WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name KING, ARIELLE
was updated this week:
Date 5-27-14
Length of Lesson 2 WEEKS Content Area FRENCH 2 Honors
Edline
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Review for final and oral exam: Chapters 8,
9, 10, and 11: TRAVELING VOCABULARY, ER/IR/RE
VERB CONJUGATIONS, IRREGULAR
VERBS,BOUTIQUES AND CLOTHING WORDS IN
FRENCH. CROIRE AND VOIR VERBS, IRREGULAR
ADJECTIVES, COMPARATIVE ADJECTIVES, THE
SUPERLATIVE IN FRENCH, DESCRIBE DAILY
ROUTINE, RUNNING AND ACTIVITY VOCAB WORDS,
REFLEXIVE VERBS, AND THE PRONOUN: QUI
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
How can learning about the practices of another culture give us
insights into the perspectives of the people of that culture?
What can the products of another culture reveal about the
perspectives of the people of that culture?
How does second language learning reinforce and expand
interdisciplinary studies?
What knowledge and insight can we gain from the world
language study that otherwise would not be available to us?
How do you conjugate an ER/IR/RE verb? How do you
conjugate an irregular verb? What are the three steps? What
are verbs? What are subject pronouns?
Describe your daily routine using three reflexive verbs.
Students will understand: basic vocabulary and review grammatical structures for
the final exam. Students will review chapter 10 (shopping vocabulary) and use it
in original sentences and to express things that they like to buy and stores they
enjoy going to. Students will describe the difference between French and
American clothing styles, stores, and customer service. Also, students will review
chapter 8 (train traveling vocabulary and grammar), and chapter 9 (outdoor
activity vocabulay). Differences between staying in shape and activities in
France vs. the USA. Students will learn how to write reflexive verbs and the
pronoun qui.
VOCABULARY: ADJECTIVES DESCRIBING PEOPLE IN
FRENCH, FRENCH VERBS AND WHAT THEY MEAN,
FRENCH ACTIVITY AND DAILY ROUTINE
VOCABULARY.
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
12.1.1S1.B: Speak & write common vocabulary, phrases & structures during
activities with the teacher, classmates & family.
12.1.1.S1.C: comprehend simple spoken conversations & written sentences in
dialogs & short paragraphs.
12.1.1.S1.D:
Use simple sentence and question structures in speaking and writing.
•
Memorized words
•
Phrases
12.1.1.S2.C:
Comprehend simple spoken and written sentences using an expanded
vocabulary in dialogs and short essays.
•
Question formation
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
IDENTIFY FRENCH VERBS AND WHAT THEY MEAN.
CONJUGATE ER/IR/RE VERBS. IRREGULAR VERBS.
IDENTIFY DIFFERENT VOCABULARY TERMS USED
FOR DESCRIBING YOUR DAILY ROUTINE.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:LISTENING, READING,
WRITING & SPEAKING TASKS
FORMATIVE ASSESSMENTS:
#1. Graphic Organizers
#2. Think-Pair-Share
#3. Exit Tickets
Others: Brief in class writing prompt
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Whole Class Response
#2. Note-Taking
Others: Partnering
ER/IR/RE VERB
WORKSHEETS AND
CONJUGATIONS,
FRENCH DIALOGUES,
POWERPOINTS AND
VIDEOS, FRENCH
DAILY ROUTINE
ACTIVITIES, AND
CREATING COMIC
STRIPS OF DAILY
ROUTINES.
Describe usage: TO
REINFORCE INFORMATION
THAT IS PRESENTED
Scaffolding used:
#1. Build Vocabulary
#2 . Build on Prior Knowledge
Others: Teacher Prompting
Describe usage: TO
REINFORCE INFORMATION
THAT IS PRESENTED
Other techniques used:
GROUPING
MINI LESSON:
FRENCH CONJUGATION
WORKSHEET, IR/RE VERB
CONJUGATION PRACTICE,
DESCRIBING PEOPLE AND
THINGS IN FRENCH AND
DAILY ROUTINE VOCAB.
CONTENT AREA
READING:
WRITING AND
READING DIALOGUES
WITH A FRENCH
PERSON. READING
FRENCH ACTIVITY
DESCRIPTIONS.
INTERVENTIONS:
ASSIGNMENTS:
TEACHER GUIDED
INSTRUCTION
Guided instruction,
independent work, listening,
speaking, reading & writing
activities