Plan de leçon 2

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Class
Français 3202

Date
March 22 – March 25

Total Classes
3

Unit
Creative Writing in French

General Curriculum Outcomes

• create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
• locate, evaluate, adapt, create and share information using a variety of sources and technologies
• use writing (and other forms of representation) to explore, clarify, and reflect on their thoughts, feelings, and experiences
• demonstrate understanding of and use existing and developing technologies

Specific Curriculum Outcomes

• demonstrate understanding of the interrelationships of content, genre, and style from experimenting with various forms of expression and various genres
• select appropriate form, style, language, and content for the specific audience and purpose
• analyze, summarize, and synthesize chosen information
• use other ways of representing to enhance writing
• use technologies to construct and share their writing

Overview

In this course, we will talk about journaling and blogging as different in that journals will be thought of as private and blogs as public, simply because we need an easy way to distinguishing the forms. Students will investigate what it means to write for the self or for a very limited public audience, moving away from the “Dear Diary” approach from the previous unit into a self-dialog approach that is more common now. This allows the student to feel more comfortable with French writing, from a practice standpoint. She may then feel more able to journal and blog in French, getting practice without criticism.

• Every class begins and ends with writing exercises. For simplicity of reading, these exercises are not listed in the unit or lesson plans. They are not linked to the day’s topic in any specific way but topics for writing are chosen to promote thinking about the coming exercises. Each class contains five short writing exercises at the beginning and a reflective timing exercise (or two) at the end. Total time for these exercises is ten minutes at the start of class and five at the end. Students will select a minimum of two of the introductory exercises and one of the timing exercises from each class to post on their individual portfolios by the end of the day.

• Each student has an online portfolio into which all creative work is placed for publication and commentary. This is the primary method of evaluation, both formative and summative, for the course. Since this functions in the same way for every lesson in every unit, it can be assumed at the end of every lesson that all written content will be placed in the portfolio by the end of the day. Evaluation discussed in unit and lesson plans is only evaluation outside this portfolio.

Today’s Quick-Writing Topics

• I think, therefore I eat bananas.
  [Je pense, donc je mange des bananes.]
• Your shoelaces aren’t untied. They’re on fire.
  [Tes lacets sont pas délié. Ils sont en feu.]
• Gold is lighter than feathers.
  [L'or est plus léger que des plumes.]
• Pyjamas are far more appropriate for kittens.
  [Les pyjamas sont beaucoup plus approprié pour les chatons.]
• Emus make the best tossed salads.
  [Les émeus font les meilleures salades.]

Today’s Time-Writing Topic

• I can taste with my fingertips. I have just taken up fingerpainting. I am going to paint an apple. I’m slow, though. So it is going to take me an hour. One page from the beginning to the end of the apple, please.
  [Je peux goûter avec mes doigts. Je viens d'apprendre comment peindre avec mes doigts. Je veux peindre une pomme. Malheureusement, je suis lente. Donc il va me prendre une heure. Une page du début à la fin de la pomme, s'il vous plaît.]

Lesson

• Quick-writing (10m)
• Introduction (2m)
• Review of diary lesson (5m)
• Quick class survey of diary/journal use (1m)
• Style analysis exercise (5m)
  • Students in groups of five or six will comment on short excerpts taken from private journals.
  • Questions to answer include “Why was this written?”, “Who was the audience – the individual or a small group?”, “Was the author successful?”, “What is the significance of not knowing who the author is?”, and “What would the author think of this work being made public?”
• “Craziness” group exercise (15m)
  • Students will write a collective exercise in a group of three or four.
  • A student will begin by writing a line of dialogue, for example, “Are you going to the store?”.
  • The next student will hear the line, imagine how this line could be misinterpreted or misheard, then write a line of dialogue in response to the misinterpreted version of the first line.
  • This continues until the conversation is complete.
  • Volunteers may present this to the class.
  • These are to be posted online and homework includes trying to guess what the misinterpretation was that stimulated each line. Each student should try to guess the misinterpretations for two other groups’ work.
• Multi-person stream of consciousness group exercise (15m)
  • Students get into groups of three.
  • They take a piece of paper each, write one sentence on the top, and fold the paper so that you can see the whole blank sheet but not the top sentence.
  • They pass the sheet to the next person in the group, who does the same right below.
  • After three minutes of this, they stop, open the papers, and read them to each other.
  • The exercise is repeated twice (for a total of three rotations).
  • After completing it, students should notice that the mainframe of the work is getting closer together and appearing like a single writer.
• Individual diary creation exercise (10m)
  • Students will write a stream-of-consciousness piece for personal use (5m) and then write a commentary on why this will help with public writing (5m).
• Time-writing (5m)
• Conclusion & homework reminder (2m)

Evaluation Summary

• Presentation of some “craziness” exercises