👨👩👧👦French Level 3, Activity 08: Mon arbre généalogique / Family Tree (Face-to-Face) Remix by Kylene Butler
Kylene Butler
Remixed by Kylene Butler
North Allegheny School District
Why did you adapt this activity?
I like to discuss the topic of family with my upper-level students, especially in the “Families & Communities” unit in AP. While the lower levels offer the opportunity for them to learn vocabulary, the upper level gives them the chance to draw comparisons between Francophone families and their own.
Semantic Topics: Family, community, possessive adjectives, comparison, famille, communauté, adjectifs possessifs, comparaison
Products: Family structure; immediate family: mother(s), father(s), brother(s), sister(s), guardian(s), etc., extended family: (cousin(s), aunt(s), uncle(s), grandparent(s), etc.
Practices: Spending time together, “weekend en famille”, spending holidays and big events together, time at the table with family
Perspectives: Family is extremely important in French culture; many families make it a priority to make time for their families, to spend time with their families, and to help each other out as a family regardless of your family structure.
- In American culture, youth is widely valued over age, a feat which can be noted through our beauty industry and the countless products created to keep us looking youthful. How might family relations look in a country where age is valued over youth?
NCSSFL-ACTFL World Readiness Standards:
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
Idaho State Content Standards:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
- I can identify members of a family tree and describe their relationships.
- I can compare types of families in different cultures.
- I can interpret and explain infographics.
Materials Needed:
- Slides (remixed)
- Family tree cards (from original activity)
Would you like to make changes to the materials? Access the template below:
- Family Tree Cards (Canva Template, free account required)
- Begin by introducing the Can-Dos for today’s activity and laying out the “Family Tree Cards” on the table.
Aujourd’hui nous allons parler de nos familles. Premièrement, nous allons identifier certains membres de famille sur l’arbre généalogique. Après, nous allons comparer les familles canadiennes aux familles américaines.
(Today we are going to talk about our families. First, we are going to identify members of certain family trees. After, we will compare Canadian and American families.) - Students should choose one of the Family Tree Cards, taking a part of a family member and describing their “family” to their partner.
Maintenant, vous allez choisir une carte et décrivez votre “famille” à un.e partenaire. Qui est votre époux.se? Qui est marié.e dans votre famille? Qui a des enfants? Puis, passez à votre partenaire.
(Now, you will choose a card and describe your “family” to a partner. Who is your spouse? Who is married in your family? Who has children? Then; it’s your partner’s turn.) - Next, students will click the Canadian flag to access information about families in Canada. Students should consider what they are seeing and also note vocabulary that is new to them.
Vous allez d’abord regarder l’infographie. Il faut trouver au moins une chose qui vous surprend ou intéresse dans les données que vous pouvez partager avec la classe. Notez aussi des mots de vocabulaire qui sont nouveaux pour vous.
(First, you will look at the infographic. You should find at least one thing that surprises or interests you in the data that you can then share with the class. Also, make note of any new vocabulary.) - Finally, students will access an article with information about American families. They should compare what they see in the article with what they learned from the infographic. You could ask students to make a list or use a graphic organizer like a Venn diagram.
Finalement, vous allez regarder un article avec des données similaires pour les familles américaines. Que voyez-vous de similaire? De différent?(Finally, you are going to access an article with similar data for American families. What do you see that is similar? Or different?) - To wrap up, students should consider what they learned and self-reflect.
Alors pour terminer, qu’est-ce que vous avez appris de surprenant? Est-ce que vous voyez votre propre famille représentée dans les données?
(To wrap up, did you learn anything surprising? Do you see your own family represented in this data?)
About the author
name: Kylene Butler
institution: North Allegheny School District
