Name: K. Drobac
Date: September 9, 2011
Lesson Topic (Standard/Anchor): Train and air travel; the metro; the Michelin Guide
Standard(s):
Standards: 12.1.1.S2.B, 12.1.1.S2.C, 12.2.1.S2.B,
12.2.1.S2.C, 12.2.1.S2.D, 12.2.1.S2.F, 12.5.1.S2.A,
12.5.1.S2.B, 12.5.1.S2.C, 12.1.1.S2.E, 12.2.1.S2.C,
12.2.1.S3.D, 12.2.1.S2.E, 12.3.1.S2.C, 12.3.1.S2.D,
12.4.1.S2.A, 12.4.1.S2.C, 12.5.1.S2.A, 12.5.1.S2.B,
12.5.1.S2.C (Proposed PA Standards for FL Learning)
Anchor(s): R8.A.2, M8.D.1; R11.A.2
YES
YES
Stage I – Desired Results
Big Ideas:

Interpersonal Communication

Interpretive Communication

Presentational Communication

Cultures

Communities

Connections
Content Area: French 2
Length of Lesson: 20 days
Understanding Goals (Concepts):

Descriptions of self and others, surroundings
 Strategies for getting help in understanding or expressing ideas

Process-writing/speaking techniques (e.g., idea-gathering, drafting, revising, final copy)

Social interactions, practices, and perspectives Students know...Social relationships for peer age groups

Authentic but highly visual materials that address subject matter from other courses (e.g., Earth Day materials in the target language, food pyramids)

Language (vocabulary, grammar, sound system) to exchange information about school, activities, friends

Social interactions, practices, and

Student Objectives (Competencies/Outcomes):
Students will be able to:

Describe the connections that exist between the
French and English languages

Obtain information and participate in age appropriate cultural experiences/simulations

Ask and answer questions about their daily lives

Enhance reading / listening skills in first and second languages by working with strategies such as drawing upon prior knowledge, guessing from context, expanding vocabulary

Describe cultural practices, products, perspectives in the target culture and their own to find
Essential Questions:

Where in the local or world community can we use the second language we are learning?


How can we continue to study and enjoy a second language after leaving school?
How does second language study help us in other areas of the curriculum?

What knowledge and insight can
 we gain from world language study that otherwise would not be available to us?
How can learning about the practices of another culture give perspectives Students know… How to scan authentic materials
(newspapers, articles, websites, magazines, TV) for practices and perspectives of the culture

Expanded vocabulary and basic grammatical structures to compare with how they are similar or different from English

Cultural topics that deal with society, community norms to compare with one’s own
Vocabulary:

Assorted vocabulary pertaining to various aspects of traveling by plane, train, and subway

Assorted verbs denoting activities one engages in when traveling, as well as other verbs related to those which fit in the category above
(regular –IR and –RE verbs, and the irregular verbs, mettre, sortir, partir,
dormir, and servir)

similarities and differences (ex. Celebrations, religion, art, literature, music, dance, work and leisure philosophy, social and political issues, food traditions)

Purchase a train or plane ticket

Navigate the Paris subway system using an authentic map

Use the Guide Michelin to help plan a trip us insights into the perspectives of the people of that culture?

What can the products (art, literature, realia) of another culture reveal about the perspectives of the people of that culture?

How can we use the second language we know to exchange information from another person?

What can we do to deal with unexpected situations in another culture?

How does appreciation of cultural diversity enhance cross-cultural understanding?
Stage II – Assessment Evidence
Performance Task(s): Response to questions (verbally and on Formative Assessment(s): Graphic organizers , thumbs-up, exit whiteboard); Travel dialogue; the Row Game; Metro activity; Story
Strips; Unit Options Board Projects; tickets , open-ended questions, think-pair-share , response cards , summarizing main ideas, brief in-class writing prompt, pre-assessment, portfolios, warm-ups
Stage III – Learning Plan

Materials & Resources: LCD projector; computer with internet access; DVD player; activity response sheets; textbooks; Larousse
French-English, English-French dictionaries; writing utensils; notebooks; coloring implements and drawing paper
Active Engagements: Note-taking , graphic organizers , summarizing , higher-level thinking skills , cooperative education , partnering , whole-class response , think-pair-share, compare-contrast , random reporter
Scaffolding: Graphic organizers , guided notes , build vocabulary , build on prior knowledge , chunking, provide visual support , teacher prompting , KWL, highlighting , grouping students by interest, provide feedback throughout the process , make connections to prior knowledge whenever possible .
Content Area Reading: French Culture- Train travel; The Michelin
Guide; The Metro; Airports in France
Instructional Procedures*: (Include Mini-Lessons)
Monday
9/12/11 Day 3

Administer and review warm-up activity based on a topic covered during the previous class

Post the stories from

Friday on the OHP
Have them read their stories to the class.

Have the class peer edit each group’s stories.

Introduce vocabulary pertaining to the Parisian subway system via a
PowerPoint
 presentation.
Give background on the metro.

Complete an activity using the vocabulary.
Tuesday
9/13/11 Day 4

Administer and review warm-up activity

Review the vocabulary regarding the train station

Introduce an authentic map of the
Parisian metro system.

Give background on the metro.

Direct students to work in pairs to navigate the metro in order to make imaginary trips around
Paris, indicating where to get on, change lines and get off the
Wednesday
9/14/11 Day 5

Administer and review warm-up activity

Introduce the Michelin
Guides.

Introduce vocabulary associated pertaining
 to them (in context).
Give background on each.

Have students work in pairs to read from the red and green guides and answer questions in an info scavenger
 hunt.
Review the results with the class.

Direct students to complete an exit card
Thursday
9/15/11 Day 6

Administer and review warm-up activity

Introduce vocabulary related to air travel via a PowerPoint

Direct students to complete a realia activity to familiarize themselves with the names of airlines from various Frenchspeaking countries

Present students with a series of examples of regular –IR verbs in context and direct them to identify and analyze them

Have students explain
Friday
9/16/11 Day 1

Administer and review warm-up activity

Review the vocabulary presented on previous days and regular –IR
 verb conjugation
Explain the rules of the
Row Game (Students play with the others seated in the same row and compete to be the first to correctly and completely conjugate
 the verb they hear)
Direct students to complete an exit card


Finish the practice activity started in class. subway train.

Model the first item and do the second one with the class.

Monitor and assist student activity.

Direct students to complete an exit card

Write a paragraph in
French describing how to use the metro.

Complete a vocabulary activity. how to conjugate them
(identify stem and endings)

Direct students to complete an activity in which they must name to correct ending for a given IR-verb in a sentence. (Model the first item and do the second as a class.)

Finish the practice activity started in class.

None