Author:
Mimi Fahnstrom, Amber Hoye, Camille Daw, Brenna McNeil
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, College / Upper Division
Tags:
  • Arbre Généalogique
  • Conjugaisons Du Verbe Être
  • Conjugations of Être
  • Family
  • Family Tree
  • French
  • La Famille
  • Les Partenaires
  • Partners
    License:
    Creative Commons Attribution
    Language:
    English, French

    French Level 1, Activity 08: La famille et les amis / Family and Friends (Online)

    French Level 1, Activity 08: La famille et les amis / Family and Friends (Online)

    Overview

    Students will learn about families in French by looking at different family trees and creating their own with a partner

    Activity Information

    Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench 

    Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. 

    Family and Friends / La familles et les amis

    Description 

    Students will learn about families in French by looking at different family trees and creating their own with a partner.

    Semantic Topics

    Family, family tree, partners, French, la famille, arbre généalogique, les partenaires, conjugations of Être, conjugaisons du verbe Être

    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, "week-end en famille", spending holidays and big events together, time at the table with family as a very important practice

    Perspectives

    Family is extremely important in the 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 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.

    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.
    • COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

    NCSSFL-ACTFL Can-Do Statements

    • I can identify members of a family tree and describe their relationships.
    • I can introduce my family members and their relationship to me.
    • I can recognize peoples’ names and their titles when they are introduced.

    Materials Needed

    Warm-Up

    Warm-Up

    1. Begin by introducing the Can-Dos for today's activity.

    2. Look at the family tree for the Lion King on the presentation.

    Regardez l’arbre généalogique du Roi Lion sur la présentation.

    3. Take the part of Simba and ask the group “qui est ma fille?” or “qui est Nala?” 

     Prenez la famille de Simba et demandez au groupe “qui est ma fille?” ou “qui est Nala?”

    4. Continue this with the other family members.

     Continuez l’activité avec différents membres de la famille. 

    Main Activity

    Main Activity

    1. Next, have the students get with a partner.

    Ensuite, demandez aux étudiants de se mettre en équipe de deux.

     

    2. Each student will go to the family tree website.

    Chaque élève se rendra sur le site web de l’arbre généalogique.

     

    3. On the website students will create their partner’s family tree.

    Sur le site web, les élèves créeront l’arbre généalogique de leur partenaire.

     

    4. After, have the students go around and explain to the rest of the group their assigned family tree.

    Ensuite, demandez aux étudiants d’expliquer au reste du groupe leur arbre généalogique.

     

    Wrap-Up

    Wrap-Up

    Ask the following question(s) to finish the activity:

    • Qui est votre membre de famille préféré ? Pourquoi ? (Who is your favorite family member? Why?)
    • Décrivez vos membres de famille. Ils sont comment ? (Describe your family members. What are they like?)

    Cultural Notes

    Much of family time in France is spent at the table. Gathering at the table and sharing a meal is a very important part of French culture, and very important in general to French families. Conversations and quality time between families is often spent at the table - whether that is between immediate families during the weekday after a day of work/school, or on the weekend/during holidays with extended family.

    End of Activity

    • Can-Do statement check-in... “Where are we?”
    • Read can-do statements and have students evaluate their confidence.
    • Encourage students to be honest in their self-evaluation
    • Pay attention, and try to use feedback for future activities!

    NCSSFL-ACTFL Can-Do Statements

    • I can identify members of a family tree and describe their relationships.
    • I can introduce my family members and their relationship to me.
    • I can recognize peoples’ names and their titles when they are introduced.