Rachel+Haddon

Rachel Haddon Diverse Text Set March 25, 2014 Dr. Coiro EDC 448

Name: //Carmen//

Context for using the text set
 * This diverse text set will be used in a 12th grade Honors French 5/AP French classroom. These students have typically been taking French since middle school. This class will have French learners with French reading levels that range from mid-high school to college freshmen and English reading ability at the college level. There is possibility of having students who are already fluent in another language besides English and students who speak French-based Creole. The students will be reading //Carmen//, the opera by Georges Bizet, as a way to introduce them to French music and writing. The texts will give context to the opera by touching upon historical aspects, vocabulary, and diving deeper into the plot and characters.

Content Objective
 * Students will be able to discuss orally and written in French the plot and the characters of //Carmen//, the life of Bizet, and the historical events in Spain while using the new vocabulary learned in the unit.

National Standards for Foreign Language Education
 * **Standard 1.1**: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * **Standard 1.2**:Students understand and interpret written and spoken language on a variety of topics.
 * **Standard 1.3**: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
 * **Standard 3.1**: Students reinforce and further their knowledge of other disciplines through the foreign language

Reading/Thinking Objective
 * Students will able to analyze the sequence of the plot to write an essay in French about recurring themes.

Common Core ELA Standard
 * **CSS.ELA-Literacy.RI.11-12.3**: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


 * A. Print Resources **


 * Text #1 **
 * Citation: Bleiler, E. (1983). //Bizet's carmen//. Toronto, Canada: Dover Publications, Inc.
 * Text Summary: //Carmen// is an opera about love triangles. Don Jose, a solider in the Spanish army, has his girlfriend Micaela waiting for him back home when he meets Carmen, the wild gypsy woman. The two become lovers. After some time together, Don Jose is fetched by Micaela to see his dying mother. In that time Carmen take the toreador, Escamillo, as her lover. Complications arise when Don Jose follows her to Seville.
 * Rationale: This text was chosen to be the primary text for this unit. I choose this copy in particular because it has the dual-language text. The English translation will benefit all students in my class. If and when a student is struggling reading the French, they can look to the English side and obtain the clearest understanding. Also, there will be French idiomatic expressions and unknown, new vocabulary and the English will help all students with the translation.
 * Use of text: Since this will be the primary text, we will read aloud together in class to practice speaking and some scenes will be assigned as reading homework with corresponding questions.
 * Attachment: This was 90-page book, so I did not include it here.


 * Text #2 **
 * Citation: Parker, D. C. (1969). //Georges bizet: His life and works//. Freeport, New York: Books for Libraries Press.
 * Text Summary: This text is a biography of Georges Bizet, the man who composed //Carmen//. It includes his life from birth to death and discusses his works, most specifically, //Carmen//.
 * Rationale: This text will give the background of the composer. By reading about his early years, the students will be able to understand why he chose to be a composer. By reading about the making of //Carmen// and its reception, the student will understand how this opera fits into history. Though this text is in English, it was originally published in 1929. It may be difficult at some places to understand due to the vocabulary used and some students may not know some of the historical events or places mentioned.
 * Use of Text: This will be a supplemental text. A list of places and events will be provided in case a student doesn’t know them. Certain sections will be assigned as homework before we read Carmen, follow by an in-class discussion.
 * Attachment: This was a 278-page book, so I did not include it here.


 * Text #3 **
 * Prosper Merimee. (2014). In //Encyclopædia Britannica//. Retrieved from []
 * Text Summary: This text is a short biography about Prosper Mérimée. He wrote the original story of //Carmen.//
 * Rationale: This text will provide background for the plot of the opera. The text provides information about Mérimée that make it easy to understand why a Frenchman would write about a gypsy in Spain. This text is written in Standard English, all students will be able to understand it. There may be a few students who do not know some of the names mentioned, but the names of those people are linked to their own encyclopedia entry.
 * Use of Text: This text is supplemental. It will be an optional homework reading.
 * Attachment: See attachment #1 for a copy of this text.


 * Text #4 **
 * Citation: Castells Olivan, I. (2004). Le libéralisme insurrectionnel espagnol (1814-1830). //Annales historique de la Révolution française//, (336), 221-233. doi: 10.4000/ahrf.1736
 * Text Summary: This text explains the revolutionary model laid out between 1814 and 1820 in Spain and how it led up to the war in 1830.
 * Rationale: This text explains the political situation in Spain during the same time // Carmen // takes place. It will help the students understand what was going on there and allow for a better understanding of the characters-why they do certain thing and act certain ways. This text is in French and has many advanced grammatical features and vocabulary. All students experience some level of difficulty.
 * Use of Text: Before reading // Carmen //, we will read this in class individually. Students will circle unknown words/phrases and write down the main idea of each paragraph in the margin. Afterwards, students will discuss the ideas with a partner, as well as use the dictionary to look up words.
 * Attachment: See attachment #2 for a copy of this text.


 * Text #5 **
 * Citation: Huizenga, T. (2007, September 22). Carmen on the couch: Analyzing bizet's bold heroine. //NPR Music//, Retrieved from []
 * Text Summary: This text discusses the character Carmen in more detail. It compares her to a sexual symbol and a role model.
 * Rationale: Though this text is in English, it is essential to analyzing the character Carmen at a much deeper level. It also looks at the historically impact that the particular character had on society. This is an accessible text to all students in the classroom.
 * Use of the text: This text will be read as a homework assignment the day we end //Carmen//. Students will write a paragraph about whether or not they agree with the text after having read the opera.
 * Attachment: See attachment #3 for a copy of this text.


 * B. Media Resource **


 * Text #6 **
 * Citation: Green, A. (2014). //Habanera text and translation//. Retrieved from []
 * Text summary: This text includes the lyrics to the aria, Habanera.
 * Rationale: The lyrics from the texts are from the famous aria in //Carmen//. Even if the students don’t know the words, they most likely know the tune, as it used as a ringtone and in commercials. I chose to use this text because it will serve as an introduction to the unit.
 * Use of text: As a class, we will look at the lyrics, translate them, and sing them while listening to the Maria Callas version.
 * Attachment: See attachment #4 for a copy of this text.


 * Text #7 **
 * Citation: The Royal Opera House. (Producer) (2007). //Carmen (bizet) the royal opera// [Web]. Retrieved from []
 * Text Summary: This text is a promotional video of //Carmen// for the Royal Opera House in England. It features different scenes from throughout the opera.
 * Rationale: I selected this text because no background knowledge about //Carmen// is required. It is simply a promotional video meant to be a sample for all viewers, whether they’ve seen the opera before or not. It will allow the students to get a feel of what they will be reading.
 * Use of text: Along with text #6, this text will be accessed together as a class. It will serve as the basis of a discussion about what the students think will happen during //Carmen.//
 * Attachment: See attachment #5 for a link to this video.


 * C. Online Interactive Resources **


 * Text #8 **
 * Citation: Graves, H. (2013). //Carmen vocab flashcards//. Retrieved from []
 * Text Summary: This text is an online study tool for vocabulary from //Carmen//.
 * Rationale: I selected this text because it has many interactive study options. Students can choose to use the flashcards, practice spelling, listen to the word in French, and play games to test their knowledge of the vocabulary. This tool allows students to learn vocabulary in a fun way.
 * Use of Text: This online resource, Quizlet, will be used every act. It will be a homework assignment to use the site and students will be quizzed on the vocabulary put on the site.
 * Attachment: See attachment #6 for a link to this site.


 * Text #9 **
 * Citation: //Carmen quiz//. (200, September 13). Retrieved from []
 * Text Summary: This is an online quiz for the plot of the opera.
 * Rationale: Though this text is in English, it asks basic questions about the plot of the opera that all students should know by the end of reading //Carmen//. I selected this text because it is a good tool to assess the knowledge and understanding of my students.
 * Use of text: This text will be used at a computer lab. First, all students will take the quiz. Then, by walking around and seeing their score, I will be able to determine if they understand the plot or not and where their trouble might lie.
 * Attachment: See attachment #7 for a link to this site.


 * D. Instructional Resources **


 * Text #10 **
 * Citation: //Carmen opera de bizet//. (n.d.). Retrieved from []
 * Text Summary: This text has all the dates, characters, themes, analysis of certain songs, and a detailed plot.
 * Rationale: This text was selected because an opera company wrote it. It dives deeper into themes and provides me with details I might have otherwise missed. Everything that I could have possibly wanted to teach to my students is touched upon is in this text.
 * Use of text: This text will be my guide of information to teach besides vocabulary and plot details.
 * Attachment: See attachment #8 for a copy of the table of contents.


 * Which texts selected for each type of learner: **
 * Students with Matchup Assets:
 * o Texts #1,2,3,5,6,7,8,9
 * Students with Matchup Gaps:
 * o Texts #1,3,5,6,7,8,9
 * Students with Mismatches:
 * o Texts #1,3,5,6,8
 * Non-native English speakers:
 * o Texts #1,3,5,6,8
 * Using these texts together in the classroom: **

These texts all have a specific purpose within the text-set. Some focus on vocabulary and others focus on history. Each gives a different perspective to the main text. Many of the texts would be assigned as homework because it would be supplementary to reading //Carmen// in class. Not all students would have to read everything or do everything, especially if there is a mismatch or a matchup gap.


 * Attachments **


 * 1) 5 []
 * 2) 6 []
 * 3) 7 []