Family Thing Fiche séquence

Fiche sequence

A Family Thing - How do generations influence one another?

Classe de seconde / cycle seconde

- Teaser - Unit 1: Modern traditions - Unit 2: Generation gap?

Index

07. CECRL

03. Taches visées

01. Programme

08. Séances

05. Evaluation

02. Objectifs

04. Ressources

06. Tache finale

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Programme

Axe: Vivre entre générations

Thématique cycle seconde: L'art de vivre ensemble

Les bouleversements démographiques amènent des modifications dans les liens intergénérationnels (vieillissement de la population, allongement du temps des études et du temps de travail). La notion de conflits des générations se trouve souvent remplacée par celle du lien intergénérationnel. Celle-ci concerne la nécessité de penser autrement les relations entre les différents âges de la vie, notamment entre les personnes âgées et les (très) jeunes. Comment sont envisagés ces liens intergénérationnels dans les sphères dont on étudie la langue ? Sur quelles traditions se fondent-ils selon les cultures ? Dans quelle mesure les rapports entre générations se trouvent-ils bousculés, sont-ils réinventés ? Les limites définissant les générations sont parfois déplacées : au « jeunisme » des anciens, pourrait être opposé le « syndrome de Peter Pan » chez de jeunes adultes nostalgiques de leur enfance. À l’inverse, des enfants se trouvent investis de responsabilités qui incombent normalement aux adultes. Comment la presse, la littérature, les séries télévisées, la publicité rendent-elles compte de toutes ces mutations – sur le mode comique, parodique ou encore en adoptant la forme du réalisme social, voire de manière factuelle à travers le reportage ?

Les élèves découvrent que chaque société est un organisme vivant, héritier d’un passé qui contribue à forger son présent et dont les références permettent de mieux comprendre les réalités actuelles, mais aussi se projettent dans un avenir qui mobilise l’imagination, le besoin de créer et le désir d’aller de l’avant

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Objectifs

Culturel- Liens entre générations - Generation Gap - Traditional family - Modern family - American Dream

Phonologie- Prononciations du <th> - Prononciations du <ed>

Pragmatique- Créer une mindmap - Présenter des personnages - Défendre un projet - Défendre un opinion critique à travers un article de presse - Analyser une peinture et son message - Analyser un document infographique

Grammaire / Faits de langue- Rebrasser le prétérit - Rebrasser le BE+V-ING - Rebrasser le génitif

Lexique- Les membres de la famille et les liens intergénérationnels -Projets intergénérationnels

Ressources

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Documents

2. Peinture

1. Vidéo

3. Peinture

'Freedom from Want', Norman Rockwell, 1942

Extract from 'Kids meet a 101 year old'

Document d'anticipation 'Modern Family'

Ressources

.03

Documents

6. Texte

4. Video

5. Infographie

Article published on 30.09.10 on Front Porch Republic and entitled ot a “Modern Family” At All

Modern Family Tree

Modern Family Trailer, Season 1

Ressources

.03

Documents

9. Infographie

8. Dessin

7. Dessin

Generations, McCrindle, 2019

Matt Wuerker, Politico.com, 2010.

Adam Zyglis, 2012.

Ressources

.03

Documents

10. Video

11. Video

Cyber-senior Program

Extracts from 'Do they know it?'

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Taches visées

Activités et Taches Intermédiaires Projet mis en place pendant la semaine de distantiel: (PE) Elaboration d'une Mindmap personnelle afin d'aider à la mémorisation des verbes irréguliers. (POI - Pair work) Prepare 5 questions you would ask a 101 year old about the past and ask them to your classmate then do some research to try and answer your classmate's questions. (PE): Chose a film or a series involving a large family and prepare a family tree + explain in min 100 words if you think this family is modern and/or traditional and why. (PE): You are a journalist in charge of writing an article/review about a series or film of your choice involving a family. Explain why you think the family represented in the show is detached from contemporary standards. (120word minimum) Homework: Prepare your part 1. Select several musics from the 70s 80s 90s or 2000s and collect information about them (dates, name of the artist, number of records sold…). // 2. Submit a blind test to the class (PE) Share your opinion about whether music can still appeal to young people after decades and justify (120words min) (POI) In groups of 3: one of you is the grandchild, the other two are the grandparents. The grandchild tries to convince his/her grandparents to take part in a similar project.

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Projet d'évaluation

Evaluation formative

(PE) : Elaboration d'une Mindmap personnelle afin d'aider à la mémorisation des verbes irréguliers. (note sur 10) (PE): Chose a film or a series involving a large family and prepare a family tree + explain in min 100 words if you think this family is modern and/or traditional and why (note sur 10) (PE): You are a journalist in charge of writing an article/review about a series or film of your choice involving a family. Explain why you think the family represented in the show is detached from contemporary standards. (120word minimum) (PE) Share your opinion about whether music can still appeal to young people after decades and justify (120words min)

Evaluation sommative : Tache Finale

(POC) You live in an American city which offers grants to community-based projects that involve younger and older people. You are invited to present and defend your project to the city council (2min min).

Tache finale

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Tache finaleYou live in an American city which offers grants to community-based projects that involve younger and older people. You are invited to present and defend your project to the city council. Step 1: Think up an intergenerational project - Identify the issue you want to address in your community. - Describe a social, cultural or educational activity that can involve younger and older generations. - Give details about the number of participants, the meeting place and the ressources you will need. -Explain what can be achieved through your project. - Find a name for your project. Step 2: Organise your notes to make sure your presentation is as clear as possible and draft a Power Point presentation to illustrate your project. Step 3: Present and Defend your project: be convincing!

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Activites langagieres dominantes

CECRL

Seance 1

Document 1: Kids meet a 101 year old Objectifs: (culturel) Introduire les notions de famille, generation gap, age difference // (grammaire) Rebrassage du Prétérit // (pragmatique) Créer une Mindmap Déroulement de la séance: Anticipation Le screenshot de l'image est divisé en deux et les élèves échangent par paires (deux personnages différents par paire) afin de reconstituer l'image grace à un jeu de Qui-est-ce? - Brainstorming à partir de l'image reconstituée sur le sujet de la séquence. Aide à la compréhension Step 1: Watch the video up to 2min30 and try and catch some key information about the different people (names, age, where they are from...) Step 2: The boy asks 'what was it like back then?' and the girl says 'What would you do back then (ie when she was a little girl') Write down 3 answers/pieces of information she gives them' Step 3: Highlight all the verbs you have written down => PRL Prétérit? Homework: Projet mis en place pendant la semaine de distantiel: Elaboration d'une Mindmap personnelle afin d'aider à la mémorisation des verbes irréguliers

Seance 1 (suite)

Document 1: Kids meet a 101 year old Objectifs: (culturel) Introduire les notions de famille, generation gap, age difference // (grammaire) Rebrassage du Prétérit // (pragmatique) Créer une Mindmap Déroulement de la séance: PO Prepare 5 questions you would ask a 101 year old about the past and ask them to your classmate (pair work if possible) then do some research to try and answer your classmate's questions. Pour les élèves qui veulent aller plus loin (optional) Step 1: Watch the video up to 3.30min and explain what the old lady's job used to be Remarks regarding this structure? PRL Used to Step 2: The old lady mentions her favorite insect, try and think of your favorite insect and what you like about it. Step 3: 3min20 : Alice says she likes to write emails, react!

Seance 2

Documents 2: 'Freedom from Want', Norman Rockwell, 1942 Objectifs: (culturel) Traditional family, Modern family, Thanksgiving, American Dream // (Pragmatique) Analyser une peinture// (Grammaire) Rebrassage BE + V-ING Déroulement de la séance: Anticipation Noter 'American Dream Family' au tableau et demander aux élèves de réagir + former un nuage de mots associés au concept soit au tableau (présentiel) soit via Answer Garden (Distantiel) Aide à la compréhension Step 1. Describe what the people in the picture are doing. => PRL BE+V-ING (rebrassage) => Méthodologie description d'une image (rebrassage) Step 2. Try and identify the people in the document and their relationships with one another. Step 3. Imagine the context in which the image was set and explain why the artist chose this setting. Homework: Search the Internet for some basic information (Title, short description) about the other 3 Freedom Paintings by Norman Rockwell.

Seance 3

Documents 3,4 and 5: Document d'anticipation 'Modern Family' // Modern Family Trailer, Season 1 // Modern Family Tree Objectifs: (culturel) Traditional family, Modern family // (Grammaire) Rebrassage Genitif // (Vocabulaire) Famille et liens. Déroulement de la séance: Anticipation à l'aide du document 3 Are you familiar with this family? Gather some elements in the painting that you would associate with: Modern family // Traditional Family Aide à la compréhension Document 4: Modern Family Trailer, Season 1 Step 1: Watch the trailer and try and gather as much information as possible about the families represented and their links Step 2: Explain how they differ from the traditional model and what is modern about this family Document 5: Modern Family Tree Step 1Look at the Modern family tree and explain how the characters are related => PRL Genitif lors de la mise en commun Tache Intermédiaire: Chose a film or a series involving a large family and prepare a family tree + explain in 100 words if you think this family is modern and/or traditional and why.

Seance 4

Document 6: Article written by Susan McWilliams, published on 'Front Porch Republic' on 30.09.10 and entitled 'Not a 'Modern Family' at all'' Objectifs: (culturel) Traditional family, Modern family // (Culturel) Fiction et réalité // (pragmatique) défendre un point de vue critique Déroulement de la séance: Anticipation Ecrire le titre de l'article au tableau => React // Try and guess the topic of the article and which family is described as 'not modern at all' => importance de la ponctuation Méthodologie CE - rappel 1- Highlighters 2- Looking for clues in the paratext: Title - punctuation / topic / point of view? //Author - point of view // Date - context // Source - point of view / reputation (Fake news??) 3- First reading - identify the Key words: Dates //Names of people => large family // Places => diversity and multiculturalism 4- Second reading - dig a little further: Pronouns // Transparent words // Logical connectors

Seance 4 (suite)

Document 6: Article written by Susan McWilliams, published on 'Front Porch Republic' on 30.09.10 and entitled 'Not a 'Modern Family' at all'' Objectifs: (culturel) Traditional family, Modern family // (Culturel) Fiction et réalité // (pragmatique) défendre un point de vue critique Déroulement de la séance: Aide à la compréhension Step 1: Read the article (up until 'First day of school) and highlight the 'key ingredients' to 'modern diversity'. => draw out a definition of this concept in pairs Step 2: Quote from paragraph 3 - try and rephrase this sentence using your own words: ' I’m struck, over and over again, by how unmodern – or at least how atypical, by contemporary American standards – this family is'.

Seance 4 (suite)

Document 6: Article written by Susan McWilliams, published on 'Front Porch Republic' on 30.09.10 and entitled 'Not a 'Modern Family' at all'' Objectifs: (culturel) Traditional family, Modern family // (Culturel) Fiction et réalité // (pragmatique) défendre un point de vue critique Déroulement de la séance: Aide à la compréhension Step 3: In pairs, highlight (paragraphs 4, 5 and 6) and prepare a table with : 1. 5 key elements that make this show 'unmodern'. 2. Contrast with 5 American realities / standards With the information gathered in the table, prepare 5 sentences using the contrast connectors (recap in class - while, whereas, despite...)

Seance 4 (suite)

Document 6: Article written by Susan McWilliams, published on 'Front Porch Republic' on 30.09.10 and entitled 'Not a 'Modern Family' at all'' Objectifs: (culturel) Traditional family, Modern family // (Culturel) Fiction et réalité // (pragmatique) défendre un point de vue critique Déroulement de la séance: Aide à la compréhénsion Step 4: Read the paragraph starting with 'Even if' and explain what the author describes as some of the consequences of the widening of the gap between the rich and the poor. Tache intermédiaire You are a journalist in charge of writing an article/review about a series or film of your choice involving a family. Explain why you think the family represented in the show is detached from contemporary standards. (120word minimum) Find a title for your article Present the members of the family and their specifics (character, relationships, personal and professional status...) Give your point of view about the family model represented. Present the elements that make you think the family is detached from contemporary/modern standards and explain why. Conclude with a recap of your main message in a short, impactful sentence.

Seance 5 (optional)

Documents 7 et 8: Adam Zyglis, 2012 //Matt Wuerker, Politico.com, 2010 Objectifs: (culturel) Traditional family, Modern family, American Dream // (Pragmatique) Analyser un dessin humouristique et ses messages / Préparer une présentation Power Point Déroulement de la séance: Aide à la compréhension Les élèves travaillent en pair work et ont chacun un document Step 1. Imagine a title for your document. Step 2. Pair work (2 different documents in each pair) - One person describes his/her document to his/her classmate (in English!) without showing it to him/her. - With the information given by the presenter, the other person draws what he/she hears/understands to try and reproduce the document. This person then imagines a title for his drawing. => Exchange roles => Compare the original documents with your drawings and your respective titles

Seance 5 (suite)

Documents 7 et 8: Adam Zyglis, 2012 //Matt Wuerker, Politico.com, 2010 Objectifs: (culturel) Traditional family, Modern family, Thanksgiving, American Dream // (Pragmatique) Analyser un dessin humouristique et ses messages et préparer une présentation Power Point Déroulement de la séance: Tache intermédiaire Une heure en salle informatique sera dédiée à la préparation de la tache intermédiaire, notament pour finaliser les présentations Power Point. Tache intermédiaire. Pair work: Prepare a presentation to be delivered in class (2minutes per person): Consigne: Based on the 3 document we have studied, do you think generations don't understand each other? explain why/ Why not. Follow these steps: 1. Describe the atmosphere in each document (connecteurs de similitude, contraste) 2. Compare the modern and traditional models represented in the 3 documents. 3. Report on what the artists were trying to denounce - Do you agree with the message?

Seance 6

Document 9 : Infographic by McCrindle, 2019 Objectifs: (culturel) Generations // (Pragmatique) Analyser un document infographique Déroulement de la séance: Anticipation Zoom sur les termes Baby Boomers, Generation X, Generation Z, Generation Y et GenAlpha => Are you familiar with these terms? What would you associate them with? Brainstorm! Aide à la compréhension Step 1: Look at the infographic. Describe the elements you find striking? Do you agree with the information it contains? Step 2: Present the generation you belong to - Compare with your neighbour's answers Step 3: Think of something else we could add to the chart and that could be a good representation of a generation - Brainstorm!

Seance 6

Document 10: Extracts from 'Do they know it?' Objectifs: (culturel) 70s music // (Pragmatique) défendre son opinion Déroulement de la séance: Anticipation A l'aide du screenshot, Imagine what the two young people may say about the artist in the middle, do you think they know these artists from the 70's? Aide à la compréhension Step 1: Watch the first part of the video (up to 0.45min) and describe the people’s reactions when they find out the topic of the project. Step 2: Watch the video (up to 1.04min) and describe the people’s reactions. Compare with what they had anticipated. Step 3: Are you familiar with this song? Step 4: Now watch the video up to 1.45min and note down the words and expressions they use to describe: the artists • their music •the lyrics.

Seance 6 (suite)

Document 10: Extracts from 'Do they know it?' Objectifs: (culturel) 70s music // (Pragmatique) défendre son opinion Déroulement de la séance: Homework: Prepare your part 1. Select several musics from the 70s 80s 90s or 2000s and collect information about them (dates, name of the artist, number of records sold…). 2. Submit a blind test to the class Tache intermediaire (PE) Share your opinion about whether music can still appeal to young people after decades and justify (120words min)

Seance 7

Document 11: Cyber-Senior Program Objectifs: Préparation à la tache finale // (Lexical) Projets intergénérationels // (Pragmatique) Défendre un projet Déroulement de la séance: Anticipation Les élèves découvrent le titre du programme et doivent deviner de quoi il s'agit Aide à la compréhension Step 1: Before you watch: Try and think of reasons why senior people would benefit from this program Step 2: Watch the video and identify the benefits for senior people Step 3: Discuss how this experience is also beneficial for the teenagers (POI) In groups of 3: one of you is the grandchild, the other two are the grandparents. The grandchild tries to convince his/her grandparents to take part in a similar project.