t Date Objective(s) Materials Drill Oral Warm Up Review of Previous Material Presentation of New Material Summer School Lesson Plan #5 Unit/ Lesson Focus Day 5- Activities & -er Verbs Students will: - Count from 0 to 20 in the target language and answer question related to counting. (1.1.A.a, 1.2.A.a, and 3.1A.b); - Recognize both the spoken and the written forms for numbers in the target language (1.2.A.a); - Count from 21 to 59 in the target language and answer question related to counting. (1.1.A.a, 1.2.A.a, and 3.1A.b); - Identify cognates among the new vocabulary words related to sports (4.1.A.c); - Identify some common sports and activities in both their spoken and written forms in the target language (1.1.A.a); - Identify and use sports and activities vocabulary to discuss their likes and dislikes (1.1.A.b and 1.2.A.a); - Compare French and English linguistic elements, including subject pronouns, tu versus vous, and verb conjugation (4.1.A.a). Tu te souviens ? Répondez en français. 1. Comment dit-on « I » en français ? 2. Comment dit-on « you » en français ? 3. Comment dit-on « we » en français ? 4. Comment dit-on « they » en français ? Numbers Ball Toss- Review numbers from 0-100 by tossing a ball around the room. Time the response. Repeat if desired. n/a Activités- On a projector or using the book as a guide, review each of the vocabulary words orally with your students. Make a list and see how many words they can identify. Subject Pronouns- French is Fun introduces the subject pronouns on page 79 of the text. Ask a few students to volunteer to come to the front of the class (at least 2 males and 2 females- including you). Then go through the subject pronouns with the students. Point to yourself and say “je” and give a sentence as an example (Je m’appelle…). Then, point to one of your volunteers and say “tu” and give a question as an example (Tu t’appelles… or Tu aimes le français?). Ask the remaining students in your class to identify who you are talking to. Group the students so you can include all of the subject pronouns. Make sure when you do “ils” you do it with boys and then with boys and a girl. Also discuss the difference between tu and vous. Then, ask your leaders to pick a few classmates and run through the subject pronouns in small groups, with them as the leaders. Conjugating Regular –er Verbs- Using the text (Pronunciation- see activity below) as a guide, discuss how –er verbs are conjugated. Give them the steps to conjugating verbs (however you prefer to teach it, or use the following model explanation). You can also find a sample at http://french.about.com/od/grammar/a/erverbs_regular.htm. First, identify the verb in its infinitive form- example parler. Then talk about how when the verb is in its infinitive form, it means to (do something). Then talk about the steps for conjugating verbs. 1. Take the ending (-er) off of the verb. 2. Match the subject pronoun with the appropriate ending (replace the –er with these endings). Subject Pronoun Je Tu Il/Elle/On Development al Activities Ending e es e Subject Pronoun Nous Vous Ils/Elles Ending ons ez ent More Activities- Present the “More Activities” vocabulary on page 85. Activitiés 1- Write the list (or use the book) of cognates from Activity C in French is Fun on page 78. Ask students to match the verb that corresponds with each of the verbs presented. Tu vs Vous- Give students some examples of people that you can use tu and vous with (your younger cousin vs. your teacher, etc.) You can also use Activity E in French is Fun on page 80 as a guide. Substitutions- Use Activity G on page 81 as a guide. Ask students to replace the name(s) of the person (people) with the appropriate subject pronoun. Give more examples, as needed. Conjugating Regular –er verbs- Ask students to work with a partner and read the “Pronunciation” activity aloud to each other. Ask them to make a list of all of the subject, subject pronouns and verbs that correspond in the text. Remind them that all of the verbs are not highlighted. Also, ask them to summarize the text as best they can. Then, ask them to list all of the verbs by subject pronouns. What do they notice about the endings? How do they change? What about je/j’? Use this activity to lead to the explicit teaching of –er verb conjugations. Written Activities- Ask students to work independently to complete Activities O, P on pages 86-87. You may also want to assign some verbs to conjugate, to prepare for “Verb Races.” Model conjugations for your students. Share, Reflection, and Assessment Verb Races- Create a bracket with the students in your class. Create two conjugation charts on the chalkboard. Set guidelines for conjugations. I ask the students turn around when they are done so I can see a clear winner. I also ask that students not ask their classmates for help. Classmates who are at their desks are asked to follow along for practice and are asked if the conjugation is correct once it has been completed by their peer. Ask students to volunteer to go to the board for the first few times. Then, give students random –er verbs to conjugate. Use the bracket to indicate a winner. Review Written Activities with your students. Modifications and Accommodation s State Curriculum Indicator(s) Students engage in brief exchanges about personal interests in the target language. (1.1.A) Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic linguistic structures. (1.2.A) Students make short presentations and write simple communications on very familiar topics in the target language.(1.3.A) Students identify and describe practices and perspectives of the cultures studied. (2.1.A) Students identify and describe the products within the cultures studied. (2.2.A) Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A) Notes/ Reflection Students examine various topics from the perspectives of cultures where the language is spoken. (3.2.A) Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture. (4.1.A) Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A) Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology both within and beyond the school setting. (5.1.A) Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where students can pursue topics of personal interest. (5.2.A) What went well? Did the students accomplish the objective? What would I do differently?