Submitted by Adapted from POLIA Handbook by CoBaLTT Staff
Objectives:
Content:
Students will:
- demonstrate understanding of the content in the assigned text by creating a diagram and responding to questions
- use prior and new knowledge to compare and contrast the three types of baccalauréat in France
- demonstrate knowledge of the school system to distinguish between the three types of baccalauréat
- use prior and new knowledge to generate a list of similarities and differences between the French and U.S. systems
Cultural:
Students will:
- use prior and new knowledge to compare and contrast the French and U.S. educational systems
- use prior and new knowledge to generate a list of similarities and differences of the two systems
Language: Content Obligatory
Students will:
- use relevant vocabulary to respond to questions and describe differences and similarities, e.g., the terms la voie générale, la voie technologique, and la voie professionnelle
- use the present tense accurately
Language: Content Compatible
Students will:
- use comparative structures
- demonstrate accurate subject-verb and noun-adjective agreement
Learning Strategies / Social and Skills Development:
Students will:
- use prediction skills
- utilize reading strategies that include identifying key words, attending to font differences, and scanning for specific information in the text
- use context clues to predict the meaning of unknown words
- work cooperatively in small groups
Time Frame:
This lesson will take approximately two to three 50 minute sessions.
Materials Needed:
Text and tables summarizing options for French high school study as adapted from texts
Description of Assessment (Performance Project):
Pre-reading:
Explain to students that they will be reading a text that describes the nature of and options for the baccalauréat in France. Explain that there are three different fields of specialization for the baccalauréat: la voie générale, la vois technologique, and la voie professionnelle.Students are then asked to make predictions as to which type of information they will find under each different field of specialization. The ideas should be recorded on the board or on an overhead transparency. What kind of subject areas do they think are covered in each field of specialization?
Encourage students to reflect on the U.S. educational system. Are high school students in the U.S. tracked according to fields of specialization? How does tracking occur in U.S. high schools? What are the advantages and disadvantages of early specialization in a field?
During reading:
Divide the class into three "expert groups" in order to participate in a jigsaw activity (Kagan, 1989, cited in Shrum & Glisan, 1994). The material has been divided into three sections (Group A, B, and C) reflecting the three types of baccalauréat: la voie générale, la vois technologique, and la voie professionnelle.First, each group of students is asked to read their section (using the text and tables) looking for keywords, and paying attention to information in boldface and italics. While reading, students are to focus on the following questions:
- Which types of baccalauréat can French students prepare?
- How long does it take to prepare the baccalauréat in a specific field?
- Which disciplines are most/least important for students to study for their baccalauréat?
- For which university studies does the baccalauréat in a specific field prepare students?
- How does the information in the text compare to the class' predictions about this field of specialization?
Each group is to synthesize the information in the reading material and create a diagram that explains the course of study described in that group's reading selection. Each member of the group is responsible for copying the diagram and answers to the questions so that he/she may later share it with other students in the "home groups" that will be formed in the post-reading activity. Students should also take note of questions that arise during their discussion.
Post-reading:
Students from each "expert group" will form a new "home group" with one person representing each of the original "expert groups." Each student representing the "expert group" will share information from their assigned section (the diagram; answers to the questions) with the newly formed "home group." The other students comprising the "home group" will be encouraged to comment or ask questions to the home group members that may have arisen during the reading activity.Follow-up:
A discussion with the whole class should take place. The teacher should clarify any misunderstandings that emerge. A list of similarities and differences between the U.S. and French educational systems should be generated.
Assessment:
The teacher can use the diagrams, answers to questions, and participation during the whole class discussion to assess students' comprehension of the text.
References and Resources:
Text and tables summarizing options for French high school study as adapted from texts in:
Ministère de l'Education Nationale. (1994, Septembre). Tout sur la nouvelle école. Paris: ONISEP-CNDP. Kagan, S. (1989). Cooperative learning: Resources for teachers. San Juan Capistrano, CA: Resources for Teachers.
Shrum, J.L. & Glisan, E.W. (1994). Teacher's handbook: Contextualized Language Instruction. Boston, MA: Heinle & Heinle. 149-151.