FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses Lesson #6 Date: March 19th, 2020 Stage 1: Desired Results General Outcome(s) Specific Outcome(s) Communication: Students will use their knowledge of French to understand and/or to express a message effectively in various situations for a variety of purposes Language: Students will use, with accuracy, knowledge of linguistic elements of the French language to fulfill their communicative intents. Culture: Students will use their knowledge of different Francophone cultures and their own culture to be able to interact appropriately within these cultures. Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate in French. ● ● Communication: •Writing production: name, label, list, encourage, describe, explain, ask and answer questions, give simple commands, directions or advice, express needs, desires, wishes and preferences, make suggestions, in written form, providing some details, in a defined, structured and modelled fashion, resulting in a prepared message expressed mostly in the present tense and sometimes in the immediate future, that is comprehensible and accurate. • Oral production: name, list, encourage, describe, explain, ask and answer questions, give commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed mostly in the present and sometimes in the immediate future, that is comprehensible and accurate • Listening Comprehension: understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few specific details related to the main idea(s) about a variety of concrete topics contained in authentic or adapted oral texts. Language: • continue to develop knowledge of the following concepts: – nouns, determiners, gender, number, articles: definite and indefinite, adjectives, demonstrative adjectives, exclamatory adjectives, partitive, quantity, adverbs and adverbial expressions, personal subject pronouns, verbs, conjugation patterns of regular and irregular –er, –ir and –re verbs in the present tense. • acquire knowledge of the following concepts: formation of adverbs from adjectives, the immediate future, verbs taking a preposition • use, with a higher level of accuracy, in oral and written form, linguistic elements defined in grades 4–8, needed to communicate a message. FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses Learning Objectives Lesson #6 Date: March 19th, 2020 • use, with some consistency, in oral and written form, the following linguistic elements needed to communicate a message: – vocabulary associated with the fields of experience and their subfields – expressions with avoir (e.g., L’athlète a mal aux jambes.) – expressions with faire (e.g., Je fais du yoga./Mon père fait le ménage.) – formation of adverbs from adjectives – present tense of vouloir, pouvoir, devoir with all personal subject pronouns in affirmative and negative sentences – the immediate future—aller + infinitif—with all personal subject pronouns in affirmative and negative sentences – the imperative in the affirmative and in the negative with regular and irregular –er, –ir, –re verbs and pronominal reflexive verbs Language Learning Strategies: • continue to develop and use a repertoire of comprehension strategies to facilitate the understanding of an oral or written message: – take the risk to listen to or read a new text in French – take the risk to listen to authentic texts of varying lengths made available through different information and communication technologies – take the risk to read authentic documents of varying lengths made available through different information and communication technologies – ask questions, in the first language, to clarify or verify that a message has been understood – collaborate with others to build confidence and exchange information – identify a strategy that can be or was used to facilitate comprehension of a text – focus attention on the task – focus attention on what is known and ignore what is unknown – use self-talk to build confidence in listening and reading skills – evaluate own ability to understand the message – use strategies defined in grades 4–6 • develop and use memory strategies to learn, recall or retain vocabulary or grammatical structures Students will be able to use the verb etre, and avoir in familiar contexts Students will demonstrate knowledge in conditional and future tenses Students will continue to express themselves in written and oral form Students will be able to write short, simple sentences (questions) about places in Quebec and what they would if they won a million dollars FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses Essential Question(s): Lesson #6 Date: March 19th, 2020 Students will speak in the target language to describe, narrate and carry on spontaneous conversations about topics such as family, professions, food, clothing, health, likes and dislikes, daily life situations, references to the past. Students will comprehend the target language with sufficient ability to understand the main ideas and additional details in short conversations referring to the above-mentioned topics and authentic situations in different time frames. Student Understanding(s): ● What is a dictogloss? ● What would I do if won a million dollars in Québec? ● Why is it important to know different tenses in French? ● What are the differences between the future tense and the conditional tense? (students might get them mixed up) Stage 2: Assessment Evidence Formative Assessment Presentation (F) Verb Relay Activity (F) Dictogloss (F) Summative Assessment N/A Stage 3: Learning Experience Before Lesson: Dictogloss Speech Verb Relay Activity Resources to Bring: ● Speech for Dictogloss ● Performance Task and Rubric ● Worksheets for the future tense and conditional tense FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses Lesson #6 Date: March 19th, 2020 ● Time: 85 minutes Content/Description 20 ~ min Introduction: I will introduce the Performance task that will be due on the last class of this quarter, together with the rubric. ● Performance Task work time: Students will have 20 mins to start working on their performance tasks, they will be given an outline of how to do it, it is due the last day of classes before heading to Quebec. To further continue exploring the aspects of a new culture (Quebec), students will be introduced to the reallife situations that will be finished the following class. ● Dictogloss (12 minutes) ● 55~ min In this activity, I will a read a short, relevant text three times. The first time, the students listen only, and do not take notes. The second time, they are allowed to note down several key words. The third time, the learners are allowed to write as much as they desire. I will pick one student in the class (volunteer) to write words on the board of what I said). Based on this, my text will be my own example of what I would do if I won a million dollars. I will keep it short and simple. Following this, the students are instructed to create a summary of what they have heard on their own. When this task has been completed, they take their own summaries and work with a partner to co-construct a summary based on their individual work. The teacher will ask the class if there is a volunteer who would like to attempt writing on the board what the teacher said, after listening to the same text three texts. Then, students compare their reconstruction of the work with the Relay Activity Worksheet Notes/Materials ● ● ● ● Ask students to listen up closely Explain point by point how I will grade the Performance Task I will remind students that they will have limited time to work on it in class. I will encourage them to do a bit every day as homework. The Dictogloss activities have several advantages. They integrate the four language skills of listening, reading, speaking, and writing I will write on the board how to conjugate both the future and conditional verbs, I will a brief example, and remind them they are different even though they sound and look alike. To give students more motivation, I added the relay activity to end the lesson. FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses original to discuss similarities and differences from the source text. This activity can be used, for example, to draw attention to a particular language feature or to help develop students' abilities to synthesize information. I believe it will keep the students engaged. If I had a million dollars…? (20 minutes) Students will be required to write 3-5 sentences describing their thoughts and ideas on what they would do if they won a million dollars. The purpose of this is so students start using the future and conditional form. As this is the second mini presentation, students will be expected to present what they wrote with minimal reference to their sentences (reading off the page). *Students who complete their sentences quickly, will find someone who is also done and peer edit one another’s sentences. *The teacher will take notes on the presentation including the amount each student reads off their page. He/She will encourage minimal use throughout the entire presentation and will again, provide students with some feedback. Verb Relay (Verb Practice) (20 mins) The class will be split into teams (made by the teacher). The teacher will put the description subject pronoun cards (1st pers. sing., 2nd pers. Sing., 3rd pers. sing., 1st pers. plur., 2nd pers. plur., 3rd pers. plur.) up on the board in a random order. The relay begins as soon as the teacher says a verb aloud and holds up a card with the verb written in the infinitive form. As soon as the person in the front of the line knows how to conjugate the given verb to the correct subject pronoun, they will go write it on the board as quickly as possible. Once a group has finished conjugating the verb to all the subject pronouns, the teacher will stop the game, allow teams to make any changes/corrections of their own, then go through every conjugation with the group, and make/explain any corrections when needed. Lesson #6 Date: March 19th, 2020 FSL 9, Unit: Québec & Culture Topic: Conditional and Future Tenses 3-4 ~ min Conclusion: ● I will end the relay activity with three minutes left in class since it was a packed lesson. I will let them pack up and get ready to go their homerooms. Resources: - Dictogloss - Performance Task and Rubric - Worksheets for the future tense and conditional tense - Relay Activity Worksheet Lesson #6 Date: March 19th, 2020 ● Remind them to bring laptops next class as there is group work.
