Unité 9.3

Field of experience: Daily lives of adolescents

Topic to be developed: Rights and responsiblilities of adolescents

Experiential goal: Students will present their ideas of appropriate rights and responsiblilities for adolescents using the media of their choice.

Learning Objectives

The students will:

• participate in a variety of language activities on the topic of rights and responsibilities
• plan and make a presentation about the rights and responsibilities of adolescents
• recognize the reciprocal relationship between freedom and responsibility through discussions based on concrete situations
• practise listening for the gist of a message or for specific information
• strive for more accurate and effective use of linguistic structures and vocabulary

Common Essential Learnings

Students will quickly realize that rights and responsibilities vary greatly from home to home. (PSVS)

Gender Equity

Students should be reminded that responsibilities in the home and at school are not specific to one gender only.

Experiential Goal

The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what elements will be included in the experiential goal.

• various rights and responsibilities
• responsibilities in the home
• rights in the home
• reasonable and unreasonable home responsibilities
• appropriate ages and responsibilities
• school responsibilities
• school rights
• friendship responsibilities

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Unité 9.3

Field of experience: Daily lives of adolescents

Topic to be developed: Rights and responsiblilities of adolescents

Experiential goal: Students will present their ideas of appropriate rights and responsiblilities for adolescents using the media of their choice.

Suggested Steps:

1. Become familiar with various rights and responsibilities.
2. Become familiar with the experiential goal and the possible steps to achieve the goal.
3. Discuss responsibilities of the students at home.
4. Discuss rights and privileges of the students at home.
5. Discuss responsibilities of the students at school.
6. Discuss rights and privileges of the students at school.
7. Discuss responsibilities of friendship
8. Prepare and make a presentation about rights and responsibilities.
9. Reflect on the unit.

Resources

• Entre Amis 2, Unité 7, Prentice-Hall
• Droits au coeur 2e volet ou 3 volet (une collection de films d'animation en 3 volets avec guide d'utilisation) ONF

Teaching Notes

• There are a number of excellent listening comprehension activities in Entre Amis 2, Unité 7. Whenever possible, try to expose the students to various French accents and speech. Students should realize that they may not be able to understand the entire message when listening to a tape recording of a native speaker. Guide their listening by having them listen for specific information or by having them try to understand the global message.
• Les droits de l'enfant taken from the United Nations Convention on the Rights of the Child, is included at the end of the unit.

Unité 9.3

Field of experience: Daily lives of adolescents

Topic to be developed: Rights and responsiblilities of adolescents

Experiential goal: Students will present their ideas of appropriate rights and responsiblilities for adolescents using the media of their choice.

Suggested Steps:

1. Become familiar with various rights and responsibilities.

Activities

1.1	9.3 Annex 1 Have the students become familiar with different responsibilities by reflecting on their own responsibilities in the home and then doing a survey of their classmates to find one person responsible for each of the activities mentioned in the annex.

1.2

9.3 Annex 2 Have the students individually read the list in Annex 2 and determine if they believe each statement to be a right or a responsibility or a bit of both. Have them compare their answers with a partner. The students should note that the phrases, "Je dois" and "Je peux" may help them decide whether the sentence is a right or a responsibility.

1.3	9.3 Annex 3 Often a right will have its counterpart in a responsibility. Have the students read the sentences and and try to find the responsibilities that in some way parallel the rights or privileges that are stated.

1.4	9.3 Annex 4a Have the students read the three anecdotes and think about which individual in the annex has the most/least rights and responsibilities.

1.5	9.3 Annex 4b Working in partners, have the students refer to Annex 4a when answering the questions in Annex 4b. Share responses with the rest of the class.

2. Become familiar with the experiential goal and the possible steps to achieve the goal.

Activities

2.1

Have the students think of the many ways that they could make a presentation about rights and responsibilites. Possibilities might include a written and/or oral presentation, an interview between two students, two students making comparisons between their own rights and responsibilities, a debate between groups of students, a survey of different rights and responsibilities at the various grade levels, etc.

2.2	Students should have a clear understanding of what needs to be included in the experiential goal. They should also have an idea of how the marks will be allocated throughout the unit and within the experiential goal, and should know what criteria will be used to judge their presentations.

3. Discuss responsibilities of the students at home.

Activities

3.1	9.3 Annex 5 Have the students read the various statements and decide if they believe these tasks or demands to be reasonable or unreasonable. Then working in pairs, have them share their opinions. "À mon avis, ce n'est pas raisonnable de faire mon lit tous les jours."

3.2	Working in partners or small groups, have the students compile a list of the usual types of chores that they would do in one week. Share information with the main group and determine which are the most and least common responsibilities.

3.3

9.3 Annex 6 Have the students survey 10 other students and ask each of the students a question in the annex. The students answering the questions should include how often they do the activities mentioned. Have the students question their partners as to thetasks and responsibilities that they mind and do not mind doing. Compile the information and create a list of popular and not so popular household chores. "On aime garder les enfants." "On n'aime pas faire la vaisselle."

3.5	9.3 Annex 7 Have the students question each other about the ages when they began to do certain tasks or chores. Have the students share their partner's information with the rest of the class. "Il a commencé à faire la vaisselle à huit ans."

4. Discuss rights and privileges of the students at home.

Activities

4.1	9.3 Annex 8 Have the students read through the different rights and privileges and in their opinions, determine the age that these rights and privileges would most appropriately be introduced. They could also consult an adult and compare their opinions on reasonable rights and privileges.

4.2	9.3 Annex 9 Have the students read the statements in the annex and decide whether or not these are reasonable rights and privileges for children and adolescents of the ages mentioned.

5. Discuss responsibilities of the students at school.

Activities

5.1

9.3 Annex 10 Have the students read through the list of possible responsibilities at school and choose the five responsibilities that they believe to be most important. Then have them interview three other students and make note of their opinions. Have each of the students compile their results at the bottom of the page. For each of the statements note how many of the students chose it to be one of the most important resposibilities at school.

5.2	9.3 Annex 11 Have the students read the list of statements and decide whether or not these are the responsibilities of students in school. Then have them share their opinions with a partner.

6. Discuss rights and privileges of the students at school.

Activities

6.1

9.3 Annex 12 Students have just won the school lottery that gives them the opportunity to create a list of school rights and privileges. Working in pairs or small groups, have the students create a "charter" of student rights. Some sample rights are given. Students should be encouraged to be as creative as they wish.

7. Discuss responsibilities of friendship.

Activities

7.1	9.3 Annex 13 Have the students read the situations in the annex and decide on a scale of 1 to 5 the measure of responsibility involved.

8. Prepare and make a presentation about rights and responsibilities.

Activities

8.1.

Although students will have the opportunity to decide what form their oral presentation will take, it will be necessary for them to have a written presentation. They should practise editing their work and then having another student edit it as well. Much of the material for the presentation can be derived from the activities and the annexes.

8.2	9.3 Annex 14 (Optional) The Rights of Children as set out by the United Nations is included in the unit. This may be of interest to the students. They could also discuss the responsibilities that go with these rights.

9. Reflect on the unit. Do students have different rights and responsibilities? Are different rules imposed in different homes. What are the connections between rights and responsibilities? Are there too many responsibilities and not enough rights at school or vice versa? Do the students have a clear understanding of "pouvoir" and "devoir"? What other linguistic structures have now become part of their active vocabulary?