1. Le cerveau et l'identité (French IV Honors)
Author: Sarah Paster
Date created: 05/03/2015 2:30 PM EDT ; Date modified: 05/04/2015 2:07 PM EDT
VITAL INFORMATION
Date
TPCP Course
Subject(s) French IV Honors
Grade Grade 9, Grade 10, Grade 11, Grade 12
Title of Unit Le cerveau et l'identité
Length of Time for UbD Unit 3 days (60 minutes per lesson)
Unit Summary
This mini­unit aims to address the AP French theme of Les défis mondiaux, specifically addressing global health issues. Prior to these three
lessons, the students will have studied other widespread public health issues such as HIV/AIDS, binge drinking, waterborne illnesses, and
common medical issues such as strokes and heart attacks. As mental health awareness gains more traction in the media, it is essential that
I provide my students with a safe forum to discuss these difficult issues. In addition to common mental illnesses, I thought that this unit
would be a great opportunity to introduce the idea of cognitive diversity ­ the idea that individuals can lead meaningful and productive
lives despite living with mental or cognitive disorders.
This unit is interdisciplinary and differentiated in nature. It heavily relies on Content­Based Instruction by teaching health concepts through
the French language. Additionally, it reinforces the necessity for tolerance by highlighting the struggles that many people face. Elements
of the ACTFL's 5 C's heavily influence this lesson: Comparisons by evaluating the varying struggles of people with mental illnesses;
Connections by highlighting the worldwide nature of these issues; Communitues by assessing how we can assist populations with varying
cognitive abilities; and and Communication by verbalizing thoughts and strategies regarding mental and cognitive issues.
This lesson pulls from guidelines created by the Centre for Addiction and Mental Health (Toronto, Canada)
http://www.camh.ca/en/education/Documents/www.camh.net/education/Resources_teachers_schools/TAMI/tami_teachersall.pdf
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 1: Setting The Learning Goals
Standards
Enduring Understandings Students will understand that cognitive/mental issues only represent part of an individual's overall identity. Students will
understand the need for empathy and tolerance. Students will understand the global presence and effects of mental
and cognitive issues.
Essential Questions What is cognitive diversity? How do mental/cognitive illnesses affect an individual's role in society? How can societies
adapt to accomodate individuals with varying cognitive needs?
Knowledge And Skill Objectives ( Start With The GLE’s From The Louisiana Comprehensive Curriculum)
Knowledge
Skills
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 2: Determining Evidence Of Learning
Performance Task Blueprint (GRASPS Format)
Goal Students will create informational brochures that explain a cognitive disorder and suggest ways that the community can
accomodate those affected. Students can choose any cognitive or mental disorder.
Role Students are psychological experts.
Audience The audience is a group of students who are unfamiliar with mental illness.
Situation
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2. Product or Performance Students will create an organized and well thought­out brochure.
Standards for Success Please see Day 3 of the lesson for further details.
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview Stage 2: Determining Evidence Of Learning—Other
Evidence
Pre­Assessment
Differentiation/Accomodations My formative assessments target various learning styles and interests, thus assuring that each of my students can fully
benefit from this unit. Please see the individual lesson plans for more information.
Formative Assessment ­ homework reflection
­ class observation
­ class discussion
­ worksheets
My students will self­evaluate at the end of the week using the participation rubric. I will assess them using this same
rubric, and I will then average these scores for their overall participation grade.
Other Summative Assessment
Rubrics Attachments:
1. Participation Rubric.pdf
UBD (UNDERSTANDING BY DESIGN) Unit Plan Overview STAGE 3: Designing The Learning Plan
What Learning Experiences And Instruction Will Enable Students To Achieve The Desired Results? List The
Activities That Address Each Of The Following UbD Elements.
STAGE 3: Where to?
STAGE 3: Hook
STAGE 3: Experience and
Explore
STAGE 3: Reflect and Rethink
STAGE 3: Exhibit and Self
Evaluate
STAGE 3: Tailor
STAGE 3: Organize
Resources & Materials
Texts
Other Print Resources
Multimedia
Online Resources
Other Resources
Lesson Plans
1. The New Normal
2. La vie avec l'autisme
3. Helping Others
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4. The New Normal
Author: Sarah Paster
Date created: 05/04/2015 9:57 AM EDT ; Date modified: 05/04/2015 2:49 PM EDT
Basic Information
Grade/Level Grade 9, Grade 10, Grade 11, Grade 12
Time Frame Day 1 of 3: 60 minutes
Subject(s)
Unit/Topic Brain & Identity: Introduction
Notes
Stage 1: Setting The Learning Goals
Standards
Understandings Students will understand the difference between a mental illness and a cognitive disorder. Students will understand that
all learners are different. Students will understand how schools address the varying needs of students through
differentiation.
Essential Questions In terms of human interaction, what is considered "normal" and why? How can schools acommodate the differences that
exist between students?
Knowledge and Skills
Stage 2 Determining Evidence Of Learning
Assessment Strategies
Assessment/Rubrics
Stage 3 Designing For Learning­ The Activity Plan
Resources
Intro/Anticipatory Set Introduction (10 minutes)
I will display the following picture and ask my students to think of the following question: "Qu'est­ce que cette fille
répresente? Qu'est­ce que c'est le message de cette publicité?" (What does this girl represent? What is the message of
this advertisement?) Students will have 2 or 3 minutes to jot down their answers on their own, and then we will discuss
their answers as a class.
This activity is meant for students to start thinking about perspectives other than their own. Instead of viewing
themselves as a model to which everything else should be compared, I want my students to view themselves
objectively, therefore eliminating the "them vs. us" mentality so common in comparative activities.
Attachments:
1. trisomie 21.jpg
Student Interaction with
Content
Introduction: diversité cognative (15 minutes)
In this portion, I will introduce the idea of cognitive diversity to my students. I will segway into this discussion by asking
them for the definition and examples of diversity (it is safe to assume that my students will speak of racial diversity, since
this is what is most discussed in schools). After explaining cognitve diversity, I will incorporate the vocabulary for various
disorders in French, such as depression, anxiety, Down sydrome, and other illnesses. I will be sure to note the difference
between mental illness and cognative issues. Since I want this to be a more open­ended discussion, I will forgo
worksheets or PowerPoints and instead highlight pertiennt vocabulary/points on the whiteboard.
Practice & Extension Video (15 minutes)
Students will watch a news clip from Algeria about the re­opening of a school for children with Down Syndrome. Before
we watch the video, I will hand out a worksheet with questions regarding the video and will review these questions with
the class to ensure comprehension. I will then play the video twice. The first round, I will instruct students to turn their
papers over and simply watch this video; this step will ensure that students pay careful attention to the video. The
second time I play the video, my students can fill out their worksheets. After the worksheets are completed, we will
discuss the answers, paying special attention to my students' opinions at the end.
If necessary, I can scaffold this activity by listing all the familiar words from the video on the board between the first and
second rounds.
Video: https://www.youtube.com/watch?v=PPJCNIuO4Q0
Attachments:
1. vidéo trisomie.docx
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5. Assessment Think, Pair, Share (20 minutes)
My students will use the video as a jumping­off point to think about how Lusher accommodates students with diverse
needs. Students will have 5 minutes to independently brainstorm a list of strategies they've seen at Lusher to address
students with varying needs. Students should think about students with learning issues, physical impairments,
cognitive/mental disorders, gifted students, and students of varying learning abilities. They will then work with a partner
to create a master list that they will then hand in at the end of class.
This exercise is meant to highlight the fact that every learner is different, whether or not their needs vary to the extent
of those with cognitive illnesses.
Closure For homework, I will ask my students to write a reflection on the following topic: What is your definition of "normal"?
Students should reflect upon their daily interactions, their clothing, their beliefs, and anything else they find relevant.
Students will be expected to write at least 2 paragraph (6­8 sentences), but are welcome to write more if they wish.
These reflections will be used at the beginning of the 3rd lesson as a talking point.
Differentiated Instruction This lesson is differentiated because it presents the same information in a variety of learning styles, whether orally,
visually, or kinesthetically. It requires my students to tap into their own experiences with learning differences in order to
assess the learning differences in others. Additionally, this lesson addresses the topic of differentiation itself by having
my students reflect on their learning preferences and struggles.
Plans for Teacher Reflection
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7. Vidéo : « Rentrée scolaire des enfants atteints de trisomie »
1) Quelle population bénéficie de l’école ?
2) Qu’est-ce que les parents souhaitent que ses enfants apprennent
dans cette école ?
3) Selon les professeures, qu’est-ce qui sont les buts de l’instruction
dans cette école ?
4) Dans votre opinion, est-ce que des enfants avec les difficultés
d’apprentissage doivent aller à l’école « normale » ou à l’école
spécialisé ? Justifiiez vôtres raisons.

8. La vie avec l'autisme
Author: Sarah Paster
Date created: 04/29/2015 3:45 PM EDT ; Date modified: 05/04/2015 2:48 PM EDT
Basic Information
Grade/Level
Time Frame Day 2 of 3 (60 minutes)
Subject(s)
Unit/Topic Brain & Identity: autism
Notes
Stage 1: Setting The Learning Goals
Standards
Understandings Students will understand that autism does not present itself the same way in every individual. Students will understand
that individuals with autism can and should participate fully in their communities. Students will begin to understand how
autism can affect an individual's perception of the outside world.
Essential Questions How can autism affect daily functioning? What can we do to make the aid those affected with autism?
Knowledge and Skills Students will assess their prior knowledge regarding autism. Students will define common vocabulary related to autism.
Students will interpret videos that discuss the implications of autism. Students will analyze how autism can affect an
individual's perception of the world. Students will discuss what communities can do to integrate individuals with autism
into their communities to the fullest extent possible.
Stage 2 Determining Evidence Of Learning
Assessment Strategies
Assessment/Rubrics
Stage 3 Designing For Learning­ The Activity Plan
Resources
Intro/Anticipatory Set Warmup (15 minutes)
Students will take out the school­issued laptops and log onto PollEv.com/sarahpaster592. As a class, we will complete a
few true/false questions that are meant to debunk a few common myths regarding autism. Additionally, this activity will
introduce my students to some key vocabulary and assess their prior knowledge about the disorder.
The questions are as follows:
­ Autism is only found in the United States (introduce Autism as a world­wide issue)
­ Vaccines cause autism (only cause for Autism is genetics)
­ Autism is a mental illness (introduce difference between mental illness and neurological disorder)
­ People with autism can have social interactions (difficult, but possible)
­ Every person with autism is a savant (only 10% of people with autism are savants)
­ A cure for autism exists
I will make note of the sensitive difference between "un autiste" vs. "une personne avec l'autisme"
The common misconceptions were taken from the following website: http://www.pbs.org/pov/neurotypical/autism­myths­
and­misconceptions.php
Student Interaction with
Content
Vocab extension (15 minutes)
I will hand out a list of pertinant vocabulary that my students might not know. Many of these words are cognates, so my
students should be able to understand them. My students will write either a definition or an example next to each word
(ex. "une maladie mentale" could be "une maladie du cerveau" or "la dépression").
Attachments:
1. autism vocab.docx
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9. Practice & Extension Autism exploration: 20 minutes
Each student will go to the following website: http://autisme.tv5monde.com/. Each student will choose a different path
to become an "expert" in based on the four exploratory activities: interpersonal interactions (eye tracking); the inner
experience (anomalies); the world around us (la voix et le bruit); and schooling (calcul mental). After completing the
introductory activities, each student will click on the "revenir au webdoc" button that leads them to the themed videos.
The students will each choose two videos from their section to watch and summarize for the class.
During this activity, students should have the following question in mind: "Qu'est­ce que nous peuvons faire pour
améliorer les vies des personnes avec l'autisme?
Assessment Final discussion (10 minutes)
Students will quickly present the contents of their videos and use these videos as a jumping off point to discuss the
day's Essential Questions. This should serve as a summary of the day's discussion.
Closure
Differentiated Instruction This lesson is highly differentiated and student­centered. The interactive nature of the website, allows my students to
briefly experience what life with autism is like. My students can choose from a variety of activities to perform and videos
to watch, thus intrinsically motivating my students. This activity targets all of the ACTFL's 5 C's, 4 modes, and 3 skills.
Additionally, it incorporates various learning styles in order to engage each of my students to the fullest extent possible.
Plans for Teacher Reflection
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10. Vocabulaire nécessaire : l’autisme
Le savant
Une maladie neurologique
Mouvement des yeux
Le vaccin
L’interaction sociale
La focalisation
Le spectre autistique

11. Helping Others
Author: Sarah Paster
Date created: 05/04/2015 1:27 PM EDT ; Date modified: 05/04/2015 3:22 PM EDT
Basic Information
Grade/Level
Time Frame 60 minutes: Day 3 of 3
Subject(s)
Unit/Topic
Notes
Stage 1: Setting The Learning Goals
Standards
Understandings Students will understand that the idea of "normal" varies. Students will understand that multiple options exist that
accomodate others.
Essential Questions What can communities do to accomodate the differences that exist between their inhabitants?
Knowledge and Skills
Stage 2 Determining Evidence Of Learning
Assessment Strategies
Assessment/Rubrics
Stage 3 Designing For Learning­ The Activity Plan
Resources
Intro/Anticipatory Set Think, Pair, Share (10 minutes)
Students will turn to a partner and share their reflections that they wrote for homework on Day 1. They will
compare/contrast their views on normalcy, and then we will discuss these views as a class.
I will use this activity to gague my students' opinions on the subject. I can then use this information to tailor the rest of
the lesson.
Student Interaction with
Content
Practice & Extension Walking Suggestions (25 minutes)
I will hang posters around the classroom that describe various situations that a person with cognitive disabilities could
face (ex. Feels uncomfortable meeting new people; Is sensitive to noise; Feels more comfortable writing than orally
expressing ideas). There will be a stack of PostIt notes next to each poster. My students will then circulate the class and
post suggestions on each poster that could help an individual feel more comfortable in each of the stated situations (ex.
Is sensitive to noise ­­­> Provide headphones or earplugs). My students should use the subjunctive provide these
suggestions. Once all my students have provided their suggestions, we will discuss the reasoning behind the
suggestions and how we can apply them in our own interactions.
This activity will reinforce the idea that we should go out of our way to make others comfortable. Additionally, it will
comment on the idea that there is no "normal" in terms of social interactions, and thus we must be cognizant of the
differences between us.
Assessment Explanation of homework/brainstorm (15 minutes)
As an extension of the suggestions activity, I will introduce the night's homework/project. My students will choose a
cognitive/mental disorder discussed in class and make a brochure that details the disorder and, more importantly, what
we can do to make those suffering from the disorder feel more comfortable. Although specifics about the disorder are
importatn, I want my students to focus on integration to highlight our overarching goal of tolerene and inclusion. I will
also hand out the attached rubric so that my students understand exactly where their grade will come from.
This final project addresses the interperative, interpersonal and presentational modes of communication: interperative
because of the research involved, interpersonal because of the information that is being shared through the brochure,
and presentational when my students explain their brochures in front of the class. It also targets oral and written
communication and incorporates kinesthetic and audiovisual learning styles.
After explaining the project, I will give my students 10 minutes to start working on their brochure.
Attachments:
1. brochure rubric.JPG
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12. Closure Exit Ticket (5 minutes)
To close out the lesson, I will show my students the following cartoon that comments on mental health. Based on this
cartoon, I will ask my students to jot down some positive aspects they see in cognitive diversity. My students will then
hand me their slips of paper on their way out the door. This activity will formatively assess my students' thoughts on the
subject matter and evaluate whether their opinions have changed since the start of this unit.
Attachments:
1. maladie mentale cartoon_o.png
Differentiated Instruction All differentiation strategies are listed in the individual activities.
Plans for Teacher Reflection
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