WebQuest

Le Petit Prince

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New York State Standards met by this lesson:       


Standard 1: Communication Skills                    


Listening skills:          


*PI   1 -students can comprehend language consisting of simple vocabulary and structure in face to face conversation with peers and family adults


Speaking skills:


*P1  3 -Students can call upon repetition, rephrasing and nonverbal cues to derive or convey meaning from a language other than English.


Reading skills:


*P1  5students can understand the main idea and some details of simple informative materials written for native speakers.


he societies in which the target language is spoken.                                    


Writing skills:


P1  6-Students can compose short, informal notes and messages to exchange information with members of the target culture.


Standard 2 : Cultural Understanding                                                   


*P1  7students can use some key cultural of the societies in which the target language    


               is spoken.          


Special Needs Students: Adam (gifted), Madison (visual impairment) and Paul (hearing impairment)


Adjustments: Special Needs


Teachers need to adjust the lesson plan to accommodate the following special needs students.


Gifted:


1.      Adam is our gifted student. Once the required activities are completed in class, he can collaborate with another person, if he wishes and complete yet another exercise. Alone, or in pairs, he will create a one page mini brochure  on one of the regions of his choice. Adam can present this mini broshure in front of the class or simply hand it in for grading.


Visual Impairment:


2.       For Madison who has a visual impairment, all  written work is modified to accommodate her level of learning. All written work in class is done with a sighted peer. Classmates are trained to serve as guides when Madison is in need of help. Educating classmates as to better serve Madison is the key; explaining to them that Madison cannot interpret gestures and other forms of non-verbal communication, is one of the examples on how the students can help.


3.      For Paul who has a hearing impairment, the visuals at the beginning of the lesson will allow him to create an initial sense of the lesson topic being discussed. He also has a hearing device to help facilitate the process. He sits at the front of the class and is monitored continuously by the teacher to make sure he has heard correctly the instructions for the activity. Furthermore, all the assignments and class activities given to the class are written out on the board for Paul to see.


Objectives:        


 


1.      Students will extend their understanding of the French language by first  listening, then reading  short passages of the assigned chapters.


2.      To reinforce their comprehension, students will formulate 10 grammatically correct sentences, one for each new vocabulary word Students must obtain a level 3 on the rubrics.


3        Students will be able to apply their knowledge of the different vocabulary words and incorporate their understanding of the chapter by writing a one paragraph clip describing the character and the scene. Students must incorporate a cultural aspect in this paragraph. Also, all participation and discussion in a class will be done in the target language. All students must participate in the discussion and must achieve a level 3 in the attached rubrics.


 


 


Material:


 



  • Computer with internet access

  • CD Player

  • pencils

  • Construction paper

  • dictionaries

  • Rubrics 1,2 and 3

  • Scissors

  • Glue

  • Construction paper

Access toJ www.lepetitprince.com


Access to Jhttp://www.youtube.com


                  Key word: Le Petit  Prince


                                    Author: Antoine de Saint Exupery


                                    French Culture in the second world war                                    


 


 


 


 


 


 


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