Submitted by Brandon Locke
Objectives:
Content:
Students will...
- Locate Fort-de-France on a map of Martinique
- Identify when Fort-de-France became Martinique’s capital
- Identify the population of Fort-de-France
- Demonstrate understanding of Fort-de-France’s history appropriate to their proficiency level by using related web sites and completing mission activities
- Acquire knowledge about Martinique’s capital city, Fort-de-France through various readings and websites and recording information on a worksheet
Identify at least 4 points of interest in Fort-de-France
Cultural:
Students will...
- Demonstrate understanding of several of Fort-de-France’s popular cathedrals, including la Cathédrale Saint-Louis
Become familiar with the various public markets found in Fort-de-France as well as some local authentic foods
Language: Content Obligatory
Students will...
- Understand the following verbs (infinitive or imperative forms) when completing mission activities using the Internet or when completing their worksheets: devenir, savoir, s’organiser, se trouver, goûter
- Understand and/or use (reading/writing) the following nouns when completing mission activities about Fort-de-France: Office de Tourisme, la côte, les habitants, les Foyalais, l’édifice, une siècle, le patrimoine
- Use the following proper nouns when completing mission activities related to Fort-de-France’s geographic location: le littorel Caraïbe, la baie des Flamands
- Use (in writing) the following physical geography terms when explaining the history of la Cathédrale Saint-Louis: un tremblement de terre, un incendie, un cyclone
- Use (in writing) the following nouns to describe the various markets (and related foods) found in Fort-de-France: le marché, les épices, des pêcheurs, des crustacés, des espadons, des langoustines
- Correctly answer questions in complete sentences by changing the question formation into an appropriate response (ex. Question: Donnez un autre mot pour "les habitants." Response: Un autre mot pour les habitants c’est "les personnes.")
- Review (from lesson 1) and use the expressions il y a and c’est when completing the mission tasks and when taking notes specific to "specialized topic"
- Use the second person plural of the verb apprendre (to learn) in the past tense to summarize their general understanding of Fort-de-France (following a model; ex. Aujourd’hui nous avons visité Fort-de-France. Quelque chose que nous avons appris de la ville c’est qu’il y a beaucoup de marchés, surtout le Grand Marché.)
Language: Content Compatible
Students will...
- Demonstrate understanding of the meaning of the expression à propos de... to mean "about" when reading directions on mission worksheets (ex. …en expliquant un peu à propos de Fort-de-France.)
- Demonstrate understanding of the present participle of the verb utiliser (to use) when reading directions on mission worksheets (ex. en utilisant des phrases complètes)
Demonstrate understanding of the preposition à when preceding verbs to mean "to" such as à voir, à goûter, and à savoir when using mission web sites
Learning Strategies / Social and Skills Development:
Students will...
- Work cooperatively in pairs to complete their task, build confidence, and give and receive feedback
- Monitor their focus on particular tasks and ignore distractions
- Use prior knowledge to help them complete their task
- Use images and context to help them decipher meaning of unfamiliar French words
- Focus on key words, phrases, and ideas
- Write down important words and concepts
- Create a written summary of information
Time Frame:
One or two 45-minute class periods
Materials Needed:
- Lesson 2 Indices (see resources)
- Guess Card (see resources)
- Lesson 2 Mission Worksheet (see resources)
- Lesson 2 Repos Worksheet (see resources)
- Specialized Topic Sheet (see resources)
- Internet access (Trackstar sites; see resources)
- Overhead projector and transparency of clues
Description of Assessment (Performance Project):
Note to teacher: As in Lesson 1, it will be important to pre-teach some of the verbs and some of the geographical features (see content-obligatory language structures) before asking students to complete the lesson worksheet.
Pre:
- The teacher should plan to review the navigation strategies using the various Trackstar sites as well as the expectations for completing the assigned tasks while working with their partners.
- The teacher projects the transparency of the "Indices" for lesson 2 for the entire class to see, making sure to cover the second and third clues, as well as the "guess card" and Trackstar site at the bottom.
- Each pair should be given one paper copy of the "guess card" to submit to the teacher.
- Reading the first clue aloud, the students are instructed to make a guess (working only with their partner) as to where in Martinique they are. If they know, they should complete the guess card and submit it to the teacher.
- The teacher continues by providing the second, and later the third, clues to the students. By the third clue most students should know that the answer is Fort-de-France. Each pair should complete and submit their guess card, and the teacher then provides the class with the appropriate Trackstar site (#136029).
- The teacher then distributes copies of this lesson’s worksheet (Deuxième Mission) to each student and reminds them of the how the class completed the first mission together the day before. The teacher also redistributes the "Specialized Topic Sheet" from the day before and instructs students to take several important notes about their topic as they explore today’s web sites.
During:
- The teacher directs the students to the specific Trackstar site and goes over the initial set of directions to get the class started. The teacher should also provide an appropriate example for one of the first three questions using a complete sentence.
- The students should be given the rest of the class period to complete this mission worksheet, working with their partner.
- The teacher should circulate around the classroom to assist students who may need help and should also verify that the students are taking appropriate notes that pertain to their specialized topics.
- Upon completion of this worksheet, the teacher distributes part 2 of the lesson, "Le Repos." Students are instructed to complete this worksheet with their partner; the teacher should review the steps necessary to submit the electronic postcard.
Post:
- Working with their partner, each pair writes an electronic postcard to the teacher, explaining a little about what they learned about Fort-de-France. The teacher should review the example provided in the first lesson as well as the scoring rubric.
- The students should be allowed a little more time to take adequate notes regarding their specialized topic.
- The teacher should collect the Mission worksheet as well as the Specialized Topic Sheet that will be returned the next day so that students can continue their note-taking.
Assessment:
- Completed "Deuxième Mission" Worksheet (see key)
- E-mail postcard to teacher (see rubric)
- Completed "Specialized Topic Worksheet" (see checklist)
References and Resources:
http://trackstar.4teachers.org/
- Trackstar Site # 136029 (for Mission)
- Trackstar Site # 136025 (for Repos)
- Additional Resources for teacher (Trackstar Site #136415)
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)
- Guess Card (pdf)
- Lesson 2 Mission Worksheet (pdf)
- Lesson 2 Mission Key (pdf)
- Lesson 2 Repos Worksheet (pdf)
- Specialized Topic Sheet (pdf)
- Lesson 2 Checklist/Rubric (pdf)
- Lesson 2 Indices (pdf)