Name: K. Drobac
Date: October 7, 2011
Content Area: French 3
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): Home and Family
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)
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)
Anchor(s): R8.A.2, M8.D.1; R11.A.2

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 aspects of the French family
life and furniture and appliances
 Assorted verbs denoting activities
one engages in while with one’s
family, as well as other verbs related
to those which fit in the category
above (s’asseoir and other reflexive
verbs in the passé composé)
 The reciprocal construction in the
present and passé composé
 Assorted negative expressions with
the present and passé composé
similarities and differences (ex. Celebrations,
religion, art, literature, music, dance, work and
leisure philosophy, social and political issues, food
traditions)










Describe people, things & actions (past and
present) relating to home and family life in France
and the U.S.
Compare home life in France with that in the U.S.
Tell what people do for each other
Identify & describe household appliances, gadgets
& furnishings
Identify rooms of a house
Describe home-oriented activities in the present
Describe home-oriented activities in the past
Describe reciprocal activities in the present tense
(=what people do for each other)
Describe their daily routines in the past and
present
Tell what people do and don’t do/did and didn’t
do
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); Family dialogue; The Row Game; Chapter 2 Options
tickets, open-ended questions, think-pair-share, response
Board Project; Conversation in the target language;
cards, summarizing main ideas, brief in-class writing prompt,
pre-assessment, portfolios, warm-ups
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
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-The Family, Furniture,
Pets, Leisure, Appliances
Instructional Procedures*: (Include Mini-Lessons)
Monday
10/10/11
Tuesday
Day
Procedures
 In-Service-No School for
Students
10/11/11
Wednesday
Day 4
 Administer and review
warm-up activity.
 Review reflexive verbs
in the present tense
 Review the formation
of the passé compose
with être
 Present students with
examples of the
reflexive construction
in the past tense
 Direct them to analyze
the examples &
formulate the rule
 Direct students to
complete a series of
activities using these
verbs in the present
tense. (Do the first
10/12/11
Day 5
 Administer and review
warm-up activity.
 Review reflexive verbs
in the present and past
tenses.
 Present students with
examples of the
reciprocal construction
in the present and past
tenses tense (tell them
some things family
members do/did for
each other).
 Direct them to analyze
the examples &
formulate the rule
 Direct students to
complete a series of
activities using these
Thursday
10/13/11
Day 6
 Administer and review
warm-up activity.
 Review the reciprocal
construction
 Direct students to
conduct a survey to
find out what students
do for themselves and
what they have others
do for them. (Do the
first item for the class,
and the second one
with their help. Then
direct students to
complete the rest on
their own.)
 Direct students to
complete an exit card
Friday
10/14/11
Day 1
 Administer and review
warm-up activity.
 Conduct a class
discussion of one or
more articles on an
aspect of
Francophone culture
selected by the class.
Assignments
item for the class,
and the second one
with their help. Then
direct students to
complete the rest on
their own.)
Direct students to
complete an exit card.
 Find and select an
article pertaining to
Francophone culture for
class discussion on
Friday. (Assigned last
Friday)
 Finish the activity
started in class.
verbs in both tenses.
(Do the first item for
the class, and the
second one with their
help. Then direct
students to complete
the rest on their own.)
 Direct students to
complete an exit card.
 Finish the activity
started in class.
 Finish the activity
started in class.
(Summarize the
results of the survey.)
Read one or two of
the articles
contributed by
students.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding
 Find and select an
article pertaining to
Francophone culture
for class discussion on
Friday.