Class: French 3 Instructor: M.Wood Textbook: Discovering French Nouveau!

Rouge 3 Week: 30 Day: A-F Duration: 45 minutes each

Objectives/Functions:

Learners will be able to: -apply/acquire knowledge of -incorporate technology tools (sound/video) in story-telling video technology needed -thoroughly and effectively retell/represent well-known movie plot -produce genuine vocab to -incorporate appropriate vocabulary and grammar structures introduced portray emotion of throughout the year and in previous years of study characters/advance plot -use a variety of tenses They know: This lesson intends to serve as a culminating project for the knowledge they have acquired throughout their third year of study. Relying on an already established plot and characters will help to get beyond the brainstorming process faster and allow students to focus on content, expression, visuals, and tech. They need: -video/recording program and audio record. device -to apply accurate verb forms and vocabulary -adequate knowledge of the story they will mirror Duration: Time:

Activities, Procedures, and Outcomes: Day 1 1. Opening exercise: choix de film (as a class, students will identify a number of popular Disney films from which they may choose for their projects--Disney chosen for family friendliness i.e. school appropriateness) Two possibilities: (1st=more choices, 2nd=more French) https://www.youtube.com/watch?v=rIOI8AZxkeQ https://www.youtube.com/watch?v=pxAFYKvvVVc 2. Analyse et formulation de scnario (now in family groups=4, students will select their film and begin to evaluate the basic elements of setting, characters, and plot with a particular focus on climax and resolution) Homework: students should make a concerted effort to refamiliarize themselves with their films and bring notes Day 2 1. Opening exercise: pair and share (families share notes and discuss rubric requirements)

15:00

8:288:43 9:219:36 11:5612:11

30:00

8:439:13 9:3610:06 12:1112:41

5:00

8:288:33 9:219:26 11:5612:01

2. Script-building (families put finishing touches on 5 major scenes from their movie and then split into script writing and stage directing pairs, the former composing the dialogue and narration and the latter designing its execution, en franais bien sr)

30:00

8:339:03 9:269:56 12:0112:31 9:039:13 9:5610:06 12:3112:41

3. Wrap-up (partner pairs will turn in what they have written thus far and briefly discuss after teacher presentation of options what is needed for them to either film live-action, do a series of photos or lay down pictures, as seen in given examples) HMWK: each student is responsible for taking said decision back to the drawing board (perhaps literally) to bring potential costumes/images or image files/costumes in the next day Day 3 1. Corrections (teacher will return scripts with notes on important areas to reevaluate and students will work together to make changes)

10:00

10:00

8:288:38 9:219:31 11:5612:06

2. Script writing (back in pairs, students will continue to craft script and stage directions and will be reminded to satisfy all requirements as laid out in the rubric; when finished, checked by teacher) HMWK: last chance for students to complete drawings, create/collect images or find props/costumes; print script! Days 4-5 1. Verification/Run-through (families reconvene to assign characters/voice-over roles and read script, checking for errors and comprehensibility) 2. Lights, camera, action! (after testing necessary equipment and procedures, students retreat to designated areas in the school to film) 3. Edit and submit final project Day 6 Presentation and peer/teacher commentary

35:00

8:389:13 9:3110:06 12:0612:41

45:00

45:00

Materials/Technology needed:
-teacher laptop, YouTube video, Smartboard and projector -project rubric -laptop cart, audio and video equipment/software -all necessary costumes/images -popcorn and fruit juice

Rationale/Alternatives: I found this to be a remarkable idea in one of the readings we were given and know that the element of digital storytelling will provide an enjoyable yet challenging experience for all involved. This project will cultivate creative writing abilities, organizational skills and teamwork. An additional question was raised about students needing new vocabulary or being required to stick strictly with prior knowledge of the language. Because the storylines are so topically specific (e.g. The Lion King=animals, The Little Mermaid=ocean) I could require an image glossary on my PBWorks website.