LESSON PLAN FORM
Teacher Education Department – Csudh
Candidate:
Richard Jessel	Subject(s):
French 2B	Grade level(s): 
10-12	Date:
1/2013	
Standard(s):
3.1: Furthering Connections: Students reinforce and further their knowledge of other disciplines through the foreign language.
4.2: Culture Comparisons: Students demonstrate understanding of the concept of culture through comparisons of cultures studied and their own.

	Single/Multi-Day Lesson: 
2 days
60 minutes x 2
	
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Some background facts and rationales about calendars of different cultures: Chinese, French Revolution, Gregorian

II. LEARNING OUTOME (Objective):
SWBAT compare and contrast Chinese and Gregorian/Christian calendar
SWBAT analyse rationale behind creation of a new calendar after the French Revolution

III. CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan):
Can follow Zodiac lesson at time of Chinese New Year or can complement Social Studies curriculum when French Revolution is being taught in World History
	
IV. INSTRUCTION
A.	ENGAGEMENT (Motivational Activity):
Access prior knowledge:
Write the date in French
Brainstorm French words about calendars > jours, mois, annees, siecles…
Pick some and ask about how they are calculated
How do we tell that a year or a day has elapsed? 

Think Pair Share:
How old is recorded history? > how many years?
What was the date at the beginning?
Why did you pick that date?

B.	INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
     
Draw timeline with dates: 2013, 1776, 1492, 0, 3000 BCE (Pharoahs - hieroglyphs)
What is cultural significance of Year 0?
Review concept of BC/AD (Latin) & rationale for BCE/CE
Sidebar note: (sept = 7, octo =8, nov. =9) so why are these the 9th, 10th & 11th month?

Teach significance of solstice and eqinox calculation (longest, shortest day)
>>Power point pictures would be ideal (research for some images)<<
Then ask why Chinese New Year is February 10 this year and a different date end of Jan/beginning of Feb each year.
How is this calculated? (> lunar based, not solar-centric)
Introduce Chinese calendar
Project Calendar resource info (attached) onto board
Slowly scroll down, allow students to point out observations (w. teacher prompting)
Take (some) notes
Discuss, compare & contrast differences with Gregorian calendar

Day 2

Warm-up prompt, quick-write + share:
Since the year can be calculated differently in different parts of the world, what great event would make you want to reset the calendar to year zero? 

Hand out copies of French Revolution calendar (needs to be abridged) 
Why would the French want to create a new calendar after 1789?
What can you infer about the spirit of the French at that time?
Go down the list of French revolution month names
Explore their relationship to the seasons

Calendar only lasted 15 years, retired by Napoleon. Why?

C.	APPLICATION ACTIVITY (Practice and/or Reflection):

Design and create a chart to describe a 12-13 month year, circular or rectangular, featuring Chinese or French Revolution names of months. Illustrate each month with symbols to represent the significance of thr month's name or the passge of seasons

D.	MATERIALS & RESOURCES: 
Handout of French Revolution calendar info (abridged), project Calendar resources: http://www.webexhibits.org/calendars/calendar-chinese.html
poster paper, colored pencils, rulers
	
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Mini-project. Create a small poster to compare & contrast the Chinese & Fr. Rev. month of your birthday.
Suggest Venn diagram or other compatible Thinking Map/graphic organizer

	
VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice): 
Students paired up or grouped according to ability & compatibility.

VII. HOMEWORK (If Appropriate):
Webquest link: http://www.webexhibits.org/calendars/calendar-chinese.html
Direct students to "Calendar through the Ages" web-site to explore various calendars from around the world and from history
Bring one or two interesting observations back to the class about any calenda