Literacy

Strategy Lesson Plan

Names: Natalie Bouchard and Nicole McCormack Subject Area(s): French

Lesson Topic: French Language Centralization Inquiry Chart Grade Level(s): 11/12

Standards

Literacy Standard:
CA-CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.

Content Area Standard:

Communication Standard 1: Interpretive Communication - WL.CM1.A
Demonstrate understanding of the main idea and supporting details in major time
frames on most informal and formal topics of general public interest. Demonstrate
understanding of authentic texts using paragraph-level discourse that is spoken,
written, or signed.

English Language Development (ELD) Standard:

ELD.PI.11-12.6.A.Ex
Reading/viewing closely: (a) Explain ideas, phenomena, processes, and
relationships within and across texts (e.g., compare/contrast, cause/effect, themes,
evidence-based argument) based on close reading of a variety of grade-appropriate
texts, presented in various print and multimedia formats, using increasingly
detailed sentences, and a range of general academic and domain-specific words.

Lesson Objectives & Supports

Content objectives:
• Students will be able to synthesize the information from each of the 4
questions on the inquiry chart into a minimum 5-sentence paragraph
summary after reading 3 authentic French texts (at least one multimedia and
one informational text).

Literacy objectives:
• Students will be able to answer 4 “how” and “why” questions about the
centralization of the French language and the current glottophobie
controversy in Francophone communities after reading 3 authentic French
texts.
• Students will know how to read and evaluate multiple levels of authentic
French text to write 3 additional questions they have about the centralization
of the French language and/or the current glottophobie controversy in
Francophone communities.

Academic vocabulary:
 Tier II (General): thick/thin questions, inquiry, contradictory material,
summarization, target questions
Tier III (Domain specific): la glottophobie, la centralisation, un patois, la
province, laïque

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
• Inquiry Chart: Students will answer 4 “how” or “why” questions with textual
evidence after reading 3 different types of authentic French texts (multimedia,
informational, or literary) and synthesize the information from each question
into 5-sentence paragraph summaries (adapted from Doug Buehl, 2017).

Preparing for Culturally and Linguistically Responsive Teaching

How does this lesson build upon or relate to your students’ interests, experiences or
assets?
• This lesson builds upon our students’ interests in French language and culture by
giving them the opportunity to learn more about the origins of the language, the
centralization of the language, and the discrimination of the language. As global
citizens, they are interested in learning about different points of view and
understanding the complexities of Francophone communities. Because many of our
students are English learners, there are many students who may have personally
experienced language discrimination or know someone else who has; by
understanding the root of the controversy, students will better understand how to
make their linguistic assets work for them on both a personal and professional level.
The goal of a world languages course is to promote bi- or multilingualism; it is
essential to create a welcoming space for students so they feel encouraged to
increase their proficiency and continue to be lifelong learners. By addressing the
discrimination that takes place in Francophone societies, and making connections to
our own societies, students can begin to find solutions through the observation and
analysis of other countries’ actions, reactions, or even silence.

Assessment: How will you know if students met your objectives?

Objective Assessment
Students will be able to synthesize the information Homework (summary for each
from each of the 4 questions on the inquiry chart into question on the inquiry chart)
a minimum 5-sentence paragraph summary after
reading 3 authentic French texts (at least one
multimedia and one informational text).
Students will be able to answer 4 “how” and “why” Formative assessment
questions about the centralization of the French (completion of first 3 rows of
language and the current glottophobie controversy in inquiry chart), homework
Francophone communities after reading 3 authentic (answer the 4 questions with 2
French texts. additional French texts)
 Students will know how to read and evaluate 2-minute paired discussions
multiple levels of authentic French text to write 3 after viewing multimedia text as
additional questions they have about the a class, formative assessment
centralization of the French language and/or the (completion of first 2 rows of
current glottophobie controversy in Francophone inquiry chart)
communities.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set - How you introduce your lesson & engage students
Time Teacher Does Student Does
Minute 1. Teacher briefly states the objectives of the lesson
0-6 and cites the corresponding standards.
• This information will be written on the
whiteboard in the front of the classroom.
If this is a virtual class, the information
should be shared in the chat box once all
students have logged on.

2. Teacher projects a clip of the trailer for Bienvenue
Chez Les Ch’tis as an educational hook (02:04).

3. Teacher presents the following question to the
class: “How would you describe the interaction
between the main character and the characters
from Les Ch’tis? Who seemed more uncomfortable
with the difference in French accents? Why do you
think they felt that way?”

4. Give students 2-minutes to pick a partner and In the span of 2-minutes, students will pick a
answer these questions orally, in French. After partner to converse with. The first student
one student responds, they will need to ask a will answer the question, “How would you
follow up question to their partner. The goal is for describe the interaction between the main
them to keep the conversation going until the time character and the characters from Les
runs out. Ch’tis?” They will then ask their partner to
share their thoughts, and then continue with
the following questions, “Who seemed more
uncomfortable with the difference in French
accents? Why do you think they felt that
way?”.

5. Transition: The French language is very
centralized; that is to say that French is reliant on
the influence of its capital, Paris. Although you are
taught this “proper, pure” French in our class,
there are many different accents in France and in
other Francophone countries. Unfortunately, there
is a lot of discrimination in the French culture
against those who do not speak Parisian-French;
nonetheless, it is important to note that one’s
accent does not define them, nor should it limit
their personal or professional opportunities. The
focus of today’s lesson is to learn more about the
origins of the language, how different French
accents came to be, and why people are
discriminated against based on the type of French
they speak.
Lesson Body – The lesson itself
 Time Teacher Does Student Does
Minute 1. Pass out Inquiry Chart A to English learners and Students will read the documents to
6-7 striving readers, and Inquiry Chart B to advanced familiarize themselves with the task.
students. Everyone should also receive the
vocabulary list for their assigned readings, their
additional texts, and a transcript in either French
or English, depending on their proficiency level, of
the InnerFrench video they will be watching as a
class. As the teacher, or a student volunteer,
passes out the documents, he/she/they will point
out the different rows and columns on the inquiry
chart; students will need to answer four different
questions based on the information they learn
from three different French texts, write down
other important information, and ask at least one
new question per text. Teacher will tell students
that there are multiple worksheets because it will
allow the class as a whole to answer more
questions and create a more robust discussion.

7-11 2. Once everyone has their inquiry chart, the teacher Students will volunteer to answer the four
and students will fill out the first blank row questions at the top of the inquiry chart to
together for “What We Know.” The teacher will the best of their ability, either by raising
project a digital version of the inquiry chart and their hand and sharing their ideas verbally in
ask all four questions. This will help the teacher French, or in the chat box for a virtual class.
assess prior knowledge of the students. This Students who do not volunteer their ideas
second row gives students the opportunity to are expected to write down their own
share what they know about the topic of language thoughts in this first blank row so they can
centralization and discrimination, based on assess their own prior knowledge before
previous lessons and their own personal engaging in the readings. Students should
experience. To accomplish this, the teacher will also ask one additional question they would
ask for volunteers to share their ideas; the goal is like to have answered throughout their
to get at least one idea written down for each reading.
question. Students may either raise their hand and
orally express their thoughts, or, if it is a virtual
class, they may write their response in the chat
box. Students are also encouraged to write their
first impression of the answer, even if they do not
volunteer to speak. By engaging in this discussion,
the students can attempt to use new vocabulary
and test their grammar knowledge prior to the
reading activity.

11-26 3. Teacher will show the InnerFrench Episode: Who Students will begin to answer the questions
speaks the “purest” French? with English subtitles. in the second row of their inquiry chart; they
might choose to write directly on the inquiry
chart or take a separate set of notes while
they watch the video. The guiding questions
will help them decide which material from
the source is useful and which is extraneous
for the purpose of this lesson. They may also
choose to highlight their English or French
transcript of the video so they can use direct
quotes on their inquiry chart or identify
material for the “Other Important
Information” column.

26-29 4. The teacher will ask for 3-4 volunteers to share Some students will volunteer what they
one thing they found interesting about the video; learned from the video and what they
this is also a time to ask if students have any thought was interesting. Some students will
follow-up questions prior to taking part in the ask questions about glottophobia, the French
 next aspect of the lesson. language, and other aspects mentioned in
the video. This will help the teacher adjust
the following lesson so all of these questions
can be answered more in depth.

29-37 5. Put students in groups of 4 with classmates that Students will collaborate and negotiate to
had the same set of questions on their inquiry answer the questions in the second row of
chart (A or B). Give the students 8 minutes to their inquiry chart for the InnerFrench video.
answer the 4 questions based on what they They may use the vocabulary list they
learned from the YouTube video and write an received or look at the front of the classroom
additional question they have after the conclusion as support for answering the inquiry chart
of the video. The teacher will project the questions. Additionally, they will have the
vocabulary list for this video and will walk around support of the English or French transcript
the classroom asking groups of students if they of the video in case they missed any
have any questions or need clarification. information.


37-45 6. Next, the teacher will ask the students to find a Students will walk around the classroom
partner and discuss their answers. Students will with their inquiry chart to ask questions and
be instructed to choose a partner who has a share what they learned from the video.
different set of questions so they can learn more Students are encouraged to ask follow-up
and gain new perspectives; this ensures no questions and more personal questions
student will work with the same person they about their point-of-view on the topics.
collaborated with to complete this row of the Students are not required to write anything
inquiry chart. This also enables English learners down, but they might learn something new
and striving readers to learn from their more from a classmate or gain a new perspective
advanced peers in an informal setting. Students that will help them fill out their inquiry chart
will have 2 minutes with each partner and switch in more detail.
4 times, for a total of 8 minutes. The teacher will
let students know when to switch partners. If this
is a virtual class, the teacher will need to set up
breakout rooms.

Lesson Closure – How you wrap up and transition to homework or the next lesson
Time Teacher Does Student Does
Minute 1. Bring students together for a large group Students engage in a large group discussion,
45-48 reflection about the centralization of the French in French, about what they learned about the
language and the controversy around centralization and discrimination of
glottophobia in France. Lead with the following language by synthesizing what they learned
questions, which will help in the assessment of from the InnerFrench multimedia text, from
understanding as well as encourage students to their classmates, and from their own
reflect on what they learned today and share their personal experiences. This exercise will help
own perspective: What is the goal of the them when they summarize their ideas for
centralization of language in France? Do you think each question in paragraph form after
language should be centralized? What type of reading or watching two additional texts.
figures in France make this possible? Is a new law
the best answer for eliminating language
discrimination? How do you think glottophobia
affects people professionally and personally?


 48-50 2. Instruct students to read their two additional Students will turn in a completed inquiry
assigned texts (or find an additional text if they chart for their exit ticket. The first 4 rows
are an advanced student) and complete the and all 6 columns should be completed and
inquiry chart as their exit ticket by Friday. The have at least one complete sentence. The
exit ticket will be graded based on completion. homework assignment (the summaries)
This discussion will continue in the following should be at least 5 sentences long and
class, but students’ weekend homework will be to grammatically correct; English learners and
finish their summaries for each question based on striving readers will use the present tense
all 3 texts they read; this assessment will be while advanced students may be required to
graded according to both spelling and grammar. use more complex grammar tenses to
answer to synthesize their ideas.

Instructional Materials, Equipment & Multimedia

Multimedia Text: Who speaks the "purest" French? (InnerFrench)

• Projector or screen
• Computer or laptop to play YouTube video
• High-speed internet connection

Handouts:
• Inquiry Chart A - English learners/striving readers
• Inquiry Chart B - Advanced students
• Vocabulary List (divided by resource)
• Transcript of InnerFrench Video (French and English)
• Additional Texts:
o French MP seeks ban on 'glottophobia' after Mélanchon mocks journalist's
accent (France24) - English Learners
o French regional accents: source of pride or discrimination? (France24) -
English Learners/Striving Readers
o Accents Avoir l’accent ch’ti, est-ce un handicap? (La Voix du Nord) - Striving
Readers
o Les accents de France (1/4) : le plus chantant, c'est celui de Marseille (LCI.fr)
- Advanced Students

Differentiation:
English learners:
• English subtitles will be displayed while students watch the InnerFrench
video in class. All handouts will be in both simple French and simple English;
this includes a French vocabulary list with a direct English translation and/or
definition for each mandatory text.
• English learners will be provided with all texts needed to complete the
inquiry chart and will not be required to find additional resources for this
assignment.
o Students will be provided a link to the France24 newsreel French
regional accents: source of pride or discrimination?. This is an
English-language video from an authentic Paris-based news source;
students may adjust subtitles to match their first language to ensure
 their comprehension. This multimedia text pairs well with the
France24 article and will give English learners the opportunity to hear
and see similar vocabulary as they complete their inquiry chart and
write their summaries.
§ If this particular text proves to be inaccessible for students,
they are encouraged to use Newsela or another resource to
find an article about language or accent discrimination in their
first language.
o Students will be provided a link and/or printout of the France24
article French MP seeks ban on 'glottophobia' after Mélanchon mocks
journalist's accent to use as an accessible text for their inquiry chart.
This is a short English-language article about a recent example of
glottophobia in France with English-subtitled video.
§ If this particular text proves to be inaccessible for students,
they are encouraged to use Newsela or another resource to
find an article about language or accent discrimination in their
first language.
• Students will complete Inquiry Chart A, which includes simple questions to
answer for each article. Compared to the inquiry chart for advanced students,
these questions are more factual and will require the student to answer in
the present tense.
Striving readers:
• Striving readers will be provided with all texts needed to complete the
inquiry chart and will not be required to find additional resources for this
assignment.
o Students will be provided a link to the France24 newsreel French
regional accents: source of pride or discrimination?. This is an
English-language video from an authentic Paris-based news source;
students may add subtitles so they can read the narration while
watching the video.
o Students will be provided a link and/or printout of the La Voix du
Nord article Accents Avoir l’accent ch’ti, est-ce un handicap?. This is a
short article in French and students will be provided with a
vocabulary list that will assist them in their reading. Students will
have the option to use Read&Write for Google Chrome to use text-to-
speech, text and picture dictionaries, speech-to-text, or word
prediction to assist them answering the questions on the inquiry chart
and their concluding summaries.
§ If this particular text proves to be too challenging for students,
they are encouraged to use Newsela or another resource to
find an article about language or accent discrimination at a
reading level that is accessible to them.
• Students will complete Inquiry Chart A, which includes simple questions to
answer for each article. Compared to the inquiry chart for advanced students,
these questions are more factual and will require the student to answer in
the present tense.
Students with special needs:
• Accommodations will be made in accordance with students’ IEPs.
Advanced students:
• Students will watch a French-language multimedia text without subtitles
(Les accents de France (1/4) : le plus chantant, c'est celui de Marseille) about
the uniqueness of the Marseille accent to answer the four questions on the
inquiry chart and add to their summaries.
• Students will be required to find a third authentic French text on their own to
complete the inquiry chart. They will be encouraged to use the following
resources to find an appropriate article:
o Le Monde
o Le Figaro
o Libération
o Le Parisien
• Students will complete Inquiry Chart B, which includes more advanced
questions to answer for each article. Compared to the inquiry chart for
English learners and striving readers, these questions are more hypothetical
and will require the student to answer in varying grammar tenses rather
than simply in the present tense.