Name: K. Drobac Date: February 3, 2012 Content Area: French 2 Woodland Hills High School Lesson Plans Length of Lesson: 20 days Edline was updated this week: YES My class website was updated this week: YES Lesson Topic (Standard/Anchor): Summer weather and leisure activities. Standard(s): Standards: 12.1.1.S2.B, 12.1.1.S2.C, 12.2.1.S2.B, 12.2.1.S2.C, 12.2.1.S2.D, 12.2.1.S2.F, 12.5.1.S2.A, 12.5.1.S2.B, 12.5.1.S2.C, 12.1.1.S2.E, 12.2.1.S2.C, 12.2.1.S3.D, 12.2.1.S2.E, 12.3.1.S2.C, 12.3.1.S2.D, 12.4.1.S2.A, 12.4.1.S2.C, 12.5.1.S2.A, 12.5.1.S2.B, 12.5.1.S2.C (Proposed PA Standards for FL Learning) Anchor(s): R8.A.2, M8.D.1; R11.A.2 Stage I – Desired Results Big Ideas: Interpersonal Communication Interpretive Communication Presentational Communication Cultures Communities Connections Understanding Goals (Concepts): Descriptions of self and others, surroundings Strategies for getting help in understanding or expressing ideas Process-writing/speaking techniques (e.g., idea-gathering, drafting, revising, final copy) Social interactions, practices, and perspectives Students know...Social relationships for peer age groups Authentic but highly visual materials that address subject matter from other courses (e.g., Earth Day materials in the target language, food pyramids) Language (vocabulary, grammar, sound system) to exchange information about school, activities, friends Social interactions, practices, and perspectives Students know… How to scan authentic materials (newspapers, articles, websites, magazines, TV) for practices and perspectives of the culture Student Objectives (Competencies/Outcomes): Students will be able to: Describe the connections that exist between the French and English languages Obtain information and participate in age appropriate cultural experiences/simulations Ask and answer questions about their daily lives Enhance reading / listening skills in first and second languages by working with strategies such as drawing upon prior knowledge, guessing from context, expanding vocabulary Describe cultural practices, products, perspectives in the target culture and their own to find Essential Questions: Where in the local or world community can we use the second language we are learning? How can we continue to study and enjoy a second language after leaving school? How does second language study help us in other areas of the curriculum? What knowledge and insight can we gain from world language study that otherwise would not be available to us? How can learning about the practices of another culture give Expanded vocabulary and basic grammatical structures to compare with how they are similar or different from English Cultural topics that deal with society, community norms to compare with one’s own Vocabulary: Assorted vocabulary pertaining to various sports, particularly soccer and ice hockey Assorted verbs denoting activities during sporting events Past participles of regular and irregular verbs The irregular verbs avoir and être Various adverbs of time signaling the use of the past tense (passé composé) similarities and differences (ex. Celebrations, religion, art, literature, music, dance, work and leisure philosophy, social and political issues, food traditions) Identify & describe people and objects pertaining to playing and watching sporting events Describe actions pertaining to playing various sports Discuss sports popular in France and those popular in the U.S. Describe past actions us insights into the perspectives of the people of that culture? What can the products (art, literature, realia) of another culture reveal about the perspectives of the people of that culture? How can we use the second language we know to exchange information from another person? What can we do to deal with unexpected situations in another culture? How does appreciation of cultural diversity enhance cross-cultural understanding? Stage II – Assessment Evidence Performance Task(s): Response to questions (verbally and on Formative Assessment(s): Graphic organizers, thumbs-up, exit whiteboard); Narrate a sportscast; Create a project of the student’s tickets, open-ended questions, think-pair-share, response choice utilizing both the vocabulary and grammar of the current cards, summarizing main ideas, brief in-class writing prompt, unit (Options Board Projects); Participation in the Row Game, pre-assessment, portfolios, warm-ups Catergories Game, the flyswatter game, LOTO, etc.; Realia activities (authentic French advertisements, etc.); Story Strips; Drawing activity; Pair-share/info gap activity; Dialogue; Webquests (if computer labs are accessible); Cultural reading with pre-, during, and post-reading activities. Stage III – Learning Plan Materials & Resources: LCD projector; computer with internet access; DVD player; activity response sheets; textbooks; Larousse French-English, English-French dictionaries; writing utensils; notebooks; coloring implements and drawing paper; poster board Scaffolding: Graphic organizers, guided notes, build vocabulary, build on prior knowledge, chunking, provide visual support, teacher prompting, KWL, highlighting, grouping students by interest, provide feedback throughout the process, make connections to prior knowledge whenever possible. Active Engagements: Note-taking, graphic organizers, summarizing, higher-level thinking skills, cooperative education, partnering, whole-class response, think-pair-share, compare-contrast, random reporter, conversation in the target language Content Area Reading: French Culture- Sports in France Instructional Procedures*: (Include Mini-Lessons) Monday Procedures 2/6/12 Tuesday Day 6 Administer and review warm-up activity. Review the formation of the passé composé of regular verbs. Lead students in playing the Row Game, in which they compete in teams to be the first to correctly conjugate on white boards, the verb they hear, in the passé compose. (Complete one item for the students and one item with the students. Then direct 2/7/12 Wednesday Day 1 Administer and review warm-up activity. Review the formation of the passé composé of regular verbs. Introduce the passé composé of verbs with irregular past participles. Show students a series of examples and see if they can identify the irregular verb from its past participle. Show students the full 2/8/12 Day 2 Administer and review warm-up activity. Review the formation of the passé composé of regular and irregular verbs. Divide students into groups of 3-4. Have them write a story in the passé composé, in response to a series of pictures. Help them brainstorm necessary vocabulary. Have them transfer their stories to Thursday 2/9/12 Day 3 Administer and review warm-up activity. Introduce soccer vocabulary via a story accompanied by visuals (a video, if possible). Give a play-by-play in the passé compose. Ask students questions in French about the story and direct them to answer in French. Have students identify and highlight the verbs in the story. Ask them how many Friday 2/10/12 Day 4 Administer and review warm-up activity. Review the passé composé of regular and irregular verbs with avoir. Conduct a listening activity in which the students must identify the infinitive from which each irregular past participle is derived. Introduce DR and MRS VANDERTRAMP verbs via examples in them to complete the rest on their own.) list of verbs with irregular past participles and direct them to complete the notes on the sheet provided. Have the students complete play TICTAC-TOE using the passé composé. Direct them to write original sentences with the resulting subject-verb pairs. (Complete one item for the students and one item with the students. Then direct them to complete the rest on their own.) transparencies when finished. Share the stories with the class. Correct the stories as a class. words make up the context. verb in the story and Have students analyze discuss the similarities the examples and and differences formulate the rules for between these verbs these verbs. and ones they already Discuss the notion of know. past participle Explain the formation agreement and of the passé composé compare it with the and introduce agreement made expressions of time between nouns and that signal its use. regular adjectives. Review the present Have students tense of the verb avoir. complete a series of Explain the formation guided practice of the past participles activities. (Complete of the three groups of one item for the regular verbs. students and one Provide students with a item with the list of regular verbs and students. Then direct have students form them to complete the their past participles rest on their own.). (Complete one item for the students and one item with the students. Then direct them to complete the rest on their own.). Direct students to complete an activity in the passé composé (Complete one item for the students and one item with the students. Assignments Then direct them to complete the rest on their own.). Direct students to complete an activity in the passé composé (regular verbs). Direct students to complete an activity in the passé composé (irregular verbs). Direct students to complete an activity in the passé composé (irregular verbs). Direct students to complete an activity in the passé composé (regular verbs). * Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding Direct students to complete an activity on the P.C. of être verbs.