Interlude culturel Block Scheduling Lesson Plans interlude culturel 5 Les grands moments de l’histoire de France (1715–1870)

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Interlude culturel Block Scheduling Lesson Plans
INTERLUDE CULTUREL 5 Les grands moments de l’histoire de France (1715–1870), page 216
Block scheduling (2 days to complete—optional)

Reading Objectives

To read for content: information about the historical foundation of modern France

To read about the Declaration of the Rights of Man and the French national anthem, La Marseillaise

To read a summary of Les Misérables by Victor Hugo

Cultural Objectives

To learn about the French Revolution and Napoleonic era and important people: Marie-Antoinette, Louis XVI, Napoléon

To learn about French institutions that developed after the revolution: la fête nationale, le drapeau, Marianne, le musée du Louvre, les départements français, le système monétaire, le système métrique, l’armée nationale, l’hymne national

To learn about the French romantic writer and politician Victor Hugo


The Interlude culturel contains historical background information about the French Revolution and cultural information about French institutions that developed afterwards. The material can be taught as a lesson or introduced in smaller sections as parts of other lessons. The selections can be used to expand cultural awareness, to develop reading skills, to build cultural knowledge, or as resource material for student research projects.

Day 1
Motivation and Focus

• As students preview the pictures, maps, titles, and subtitles on pages 216–225, invite them to share information they may know about the people, places, and events pictured. Discuss the historical periods on the time line, page 216. What events and rulers are on the time line? What was happening in America during this same period?

Presentation and Explanation

• Preview orally the information on pages 216–217 using Overhead Transparencies H3, 1, 1(o), 5, and 5(o). Students can read the pages. Use a worksheet such as the one on TE page T45 to guide students’ reading of the text. Discuss the answers. Share the NOTES HISTORIQUES and PHOTO NOTE on TE pages 216–217. Have students compare the map of Europe on page 217 to Transparencies 5 and 5(o). What differences do they see? What borders are different? Which places were separate countries in the 19th century but are now parts of another country? Which places have become separate countries since the 19th century?

• Together, read the introductory material about L’héritage de la Révolution, page 218. Divide into small groups, with each group reading one or two of the selections on pages 218–221 that describe the French institutions that developed after the revolution. Later, groups can share information that they learned about the French institutions they read about. Share additional information from the NOTES CULTURELLES, ADDITIONAL INFORMATION, and NOTE HISTORIQUE on TE pages 218–221.
Guided Practice and Checking Understanding

• Check understanding of the readings by asking students to do a short oral summary of each section. Guide other students to add more information to the summaries.

Day 2
Motivation and Focus

• Use the suggestions in TEACHING STRATEGIES, TE page 216.

Presentation and Explanation

• Have students read pages 222–223 to find out the history of the French national anthem, La Marseillaise. Guide students to summarize the information, using the time line on page 216 and the map on page 222. Explain the NOTES LINGUISTIQUES in the margins of TE pages 222–223. Use the TEACHING STRATEGIES to discuss students’ opinions on changing national anthems, and to compare and contrast the French and American national anthems. Share the NOTE CULTURELLE, TE page 223.

• Use the pictures on pages 224–225 to preview Victor Hugo and Les Misérables. If possible, play portions of a recording of the musical. Read and discuss the selection. Share the information in the NOTES CULTURELLES and NOTE HISTORIQUE, TE pages 224–225. You may want to explain the ADDITIONAL INFORMATION on TE page 224.
Independent Practice

• Students can reread the selections independently. Ask them to choose their favorite section of the Interlude culturel and write a short paragraph explaining why they like this section.

Monitoring and Adjusting

• Refer back to the time line on page 216 after reading each of the selections and ask students to find the section on the time line for the events and people mentioned. Guide discussion of how the events and people were affected by or affected the historical time periods.

Reteaching (as required)

• Have students review any sections that they found difficult. Provide background knowledge and vocabulary explanations to help them understand the readings.

Extension and Enrichment (as desired)

• Students may wish to do further research on the people, events, and institutions mentioned in the Interlude.

For expansion activities, direct students to
Summary and Closure

• Students can present the results of their interdisciplinary projects or other research projects they have done for the Interlude. As they share their information, help them summarize what they have learned about French history.

Assessment (optional)

• Use Reading and Culture Tests and Quizzes for Interlude culturel 5, pages 93–101, to assess students’ understanding of the information in this section.

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