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UNIT/ACTIVITY NO. Étude d’un pays/Activity 5
TOPIC Presenting problems/solutions for developing nations
FUNCTION Extract detail, ask questions, make suggestions, report events
FOCUS Speaking and presenting

I.  BACKGROUND INFORMATION FOR TEACHERS

Teacher Instructions

Step 1. Prepare copies of scoring guides for the oral presentations and posters. (See Activity 4 in this unit.)
Step 2. Prepare copies of Student Handout 1 and 2 for student note-taking on posters and presentations.
Step 3. Begin with a Gallery Walk while allowing students time to practice presentations, if necessary.  Have students place posters on corkboard, whiteboard, or other display board so that all students can see what others have created. If time permits, have students write two-three observations they have about the art work displayed for five countries.  They should use Handout 1 to note their observations.
Step 4. After the students are seated and ready, begin the presentations.  Have the students fill in the chart on Student Handout 2. 
Step 5. After the presentations, ask the students which problems and solutions were similar. Ask: Est-ce que vous pouvez établir des comparaisons? Est-ce que vous avez des suggestions pour ces pays? Comment est-ce que ces pays pourraient collaborer pour atteindre leurs buts? 
 

Suggestion
Have students focus their energy and interest by choosing a minimum number of presentations to record.

II. STUDENT ACTIVITY HANDOUTS

Handout 1

Observez les affiches de vos camarades de classe. Notez les informations dans les cases ci-dessous pour cinq pays:

PAYS
SLOGAN

IMAGES UTILISÉES

Handout 2

Pendant les présentations de vos camarades de classe, prenez des notes à propos des sujets mentionnés dans les cases ci-dessous.

 

PRÉSENTATEUR/
PRÉSENTATRICE

SUJET

PROBLÈME SPÉCIFIQUE

SOLUTIONS
DONNÉES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

III. FOLLOW UP ACTIVITY

Have the students write a letter to a representative of the country studied. Invite them to give advice or outline a plan for the issue they chose. Student directions could be written as follows:

‘Une lettre. Après avoir lu vos documents à propos d’un problème dans le pays de votre choix, écrivez une lettre d’au moins quatre paragraphes au dirigeant de ce pays.

A possible rubric for this activity follows.

2. Have the students research a non-profit or community-based organization within the region studied that addresses a health, human rights, environment or economic issue. Have the students brainstorm ways in which they could help this organization.

3. Use technology to set up a pen pal or e-pal correspondence between students, perhaps in a French-speaking country. Have the students brainstorm a list of questions for a group of students their age in that country.

PERSUASIVE LETTER GRADING RUBIC

NOM:
PAYS:
SUJET:

IDEAS AND CONTENT The writing is exceptionally clear, focused, and interesting. It holds the reader’s attention throughout.  Main ideas stand out and are developed by strong support and rich details suitable to the audience and purpose. The writing is characterized by a thorough, balanced, in-depth explanation and exploration of the topic; the writing makes connections and shares insights.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)


ORGANIZATION The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by effective sequencing and paragraph breaks; the organizational structure fits the topic, and the writing is easy to follow.  The writer has a strong, inviting beginning that draws the reader in and a strong, satisfying sense of resolution or closure.  The writer uses smooth, effective transitions among all elements.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)


VOICE The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates a deep commitment to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by an engaging and interesting perspective and the reader has the sense that the topic has come to life.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)


WORD CHOICE Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to the audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by fresh, original expression, and a striking and varied vocabulary.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)


SENTENCE FLUENCY The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with a consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by a strong control over the sentence structure; fragments, if used at all, work well.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)


CONVENTIONS The writing demonstrates an exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by correct spelling, even of more difficult words and correct grammar and usage that contribute to clarity and skill in using a wide range of conventions in a sufficiently long and complex piece.
Excellent (5)       Good(4)             Fair(3)            Mediocre      (2)            Poor(1)