Betsey Ellingsen
Lesson Plans, March 1st through March 5th
AP French Blue Days
Note: by definition this combined class of AP French and Honors French 4 is differentiated.
Day One, Tuesday, March 2nd
Curriculum standards
ML5CCC1C Research and discuss how the viewpoints of people in countries where the target language is spoken are
reflected in their practices and products, such as political systems, art, architecture, music, and literature
Technology Standards
No use of technology is required for this class
Essential Question
How do the French view their daily life?
Assessments
Warm-up: formative: Reponds a cette question: Quelles sont 3 industries importantes en France?
Summarizer: formative: Answer the essential question for today
Instructional Plan
Warm-up
Enrichment
summarizer
Remediation/Enrichment/Differentiation
Enrichment: France 3 Years, French Daily Life, pages 509-511; Ex. A and C, pages 511-512
Day Two, Thursday, March 4th
Curriculum standards
ML5CCC1C Research and discuss how the viewpoints of people in countries where the target language is spoken are
reflected in their practices and products, such as political systems, art, architecture, music, and literature
Technology standards
No technology is required for this class
Essential Question
How do you think that French literature might reflect in France’s practices and products?
Assessments
Warm-up: formative” Reponds a cette question: Qu’est-ce qu’on appelle “le repas fait dans la nuit de Noel”?
Summarizer: formative: Answer the essential question
Instructional Plan
Warm-up
Enrichment
Summarizer:
Remediation/Enrichment/Differentiation
Enrichment: French Literature, Middle Ages, 16th and 17th centuries, pages 514-515; choose one author from each
century mentioned and write a short blurb in French about him/her
Monday, 3/8 French Literature: 18th and 19th centuries, pages 515-516
Wednesday, 3/10 French Literature: 20th century 516-520, ex. B, C, and E, pages 521-522
Friday, 3/12 Beaux Arts et La Musique—pages 523-530, page 527, ex. B and C on page 527 and Ex. A and C, page
530
Tuesday, 3/16—Les Sciences, page 531-532, ex. A and C, pages 522-523; pre-test on The Three Musketeers
Thursday 3/186—Major Test on French Civilization, Begin Three Musketeers
Betsey Ellingsen
Lesson Plans
March 1st through March 5th
Honors French 4, blue days
Note: by definition this combined class of Honors French 4 and AP French Language is differentiated.
Day One, Tuesday, March 2nd
Curriculum standards
ML4CCC3B Compare linguistic elements of the target language and English, such as the different structures to express time,
tense, and mood
ML4INT1A Identify main ideas, supporting details and various elements, such as plot, theme, setting, and characters, from a
variety of texts
Technology Standards
None is required for this class
Essential Question
Why is Tunis a country of contrasts?
Assessments
Warm-up: formative: matching vocabulary from city/traditional life
Summarizer: conjugate chanter, grossir, and attendre in both imperfect and conditional tenses
Instructional Plan
Warm-up
Remediation
Enrichment
Summarizer
Remediation/Enrichment/Differentiation
Remediation; Review of conditional and imperfect tenses in French in preparation for Thursday’s grammar instruction;
Enrichment: New vocabulary from section dealing with expressing hopes or wishes and giving advice in preparation for
Thursday’s grammar instruction: Tasting of dates, a Tunisian crop; reading about the culture of Tunisia from pages 221, page
224, page 233; Reading Comprehension on page 220, ex. 1 and 2
Day Two, Thursday, March 4th
Curriculum standards
ML4CCC3B Compare linguistic elements of the target language and English, such as the different structures used to express
time, tense, and mood
ML4INT1A Identify main ideas, supporting details and various elements, such as plot, theme, setting, and characters, from a
variety of texts
Technology standards
No technology is required for this class
Essential Question
Why is Tunis a country of contrasts?
Assessments
Warm-up: formative: conjugate regarder, maigrir, and perdre in both imperfect and conditional tenses
Summative: Assessment on vocabulary from city and traditional life
Summarizer: formative: answer the essential question
Instructional Plan
Warm-up:
10 minute study session for vocabulary quiz
Remediation
Enrichment
Summarizer
Remediation/Enrichment/Differentiation
Remediation: sequence of tenses; Enrichment: asking someone to convey good wishes and closing a letter; Reading
Comprehension, ex. 3-5 on page 220
Monday, 3/8—vocabulary on complaining, workbooks page 73, Ex. 1, 2,
Wednesday, 3/10—expressing annoyance, workbooks page 78-79, ex. 10-13
Friday, 3/12 making comparisons, workbooks page 74, ex. 4-6
Tuesday, 3/16—Unit 8 Vocabulary Test
Betsey Ellingsen
Lesson Plans
March 1st through March 5th
Honors French 3, white days
Day One, Monday, March 1st
Curriculum standards
ML3CCC3A—Demonstrate understanding that language and meaning do not directly transfer from one language to
another
ML3CCC3B—Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ
from those of the language studied.
Technology standards
No technology is required for this class
Essential Question
What do you suppose the following drawing resembles? [Copy drawing from Chapter 1 of Le Petit Prince.]
Assessments
Warm-up: none for this class
Summative: Unit 4 individual/pair/group test (Open Notes and Open Book),
Summarizer: conjugate these 3 verbs in the passe simple: chanter, choisir, attendre
Instructional Plan
Unit 4 Test
Enrichment
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: introduction of passé simple to prepare for Le Petit Prince.; Antoine de St. Exupery biography; history
behind the writing of Le Petit Prince.
Day Two, Wednesday, March 3rd
Curriculum standards
ML3CCC3A—Demonstrate understanding that language and meaning do not directly transfer from one language to
another
ML3CCC3B—Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ
from those of the language studied.
Technology standards
No technology is required for this class
Essential Question
How is Stephen Spielberg like Antoine de St. Exupery?
Assessments
Warm-up: formative assessment: Write down the endings for ER, IR, and RE regular verbs in the passé simple
Summarizer: conjugate: regarder, maigrir, and perdre in the passé simple.
Instructional Plan
Warm-up
Enrichment
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: Passe simple of avoir, etre, and faire; New vocabulary from Le Petit Prince; Begin Novel study of Le
Petit Prince, chapter 1
-2th
Day Three, Friday, March 5
Curriculum standards
ML3CCC3A—Demonstrate understanding that language and meaning do not directly transfer from one language to
another
ML3CCC3B—Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ
from those of the language studied.
Technology standards
No technology is required for this class
Essential Question
How would you compare your “inner child” with an adult’s world?
Assessments
Warm-up: 10 minute study session for assessment on the regular passé simple
Summarizer: conjugate: regarder, maigrir, and perdre in the passé simple.
Instructional Plan
Warm-up
Summative assessment on passé simple
Enrichment
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: Passe simple of aller, prendre, and venir; New vocabulary from Le Petit Prince; Begin Novel study of
Le Petit Prince, chapter 1
Betsey Ellingsen
Lesson Plans
March 1st through March 5th
French 1, 2nd, 3rd, and 4th blocks daily
Please note: each class begins with a warm-up; after which there is now a series of Opening Questions that the
instructor asks the students which include: the date, the days of the week, the months of the year, the 4 seasons
of the year, the 8 surrounding countries of France, the weather, and the time.
Day One, Monday, March 1st
Curriculum standards
ML1P2B Demonstrate comprehension of rehearsed material
MLIP2C Demonstrate Novice-Mid proficiency in oral and written exchanges
Technology standards
No technology is required for this class
Essential Question
Why does a person have to learn how to conjugate verbs?
Assessments
Warm-up: formative: conjugate prier—to pray
Summarizer: formative: conjugate monter—to go up
Instructional Plan
Warm-up
Remediation
Ernichment
Differentation
Summarizer
Remediation/Enrichment/Differentiation
Remediation: Review of verb conjugations taking examples from the Unit 1 test, students will try to correct
sentences
Enrichment: the verb to have—avoir—conjugation, avoir in the negative; Reading Pre-test on Chapter 3: tout pour la
rentree; vocabulary from section 5
Day Two, Tuesday, March 2nd
Curriculum standards
ML1P2B Demonstrate comprehension of rehearsed material
MLIP2C Demonstrate Novice-Mid proficiency in oral and written exchanges
Technology standards
No technology is required for this class
Essential Question
What is the difference between regular and irregular verbs?
Assessments
Warm-up: formative: derived from workbooks, page 12, ex. 7
Summarizer: formative: TOD: Write what class you have for first block on blue days
Instructional Plan
Warm-up
Enrichment
Remediation
Summarizer
-2Remediation/Enrichment/Differentiation
Remediation: workbooks page 13, ex. 9
Enrichment: vocabulary section 6
Differentiation: Reading and acting out parts of the dialogue on page 49
Day Three, Wednesday, March 3rd
Curriculum standards
ML1P2B Demonstrate comprehension of rehearsed material
Technology standards
No technology is required for this class
Essential Question
How and why do the French use the 24-hour clock?
Assessments
Warm-up: formative: What does quelle heure est-il mean?
Summarizer: formative: TOD, answer the essential question
Instructional Plan
Warm-up
Enrichment
Remediation
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: Enrichment: vocabulary section 7; cultural note about the 24hour clock on page 58; Creation of a
French personal school schedule
Remediation: how to tell time and the 24 hour clock
Day Four, Thursday,March 4th
Curriculum standards
ML1P2B Demonstrate comprehension of rehearsed material
ML1INT1A Identify the main ideas and some details when reading and listening
Technology standards
No technology is required for this class
Essential Question
What does the rentree have to do with you?
Assessments
Warm-up: formative: matching of new vocabulary words
Summarizer: formative: match le matin, l’apres-midi, aujourd’hui, demain and maintenant
Instructional Plan
Warm-up
Enrichment
Remediation
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: new vocabulary section 8
Remediation: workbooks pages 10, ex. 1 and 2, page 11, ex. 3 and 4
-3Day Five, Friday, March 5th
Curriculum standards
ML1P2B Demonstrate comprehension of rehearsed material
ML1INT1A Identify the main ideas and some details when reading and listening
Technology standards
No technology is required for this class
Essential Question
What time is it?
Assessments
Warm-up: study 10 minutes for posttest
Summative: Post-test on verb avoir
Summarizer: formative: derived from workbook page 15, ex. 5 matching times with the correct numerals
Instructional Plan
Warm-up
Posttest on Verb avoir
Enrichment
Remediation
Summarizer
Remediation/Enrichment/Differentiation
Enrichment: new vocabulary section 9
Remediation: Numbers 20-59; review of plus, minus, multiplication, and subtraction, write 4 math problems, one of
each function whose answers fall between 20 and 59.
Monday, March 15th—vocabulary section 10
Tuesday, March 16th—vocabulary section 11
Wednesday, March 17th—review for vocabulary test
Thursday, March 18th—Unit 2 Vocabulary Test