The students will:
The purpose of doing a biography rather than an autobiography is to have the students become better acquainted with their classmates. (PSVS) Since everyone's preferences will be different, it is important that the students accept the choices and views of others. (PSVS) After the students have interviewed their partners, have them summarize the information for the presentation and think of a creative way of presenting their fellow student. (CCT) Students will also better understand their own families as they find similarities and differences between themselves and their family members.
Since the unit is somewhat personal in nature, care will need to be taken when choosing the pairs of students who will work together. Take into consideration the personal backgrounds of the students when planning the unit; not all of the steps in the unit need be included in the presentation.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide which elements will be included in the experiential goal.
1. Identify unique characteristics of the students.
Activities
| 1.1 | Have the students begin descriptions of themselves by stating one of their preferences such as a food they like to eat, something they like to do, etc. On a large chart, put these words into suitable categories such as "nourriture", "activités", "varia". |
| 1.2 | Have the students describe their classmates. Using an adjective list if necessary, have each student describe another using one adjective. e.g. "Jan est grande". Compile the adjectives onto a large chart and note which are feminine and which are masculine. (Students may need to refer to an adjective chart for examples.) |
| 1.3 | 8.4 Annex 1a Have the students do a short personal inventory and fill in the table with the information that best describes them. Keep this table for future reference. Students may share this information with a partner and note their similarities and differences. |
| 1.4 | 8.4 Annex 1b Have the students share the information from Annex 1a with the partner that they will be describing. Note the information about the partner on Annex 1b. |
2. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 2.1 | Examine the various methods of developing the unit project. e.g. a video tape, an interview, taking on the character of the student being portrayed, written document, coat of arms poster, etc. |
| 2.2 | Discuss the inclusion of a written document along with the presentation thereby creating a booklet portraying the class. |
| 2.3 | Be sure that students clearly understand what will need to be included in the experiential goal. They should also be aware of how they will be evaluated. |
3.Become familiar with food preferences.
Activities
| 3.1 | |
| 3.2 | 8.4 Annex 3 The students are given examples of different kinds of restaurants and the types of food served and they are to state their preferences regarding the restaurant and the type of food. Then have the students interview their partners as to the kind of restaurants and meals they prefer. |
| 3.3 | 8.4 Annex 4 Students are responsible for choosing and preparing the evening meal. Each partner describes a meal and the other partner records the information. |
4. Become familiar with music preferences.
| 4.1 | 8.4 Annex 5 In pairs, have the students look at the different types of music and share the amount of time that they spend listening to each genre. e.g. "souvent, de temps en temps, jamais". |
| 4.2 | 8.4 Annex 6 From a list of places, have the students note whether or not they have ever listened to music in these places. |
| 4.3 | |
| 4.4 | 8.4 Annex 7 Have the students identify favourite singers, groups, and songs. Then have them question their partners regarding their preferences. |
5. Become familiar with favourite television shows and movies.
Activities
| 5.1 | 8.4 Annex 8 Have students describe their ideal evening of television and then compare answers with their partners. If possible, give reasons for choices. |
| 5.2 | Identify movies that students have already seen and enjoyed and one that they would like to see. "J'ai vu Little Women. Je veux voir Mrs. Doubtfire." If possible, give reasons for choices. |
6. Identify favourite clothing.
Activities
| 6.1 | 8.4 Annex 9 Have the students describe a favourite outfit that they own or would like to own. Then have them interview their partners and record the information. |
7. Become familiar with family members.
Activities
| 7.1 | 8.4 Annex 10 Have students describe one family member and list some of the activities that they do together. Add additional information if possible. |
8. Discuss special talents, hobbies, collections, etc.
Activities.
| 8.1 | 8.4 Annex 11 Have students note the hobbies and pastimes that they like to participate in. Then have them interview their partners and record the information. |
9. Summarize biographical data and prepare presentation.
Activities
| 9.1 | The students should refer to the material in the annexes and summarize the information that they have recorded about their partners. |
10. Present the student to the class.
11. Reflect on the unit. Do the students know each other better? Do they know themselves better? Do they know more French? Was this a good review of material that they had already taken? Are students more comfortable using the third person singular?