Students read Un coup de tonnerre by Ray Bradbury and discuss the "butterfly effect" as a class.

• Students will be combined in a single classroom (la grande salle) for the Entry Event and generating the NTKs

• Ss will be given notecards or sticky notes to generate NTKs. Ss will work in 2 groups of 4 or 4 groups of 4, depending on class size

• Ss will sort their group’s NTKs into: process/logistics; content knowledge; language and culture knowledge

• The two groups will compare their NTKs and then consolidate their work into a single list of NTKs

• We will use a physical Project Wall to which we will refer back throughout the life of the project

• We will use the categories: “To Do,” “Doing,” “Peer Review,” and “Done”

• Students will be given an overview of the Project. Together, Ts and Ss will put together a first draft timeline (to be updated as needed).

Each group will gather information about one of two distinct topics: 

1. The conditions necessary for a monarch butterfly overwintering site (environmental theme).

2. The history of the monarch butterfly in Pacific Grove, the place of the monarch butterfly in the city’s psyche (history and culture).

Once Ss have conducted their research, they will summarize the information as a group. Next, Ss will switch groups. Working with a partner from the other group, they will educate each other about what they have learned. Each group member’s information from the research phase will be essential to complete the joint task.   

• Ss might then work individually to generate - in their own words - the most salient point(s) from each research topic. 

Students will need to master vocabulary related to butterfly biology and the environment. Students will do homework assignments and in-class activities on these two themes (listening comprehension, reading comprehension, and speaking) to acquire the needed vocabulary. 

• Assignments will incorporate interpretive, interpersonal, and presentational modes of communication.

All Ss will need to learn about layout norms and design principles for museum brochures. We will invite a specialist to speak to the class, preferably from our own public affairs office. Students will be asked to summarize the information that they learned in French and turn in their summaries to the instructor. 

Teacher will propose some specific websites and resources in the target language to ensure that the target language policy is respected.

• Some research may need to be conducted in English (for example, information specific to the history of Pacific Grove might not exist in French)

• Ss can prepare key vocabulary related to this topic (monarch butterfly, milkweed, etc.). We can take a field trip to the butterfly sanctuary and have guided visits with docents. Taking turns, Ss will act as interpreters for the docents. Ss can also ask the docents questions, but they must be in French and must go through the interpreter. (Use of FLO skill.)

At the end of this phase, Ss will have gained knowledge about the history and biology of monarch butterflies and will be able to categorize their new knowledge.  

Ss will fill out a self-assessment about content knowledge gained during this phase. Ss will be assigned additional reading/resources based on any knowledge deficiencies that they identify.

Ss will complete an initial iteration of their proposed text for the brochures. 

1. First, Ss will read several examples of similar types of resources from French-speaking museums. They will visit these museums virtually, note their observations, and compare their impressions with their group members.

1. Here are some websites to look into more deeply later: 

1. http://institutions.ville-geneve.ch/fr/mhn/

2. https://www.mnhn.fr/fr

3. https://mhn.lille.fr/

4. https://www.museum-bordeaux.fr/

5. https://www.naturalsciences.be/fr/museum/home

6. https://www.musees-troyes.com/museum/

7. http://www.naturalhistorymuseums.ca/members_f.htm

8. → African examples?? 

2. Working together, Ss will create in the TL a check-list of elements that they see in high-quality museum brochures/texts. Ss will include a section on content (type of content), quantity (length), layout/design, and interactivity. 

2. Working in their groups, Ss will summarize the information from their research. Ss will compare their summaries to the content and quantity sections of their check-lists and make any necessary changes. 

1. Next, Ss will read the work of the other group. Evaluating the work of their peer group, each S will individually prepare feedback on sticky notes (“I like…” and “I wonder…”). Ss will put their stickies next to the other group’s work. Then, Ss will return to their original group and read their peers’ feedback. 

2. Ss will incorporate their peers’ suggestions and feedback and draft a second iteration of their proposed texts. Ss will turn this iteration into the teacher for further feedback. 

At the end of this phase, Ss will be able to summarize information into more digestible chunks. Ss will also be able to give constructive feedback to their peers.

At this point, all documents and check-lists will be made in the target language. The instructor will remind Ss of the target language policy as needed. 

Students will combine their revised texts with what they have learned about layout and graphic design to put together the final product. Both groups will now need to work together on a single final product. We will create a writing/editorial team with two students from each group to bring the information together and draft the texts. The remaining students will form a layout team and format the information on the brochure. 

Students will assess their work using the same check-list they produced in the information processing phase, but this time they will assess all four areas: content (type of content), quantity (length), layout/design, and interactivity. 

Students will be reminded about the target language policy as needed.

Students will provide their brochures to the museum. Ss will also place copies of the brochures in the Pacific Grove Chamber of Commerce and the Pacific Grove Municipal Library. 

Students will present their work to French students and faculty from the other classes during the 7th hour or some other time agreed upon by the teaching faculty. Ss will present their work in the target language.

Ss will ask for feedback from the students and faculty who attend their presentation. With the help of their instructors, Ss will develop a short questionnaire to assess their final product in the four areas that they used for their own self-assessments: content (type of content), quantity (length), and layout/design, and interactivity. 

Students will develop a feedback survey in French and include it at the end of their brochure using a QR code. All participating Ss will have access to the results.