graphics
Your brochure may also contain:
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Travel Information (Hotel, Flights, etc)
Ticket Information
Additional Pictures or Graphics
Advertising Presentation
This can take one of the following three forms:
1. One Minute Filmed Commercial
2. One Minute Long In-Class Skit
3. 8 Slide PowerPoint Presentation
Regardless of your choice, your advertising presentation must:
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Encourage French-speaking tourists to come to your city for Carnaval
Reference at least one unique feature of Carnaval in your city
Give pertinent information for tourists to take action (i.e.: website, telephone number,
etc)
Credit sources of all pictures and information (i.e.: scrolling credits)
Be entertaining