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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: 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: 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: 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: 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