Day 1: Objective: Introduce the concept of “Les faits divers” and analyze examples from various sources.

1. Warm-up activity (10 minutes):
   • Begin the lesson by asking students if they are familiar with the term “Les faits divers.” Allow a brief discussion and encourage students to share any prior knowledge they may have.
2. Introduction to “Les faits divers” (15 minutes):
   • Provide a clear definition of “Les faits divers” as news stories that report on unusual or extraordinary events.
   • Discuss the purpose of “Les faits divers” in journalism and how they differ from regular news articles.
   • Show examples of “Les faits divers” from newspapers, online sources, or prepared handouts. Analyze the structure, language, and content of these examples.
3. Group activity: Analyzing “Les faits divers” (25 minutes):
   • Divide students into small groups and provide each group with a different “Les faits divers” article.
   • Instruct students to analyze the article’s structure, language, and content. Encourage them to identify the main elements of the story, such as the headline, lead, and supporting details.
   • After analyzing the articles, have each group present their findings to the class.
4. Class discussion (15 minutes):
   • Lead a class discussion about the analyzed “Les faits divers” articles. Ask students to share their observations, similarities, and differences between the articles.
   • Discuss the impact of “Les faits divers” on society and the role they play in shaping public opinion.

Day 2: Objective: Develop students’ critical thinking skills by evaluating and comparing different “Les faits divers” articles.

1. Warm-up activity (10 minutes):
   • Begin the lesson by asking students to recall the definition of “Les faits divers” from the previous day’s lesson. Allow a brief discussion to refresh their memory.
2. Evaluating “Les faits divers” articles (20 minutes):
   • Provide students with a set of “Les faits divers” articles from different sources.
   • Instruct students to read and evaluate the articles based on criteria such as credibility, objectivity, and relevance.
   • Encourage students to take notes and highlight key points while reading.
3. Group activity: Comparing “Les faits divers” articles (25 minutes):
   • Divide students into small groups and assign each group two different “Les faits divers” articles.
   • Instruct students to compare and contrast the articles based on the criteria discussed earlier.
   • Have each group present their findings, highlighting the strengths and weaknesses of each article.
4. Class discussion (15 minutes):
   • Lead a class discussion about the evaluated and compared “Les faits divers” articles. Ask students to share their observations and insights.
   • Discuss the importance of critical thinking when consuming news and the potential impact of biased or misleading “Les faits divers” articles.

Day 3: Objective: Prepare students to create and lead a discussion about a faits divers they create.

1. Warm-up activity (10 minutes):
   • Begin the lesson by asking students to recall the key elements of a “Les faits divers” article. Allow a brief discussion to refresh their memory.
2. Creating a faits divers (30 minutes):
   • Instruct students to work individually or in pairs to create their own “Les faits divers” article.
   • Provide guidelines for the article, such as including a catchy headline, a concise lead, and supporting details.
   • Encourage students to be creative and think of unusual or extraordinary events for their articles.
3. Peer review and feedback (20 minutes):
   • Have students exchange their articles with a partner or another group.
   • Instruct students to read and provide constructive feedback on each other’s articles, focusing on structure, language, and content.
4. Leading a discussion (20 minutes):
   • Instruct students to use their created “Les faits divers” article as a basis for leading a discussion in the class.
   • Each student or pair should present their article, highlighting the main elements and encouraging class participation.
   • Encourage students to ask thought-provoking questions and facilitate a lively discussion.
5. Reflection and conclusion (15 minutes):
   • Conclude the lesson by asking students to reflect on their experience creating and leading a discussion about a “Les faits divers” article.
   • Discuss the challenges they faced, the skills they developed, and the importance of responsible journalism in reporting “Les faits divers.”

Note: The duration of each activity can be adjusted based on the class’s pace and needs.