Andrew Lower Checkpoint C

Unit: Dites-moi une histoire Length 45-50 min.

Lesson: La Belle et la Bte

Standards:

NYS LOTE
Standard 1: COMMUNICATION - Students will be able to use a language other than English to
communicate.
Standard 2: CULTURES - Students will develop cross-cultural skills and understandings.

ACTFL
Communication- Students will be able to communicate using the the three modes
Interpersonal: Students are able to show moderate proficiency when speaking with
peers, participating in activities, and when answering questions.
Presentational: Students are able to present mini-stories to the classroom with moderate
to advanced proficiency.
Interpretive: Students are able to derive meaning from texts and artwork.
Communities- Students will be prompted to explore other accounts of different adaptations of
original French legends, post their findings to the class forum and discuss this with classmates.
Cultures- Students will be able to understand how different cultures perceive other cultures
source material.
Comparisons- Students will be able to identify differences between French past tenses and
english past tenses.
Connections- Students will be able to use their mastery of French to explore creative writing,
specifically storytelling.

Essential Question: To what extent does one cultures altering of another cultures
source affect its meaning?
Instructional Objectives:
Students will be able to communicate interpersonally and presentationally through the
use of storytelling
Students will be able to use the interpretive mode by deriving meaning from Dixit artwork
cards.
Students will be able to identify the regular and irregular conjugations of the Imparfait
Students will be able to identify major themes found within the fairy tale, Beauty and the
Beast
Students will be able to compare and contrast two versions of the Beauty and the Beast
Students will be able to write their own short story/fairy tale which uses the narrative
nature of the imparfait

The purpose of having the students compare and contrast the two versions of Beauty and the
Beast is not only to assist in reading comprehension, but to also assist in discernment between
two seemingly very
Andrew Lower Checkpoint C
Unit: Dites-moi une histoire Length 45-50 min.
Lesson: La Belle et la Bte

Formative Assessment: I will be using the Informal Speaking Rubric to measure appropriate
performance specifically regarding the inclass mini-story, discussions, and participation.

Summative assessment: Students will produce a minimum 3-page story/fairy tale using the
imparfait, and pass compos. In addition, the story will contain a moral or lesson.

II. Lesson Body

Introduction: I will begin class by playing the French version of the song Belle as found
in Disneys La Belle et La Bte. Before I start the video, I will tell them to note elements that
could be considered stereotypically French (Interpretive mode). After that, I will begin a
discussion to ask why this would be the case, helping to foster the interpersonal mode. After
about 5 minutes of discussion I will move to the next activity.

Teaching Procedures: For the next activity, I will split the class into groups and hand out
Dixit cards which have on them various abstract artwork. I will then tell the students to take two
cards, without showing their neighbor and describe them (Independent Practice). After they take
turns describing the cards, I will have them show each other the cards. Next, I will ask them to
come up with a story using the starting structure of Il tait une fois. . . I will make sure to
instruct them to use the imparfait to describe the background of the mini-story and the pass
compos to describe change in action. This will also include a short review of both tenses. After
5-10 minutes, I will have the students present their mini-stories to the class (presentational
mode as well as independent practice).
Next, I will change gears and relate the opening activity to what will be occurring at this
point in the lesson which will be La Belle et La Bte. I will hand out the original tale to the class
and give them the option of reading in groups or the option of reading with the whole class by
having me read some portions and then call on others. I will tell them to look for main themes
and symbols used throughout the text. I will as well, tell them to note usages of the imparfait and
pass compos (interpretive, independent practice). After reading the original tale, I will hand
them a synopsis of the Disneys film version. I will tell them to note the differences they perceive
between the two versions. After this is done, I will open the floor to discussion, prompting
questions as necessary (guided practice). The main question that I will want them to address is
the essential question: to what extent does one cultures altering of another cultures source
affect its meaning? After about 15 minutes or so of discussion, I will bring the class to a close

Closure: I will end the class by challenging them to go and investigate other accounts of
adaptations of original French legends, and to post their findings to the class forum and
discuss this with classmates. I will also remind them of their story project which will be a
summative assessment of the unit.
Andrew Lower Checkpoint C
Unit: Dites-moi une histoire Length 45-50 min.
Lesson: La Belle et la Bte

III. Lesson Essentials

Differentiated Learning Activities: The activities I chose are all designed to suit the
multiple intelligences of my students. For example, the first activity is really great for auditory
learners. It also serves as a nice hook to help those who have high anxiety relax and enjoy a
familiar tune.
The Dixit exercise allows all proficiency levels to interpret and create something original.
It also allows those with great fine-art and spatial awareness to analyze and ponder works of
art. Furthermore, because they are using physical cards, those who are more apt to kinesthetic
learning are able to hold cards and feel like they are learning something.
The grammar review of the imparfait and pass compos help those who like a more
scientific approach to language learning as they see systematic conjugation and usage of
these tenses. It also, can help those students struggle to remember by giving them an
opportunity to recall and practice, hopefully to solidify and negate any fossilization.
The reading of La Belle et La Bte gives students an equal chance to develop reading
comprehension, practice/fix pronunciation, and find intrigue about a fairy tale which will be
familiar to most students. Particularly, those who are visual learners will take a lot out of this
activity.
The comparison of the two tales allows students of all proficiencies to speak and debate
as they are able in the hopes that they build confidence with language use.

Instructional Resources, Materials and Technology:

Whiteboard
Dry Erase Markers
Computer
Projector w/screen
Dixit Cards
Authentic La Belle et la Bte printed-out story
French summary of Disneys Film version of La Belle et la Bte
PowerPoint Presentation
YouTube video of Belle