Experiential goal: Students will design and describe a floor plan of their choice
The students will:
Have the students compare the different types of homes and note the similarities and differences (CCT)
Be sensitive to students who, for whatever reasons, live in homes that lack the amenities or luxuries that other students take for granted.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what criteria will be included in the experiential goal.
Topic to be developed: Knowledge of the home
Experiential goal: Students will design and describe a floorplan of their choice
Topic to be developed: Knowledge of the home
Experiential goal: Students will design and describe a floor plan of their choice
1. Discuss the importance of a home.
Activities
| 1.1 | 6.4 Annex 1 Discuss some of the features of homes and have the students individually decide if these features are very important, important or not important to them. |
| 1.2 | Have the students bring magazine pictures from home to create a bulletin board depicting the different rooms found in a home. Categorize the pictures according to the different rooms. Create headings for the rooms and refer to the rooms as often as possible. |
| 1.3 | Have the students calculate approximately how much time per year they might spend in their homes. e.g. 200 school days x approx. 16 hrs = 3200 hours + 165 days x 24 hours = 6510 hours - approx. 1000 hours. (trips, lessons, etc.) = 5510 hours / 24 hours = approx. 230 days per year spent at home. |
OR
| 1.4 | Have the students calculate how much time they spent in their homes during the past week. "Combien de temps est-ce qu'on a passé à la maison?" |
2. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 2.1 | List the different methods of presenting a floor plan. e.g. coloured drawing, Lego block or 3 dimensional replica, video presentation of a home, magazine pictures depicting the different rooms, etc. |
| 2.2 | |
| 2.3 | List the elements that must be included in the project. e.g. particular rooms, furniture, etc. |
3. Identify the different types and constructions of houses.
Activities
| 3.1 | 6.4 Annex 2 Have the students survey ten other students to determine who lives in the different types of houses. |
| 3.2 | Have the students list a number of phrases pertaining to house and colour. e.g. un bungalow brun, une maison blanche à deux étages. (Make two columns as the phrases are being listed to show masculine and feminine.) After approximately 15-20 phrases are listed, have the students choose four phrases. One by one, each student takes a turn and calls out a phrase. If the phrase that is called out is one that students have chosen, it is crossed from their list. The object is to have all four phrases crossed from the list. This activity could also be done in pairs as each partner secretly chooses four phrases from the list and then tries to be the first to find the four phrases belonging to the partner. |
| 3.3 | 6.4 Annex 3 Have the students choose one phrase from each of the columns and try to guess the complete sentence (as chosen by the teacher). The teacher may assist the students by telling them which of the chosen phrases is correct. After they have completed the activity, they may write an additional five sentences based on the above information. |
4. Become familiar with the different rooms of the house.
Activities
| 4.1 | In the main group, have the students list the different rooms that they usually enter every morning. When listing the rooms in French, include a small picture to symbolize the word. e.g. Draw a table for "la cuisine". |
| 4.2 | 6.4 Annex 4 In the main group, discuss the questions regarding morning activities and havethe students individually circle the answer that applies to them. Then working in pairs, have the students interview each other regarding their morning (school morning) habits. |
| 4.3 | 6.4 Annex 5 The students are given a number of statements about the rooms in the home. Have them note whether the statements are true or false. |
| 4.4 | 6.4 Annex 6 Have the students examine the floor plans and answer the questions. |
| 4.5 | 6.4 Annex 7 Have the students work in pairs to question one another about the rooms in their homes. |
| 4.6 | 6.4 Annex 8 Have the students become familiar with the colours of the room. Have them read the sentences in the annex and check off the ones that apply to them. Then have them finish the sentence by filling in the appropriate colours. |
| 4.7 | |
| 4.8 | 6.4 Annex 10 The students are to do a question and answer activity. Each student is given either a question or an answer. The object is to have the students find their partners. (The student with the question looks for the student with the corresponding answer.) Depending on the size of the class, additional sets may have to be made up. |
| 4.9 | On a small piece of paper, have each student write down something that they like about their homes. If possible, they should also include a reason. e.g. "Moi, j'aime ma chambre. C'est grand." or "J'aime la couleur de ma maison". Gather the pieces of paper, hand them out randomly to the students and then have them question their classmates to find the owner of the paper. |
5. Describe the main contents of each room.
Activities
| 5.1 | Have each student quickly draw four different pictures
or symbols pertaining to different rooms of the house, e.g. le lit, le frigo,
etc. List the names of the different rooms in the house. Gather all of the pictures and as each picture ispicked from the hat, have the students categorize the pictures under the appropriate headings. |
| 5.2 | Have the students play a word association game. Give them a word such as "fourchette" and they should write down the first word that comes to mind. e.g. "couteau" or "cuillère". At the end of the activity, compile the information and note how many students thought of the same words. (Students who do not know their word in French should write it in English. It could then be given in French at the end of the activity.) |
| 5.3 | 6.4 Annex 11 Have the students match the different household furniture and articles with the appropriate room. |
| 5.4 | Have students draw a simple room plan, (e.g. rectangle with one door and one window) as well as a few pieces of furniture. Glue the floor plan into a file folder so that the student can hide it from his/her partner. Cut out the furniture. Each pair of students must have an identical set of furniture and floor plan. One student places his/her furniture (out of sight of the partner) and the partner must ask questions to find out where each piece of furniture is. At the end, the students compare their plans to check for understanding. |
| 5.5 | 6.4 Annex 12 Have the students work in groups of 4 and compile the information regarding the contents of their homes. |
| 5.6 | After the students have become familiar with some of the vocabulary of the contents of the rooms, divide the class into about 4 or 5 groups. Give each group a large piece of chart paper and have them write down one of the names of the rooms. Then have them list the types of things that could be found in that room. In addition, have them draw a small picture beside each of the words. At the end of the activity, put the charts on the walls and briefly allow the rest of the class to add to the information on the charts. |
6. Prepare and present floor plan to the class.
7. Reflect on the unit. Are the students more aware of the different types of homes? Did they learn about the different rooms and their contents?