learningcentersletempslibre

Unit Introduction * Unit Web * Final Project * Daily Schedule * Comment Page = = =*** //Learning Centers//  //- Francais I - Le Temps libre// ** *=

During this lesson, students will begin to learn what teenagers in Francophone countries do in their free time. They will also spend time comparing and contrasting their own free time activities to those of the Francophone teenagers. After this lesson, students will have a general knowledge on this topic and be able to critically think about and discuss this cultural information.
 * Objective: **

-One worksheet for each student that includes the activities for each learning center and will be turned in at the end of the class period. -Video about the free time activities of teenagers in France. -Copies of excerpts from articles about free time activities of teenagers in Francophone countries.
 * Materials: **

 __Time:__ At the beginning of class, the teacher will spend ten minutes passing out the worksheets, and describing each learning center. The instructions for each learning center will also be on the worksheet with the corresponding activity so that students can refer back to the instructions. During this time the teacher will also assign students to four different groups. Then students will break into groups and spend ten minutes at each of the four learning centers.
 * Guidelines: **

__Group Division__: As students enter the classroom, the teacher will hand each one a playing card. When the class divides into groups, the students with the heart cards will form one group, the students will the clubs will form another group, etc. (Before class, the teacher will make sure there are an equal number of heart, club, spade, and diamond cards being handed-out so that the groups will be evenly distributed.)

__Accountability__: In order to make sure the students are participating in each station, the teacher will collect the worksheets the students work on at each station as the students leave the classroom. Students will receive a grade for the quality of work on their worksheets.

-Each station will give new information about the free time activities of Francophone teenagers so that students won’t need to have visited other centers before completing their tasks.

-Most of the activities will be done in English because this is an introduction to the unit and students have not yet learned the vocabulary to describe free time activities.

__Learning Center 1__: The **teacher will lead** the discussion in this learning center. To begin, students will **discuss free-time activities of American teenagers**. Then, the teacher will talk about some of the free time activities of **French teenagers**. Finally, students will **compare and contrast** their own free time activities with the activities of French teenagers.
 * Learning Centers: **

__Learning Center 2__: Students will watch a clip of a **video** that shows what French teenagers do in their free time. While watching the video, students will fill out a viewing guide of **comprehension questions**. After the clip, the students will work as a group to create a summary of the information given. Each student will record this summary on their worksheet.

__Learning Center 3__: Students will **read excerpts** from several different **articles about the free-time activities** of teenagers living in Francophone countries other than France. While reading, the students will answer questions on a **reading guide**. The guide will include simple comprehension questions as well as critical thinking questions. Students are encouraged to work with group members to discuss and answer these questions.

__Learning Center 4__: Students will work together to complete a **guessing game** on their worksheets. On the worksheet, there will be several descriptions of free time activities from different Francophone countries and a **word bank** of the corresponding countries. Working with their group members, students will attempt to **match the country to its corresponding activities** and will write down their reasons for making that match. Because the information is new, students will not be graded on whether or not their answers are correct but on the thought that went into making the decision.