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Exploring France and its Culture WEEK ONEMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYLITERACYRead A Visit to FranceDiscuss in morning meeting what we sawRead Everybody Bonjours!Encourage children to say “Bonjour”Read A Visit to FranceReread and discuss if the children noticed anything differentRead Everybody Bonjours!Students complete the phrase “everybody bonjours” while reading bookRead The Cat Who Walked Across France Compare landmarks in this book to what we saw previously in the weekCompare and Contrast chartMATHTime and DistanceDiscuss the idea of time and distance. Have the class go on a “field trip” of the school to explore distance and time (class – office)Travel DistanceHave children figure out how long it takes them to travel from home to school. Compare with the classDistance MathWe will explore options of transportation and figure out the distance/time it would take to travel from here to famous landmarks (Eiffel Tower)SCIENCEMap PredictionsUsing map of the world show children the starting and end points and have them hypothesis how many hours it would take them to travel there by plane and other transportation options Compare classes predictions and share with children the exact times it would take to travel thereWRITINGExploring French Words Go over with children basic French words and have them repeat the words. Use flash cards with picturesFrench flashcards & descriptive drawingsHave children pick their own English word from list of familiar words and have them create their own flash card. Where they write the word in both English and French. Have them draw a picture that relates to the wordSOCIAL STUDIESTransportationAs a class we will discuss different modes of transportation and which ones are most common in France verses US (driving – metro)Tour de FranceAs a class discuss biking as a mode of transportation, exercise and competition. History and process of the Tour de France Pop-Up Tour de France: The World’s Greatest Bike RaceART/ DRAMA/ MUSICThere will be a variety of engagements available throughout the week for the children to interact with: Change music in classroom to better reflect that of French cultureHave children create a “passport” to document the areas they explore and report what they are learning. Drawing/painting favorite France landmark – have laminated pictures of landmarks for children to reference. This will then be showcased in a class “gallery” Exploring France and its Culture WEEK TWOMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYLITERACYRead MadelineDiscuss in morning meeting the storylineRead Mama’s Perfect Present Discuss in morning meeting the storylineRead MadelineReread and introduce math concepts (lines)Read Mama’s Perfect PresentReread and talk about gift giving/generosityMATHLines and symmetryDiscuss the topic of lines (vertical, horizontal and diagonal) and use Madeline as an example of different lines used in illustrations. Lines and symmetryHave kids sort a variety of cards with different types of lines into the correct categories.SCIENCEArchitecture Aboard Discuss structures and building styles with children. Look at different famous architecture in FranceHave children create their own buildings out of toothpicks and marshmallows. WRITING French ABC bookHave the children make an ABC book that incorporates French words and famous landmarks. Students will practice writing their letters based on what kind of lines they have: horizontal, vertical, and diagonal.I have a ________ line; the letter____ has the same line. SOCIAL STUDIESGoing over with the children famous symbols in French culture: French flag, euros, national anthem, National holidays, crest, and ID cardsSorting SymbolsHave children sort symbols from both the US and France into appropriate categoriesART/ DRAMA/ MUSICThere will be a variety of engagements available throughout the week for the children to interact with: Adding additional materials to the dramatic play area to reflect the culture3-dimensional drawing that include lines, vertical, horizontal, and diagonal, using pipe cleaners and other line objectsTEXT RESOURCESAlcraft, Rob. A Visit to France. Des Plaines, IL: Heinemann Library, 1999. Print.Realistic photography of various locations across FranceBanks, Kate.?The Cat Who Walked across France. New York: Frances Foster /Farrar, Straus and Giroux, 2004. Print.Additional resource to reinforce famous French landmarksBemelmans, Ludwig.?Madeline. New York: Viking, 1967. Print.Familiar character to most children and easy for them to relate toBrun-Cosme, Nadine, Olivier Tallec, and Claudia Zoe Bedrick. Big Wolf & Little Wolf. New York: Enchanted Lion, 2009. Print.Additional resource to give children more examples of French literature and cultureBrun-Cosme, Nadine, and Michel Backès. No, I Want Daddy! New York: Clarion, 2004. Print.Additional resource to give children more examples of French literature and cultureCarle, Eric, and Laurence Bourguignon. La Chenille Qui Fait Des Trous. Namur (Belgique): Mijade, 2004. Print.Additional resource to give children more examples of French literature and culture. Familiar storyline for young children, just translated into FrenchCarle, Eric. The Very Hungry Caterpillar. New York: Philomel, 1987. Print.To use with La Chenille Qui Fait Des Trous (French version of book). So the children can compare and contrast the worksGoode, Diane.?Mama's Perfect Present. New York: Dutton Children's, 1996. Print.To use to introduce the concept of art in France and encourage the children to create their own art work to hang in the classroom galleryHall, Margaret. Transportation "Around the World." Chicago: Heinemann Library, 2001. Print.Additional resource to give children more examples of French literature and culture. Will be used when we talk about transportation options in France and in connection to the distance activitiesIchikawa, Satomi. La La Rose. New York, NY: Philomel, 2004. Print.Additional resource to give children more examples of French literature and culture.Kimmelman, Leslie.?Everybody Bonjours!?New York: Alfred A. Knopf, 2008. Print.Easy for the children to connect to the character and traveling with parents. Incorporates French language and additional examples of French landmarks. Map of France. Digital image. , 2014. Web. 3 Dec. 2014.Resource to add into dramatic play area. Pease, Pamela. Pop-up Tour De France: The World's Greatest Bike Race. Chapel Hill: Paintbox, 2009. Print.Additional resource to use when discussing Tour de France and transportation activitiesThompson, Kay. Elo?se ? Paris. Paris: Gallimard Jeunesse, 1999. Print.Additional resource to give children more examples of French literature and culture.Saint-Exupéry, Antoine De. Le Petit Prince. N.p.: Flammarion, 2001. Print.Additional resource to give children more examples of French literature and culture.Valckx, Catharina. Lizette's Green Sock. New York: Clarion, 2005. Print.Additional resource to give children more examples of French literature and culture.Vernay, Lucienne. Songs in French for Children. Sony Music Special Products, 2000. CD.Resource to add to the classroom to better incorporate the unit into the classroom environment. Also used to add the unit to music and movementWhitman, Candace, and Steve Wilson. Lines That Wiggle. Maplewood, NJ: Blue Apple, 2009. Print.Additional resource that will be used in the Line and Symmetry activity to educate children about the different types of lines. World Classic Gallery Ltd. "Oil Painting Reproduction of Constant - The Empress Theodora at the Colisseum." Oil Painting Reproduction of Constant. World Classic Gallery, 2014. Web. 03 Dec. 2014.Additional resource to give children more examples of French literature and culture. Specifically will be used when we have children draw/paint their own versions of French landmarksWright, Nicola, and Kim Woolley. Getting to Know France and French. Hauppauge, NY: Barron's, 1993. Print.Additional resource to give children more examples of French literature and culture.My Individual Lesson Plan for the Unit: Preschool Lesson Plan TemplateLesson TitleLines and Symmetry Sort Age Range4-5 year oldsStandards CorrelationPhysical Development – Strand 1: Physical and Motor Development, Concept 2: Fine Motor Development, a. Uses fingers to manipulate a variety of tools and materialsMathematics – Strand 3: Measurement and Data, Concept 1: Sorts and Classifies, a. Sorts and classifies objects by one or more attributesObjectives (SWBAT)Students will be able to identify different types of line and sort lines into appropriate categories by diagonal, horizontal and vertical. MaterialsFlash cards with different types of horizontal, vertical, and diagonal lineMadeline by Ludwig Bemelmans Lines That Wiggle by Candice Whitman Lesson SequenceToday in we are going to read this book about lines“What types of lines are there?” “Can lines have different shapes?” Have a picture walk of Madeline, to look specifically at the illustrations and the lines used in the illustrations.“What lines do we see in the illustrations?”After we have discussed the different types of lines, have the children return to their tablesThe cards for sorting will already be set upHave the children sort the cards into three categories – horizontal, vertical, and diagonal lines After they are done sorting, talk to children about the sort “How did you know which line went where?” “Were any lines difficult to put into a category?” ExtensionsThis lesson is part of a two-week unit focusing on France in all different subject areas. This lesson in particular is being connected to the illustrations in Madeline (read earlier in the week) that incorportate the concept of symmetry and linear style. To extend this learning students will then practice writing their letters based on what kinds of lines they have: horizontal, vertical, and diagonal. They will use the framework: I have a ________ line; the letter____ has the same line.AccommodationsAll students will be invited and encouraged to participate in the line sort. Those students who seem uninterested will be encouraged to observe the engagement and join their peers once they feel comfortable. For students experiencing difficulties with the fine-motor aspect of this engagement they can work with someone else to dictate which category they would like to place each line. ................
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