DHS Weekly Lesson Plan
Teacher: Kessel
Date: 9/8-9/11
Subject: French 2
Grade: 9-12
Unit Name: 2: Daily Routine
Key Standard(s) Addressed:
Standards: FL.9-12.MLII.IP1: Interpersonal Mode of Communication: The students exchange spoken and written information in the target
language, utilizing cultural references where appropriate. FL.9-12.MLII.INT2: Interpretive Mode of Communication: The students interpret verbal
and non-verbal cues to understand spoken and written messages in the target language. FL.9-12.MLII.CU1: The students understand
perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. FL.9-12.MLII.CCC2: The
students demonstrate an understanding of the similarities and differences between the culture(s) studied and those of the students’ own culture.
FL.9-12.MLII.CCC3: The students develop a better understanding of the English language through the study of the target language.
Key Elements Addressed: Daily routine, cultural comparisons, review of regular verb conjugations, basic body parts, reflexive verbs, simple future
with reflexive, express needs/preferences, give descriptions about shopping, leisure, transportation, art eating, clothing, celebration of national
holidays, adverbs of time,
Data to be considered: (Formative and summative data. Benchmarks, standardized tests, teacher made quiz, grade level unit exam, etc. Student reading
levels.) Students’ Present level of Performance and Knowledge - Benchmark data results and/or teacher’s anecdotal notes specific to the weekly focus and
CCGPS:
Summative Assessments
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Performance Assessment
Project based assignment
Traditional Tests
Students will complete a seven-sentence oral description of their morning routine. Student work will be evaluated based on comprehensibility and work
should exhibit the use of new vocabulary and structures.
Formative Assessments
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Walk around and observe student work and listen to their speaking: The teacher will monitor students’ progress as they describe their daily routine and
while they work in pairs to describe their character’s daily routine.
Individual Class Activities
Self-assess quizzes
The teacher will model correct sentence structure and pronunciation as students describe their routines.
Written assignments
Classroom Layout: Describe any special classroom arrangements that will facilitate the planned lessons.
Students will continue working in partners, will present in a theater style to their classmates about their daily routines, and will move around the room for oral
activities.
Student Groupings: Heterogeneous/Homogeneous-ability, learning styles, interest, etc.
 Students will be groups in pairs or more.
 Work individually
 Grouped by proficiency level and by level of needs
Differentiation Strategies: Technology training for technology-lovers, oral practice, mixed modality learning including auditory and visual techniques, sentence starters, visual
aids, ask open ended questions
Gifted students: Additional activities to expand the learning on the lesson content
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Gifted students: Portfolio and choice assignments, multiple questions, differentiated activities, practice pre-AP strategies, challenge with higher order vocabulary, learn to
form fuller sentences and write in more open ended contexts
Other learners (please specify for each group): How will you adapt the learning for students who need pre-requisite skills or remediation? Remediation activities include
methods to develop skills or re-teach the learning for students who need more.
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(IEP)Pre tutoring, extended time, more one on one, visual aids, and oral practice
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Additional after school tutoring for struggling students, re-take of last quiz
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Visual aid (posters/powerpoints) to help students learn reflexive verbs and the daily routine
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Additional time for skill mastery
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Preview of content, concepts, and vocabulary
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Alternative readings
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Answer list for fill-in-the-blanks activities
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Have the student repeat directions back to the class to check for understanding
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Student working with an assigned partner
Visual presentation, check work frequently for understanding
Student Products: What artifact(s) or products will result from the lesson to provide information about student learning? Examples: performance task, a critical experience and/or
observation record, writing assignment, project, oral explanation, lab notebook, a picture, a journal entry, reader and/or writer’s response, etc…)
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Notes, verb charts, quizzes,
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Presentation in front of the class
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Observation
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Class discussion, question and response
Materials Needed: Teacher-made warm-up activity, toiletry items, teacher-made description of morning routine
Bien Dit! Level II, Holt, Rinehart, Winston 2010
Essential Question: How are my daily living routines different or similar to those of teens in French- speaking countries? What impact does my
country have on these similarities and differences?
Lundi
Mardi
Mecredi
Jeudi
Vendredi
Warm up (do now)
Opening
LABOR DAY
Write 7 sentences
about your daily
routine
“Langue et
Communication” hand
out -make flash cards of
useful words
Things you can say
about your daily
routine vs. cannot in
French
P. 26: "Dormir, Partir,
ou Sortir." (Irregular)
Review daily
sentences from
yesterday
Review warm up
Hand out Unit II project
Webquest Feedback
A: Important word
sequence exercise
B: Reflexive verb review
Homework items
Describing a daily
routine translation
Work Period
“Expression
Peronnelle:” Write out
sentences using the
word choices that
actually describe you.
Conversation prompts
with partners
Reading on "my
house." French
translation activity
5 min. lecture on quick
reminder for forming
reflexive verb
sentences
Chelsea story reading and writing
exercise
and/or
Reading
comprehension activity
Assessment of
Learning
Draw a quick sketch of
your daily routine, quiz
each other in French
Daily life fly swat game
vocabulary practice
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Listen and
correct
communication.
Walk around
and answer
any individual
Reflexive Verbs in the
near future - brief
lecture, worksheet and
exercise
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Listen and
correct
communication.
Walk around
and answer
any individual
questions
Correct and
Daily Routine game of
Battleship
Time to start
projects/Review Daily
Routine vocabulary
(see list of items)
Anything we didn't get
to previously in the
week
Corrections from "Tout
sur Moi"
Review Verb Quiz
Closing/Summarizing
Practice definite and
indefinite articles (du,
de, la, a, le, la, lesR31 Articles.).
"I can statements"
about language
proficiency
5 Things you've
learned in French 2 so
far
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Listen and
correct
communication
Verb quiz
Correct and
explain
material
covered
Game of 21 in French
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Listen and
correct
communication.
Walk around
and answer any
individual
questions
Correct and
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Homework
None
None
questions
Correct and
explain material
covered
explain material
covered
Find daily routine
items from home with
French
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Daily routine
interviews
Comment m'appelle-je
worksheet?

explain material
covered
Summarizer
analysis
None
Weekly Objectives
 Prepare for self directed daily routine projects
 Reinforce how to do reflective verbs, strengthen vocabulary
 Conjugate most regular ER, IR, and RE verbs consistently
 Start to gain confidence speaking about your daily routine without notes
Unit Vocabulary
Daily Routine: to wake up, to get up, to get ready, to brush/comb hair, to fall asleep, to take a shower/bath, to wash, to get dressed, to put on
(clothes), to go to bed, to rest, to put on make-up, to get undressed, to shave, shower, bathtub, alarm clock, to ring, to turn off, to snooze, cell
phone, to get/come back home
Toiletries: shampoo, soap, towel, toothpaste, toothbrush, comb, brush, make-up, razor, mirror, lotion, reflexive verbs, adverbs of time (first, then,
etc.)
Recycled Vocabulary: school subjects, school locations, ordinal numbers, telling time, classroom commands, , adverbs of frequency
Cultural Connections: Educational systems, technology use, daily routines and customs (school time, leisure time and customs related to daily
activities), typical teen day, common means of transportation