Name: K. Drobac
Date: February 3, 2012
Lesson Topic (Standard/Anchor): Greetings, introductions, and farewells; Class commands and objects, colors, prepositions, numbers, time, days of the week, months of the year; weather; Describing oneself and others. Describing what they and others do and don’t do, like and dislike; Holiday celebrations.
Standard(s):
Standards: 12.1.1.S1.B, 12.1.1.S1.C, 12.2.1.S1.B,
12.2.1.S1.C, 12.2.1.S1.D, 12.2.1.S1.F, 12.5.1.S1.A,
12.5.1.S1.B, 12.5.1.S1.C
Anchor(s): R11.A.2
(Proposed PA Standards for FL
Learning)
Anchor(s): R8.A.2, M8.D.1
YES
YES
Stage I – Desired Results
Big Ideas:
Interpersonal Communication
Culture
Comparisons
Connections
Student Objectives (Competencies/Outcomes):
Students will be able to:

Greet each other and introduce themselves in the target language (TL)


Take leave of each other in the TL
Discern between formal and informal situations
Essential Questions:
How does one become a successful student of French?
•How do you use a French-English,
English French Dictionary?
•How do you greet and take leave of someone in the TL?
•How do you introduce yourself to someone in the TL?
Content Area: French 1
Length of Unit: 25 days
Understanding Goals (Concepts):
Vocabulary about people, places, everyday objects in areas such as family, school, environment
•Greetings with appropriate gestures
•Expressions of preferences, politeness, possessions
•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)
Vocabulary:

Bonjour, Salut

Titles (Monsieur, Madame,
Mademoiselle, and their abbreviations)

Je m’appelle…, Comment t’appelles-
tu?/Comment vous appelez-vous?;
Il/Elle s'appelle…

Au revoir, Ciao

Colors and prepositions


Identify common classroom objects

Perform specific actions in response to basic class commands and use specific classroom phrases to satisfy basic classroom needs
(sharpening a pencil, for example)

Recite the French alphabet and associated sounds and basic words with proper accentuation

Speak and write common vocabulary, phrases and structures during activities with the teacher, classmates and family

Name everyday objects

Identify nouns as masculine or feminine and use the correct articles with them

Describe their physical appearance and personality traits using various adjectives and the verb être in its affirmative and negative forms.

Describe what they and others do and don’t do using a variety of –ER and -IR verbs

Discuss their classes and how they feel about them

Describe what they and others like and dislike

Discuss French winter holiday celebrations

Describe their families, homes, and pets

Tell what they and others have and don’t have
•How do you interact appropriately with a native French speaker?
What is the difference between formal and informal register in
French?

Indefinite articles (un, une, and des)

Definite articles (le, la, l’, les)

Time expressions

Days of the week

Months of the year

Weather expressions

Adjectives describing people and things

The verb être and the negative expression ne…pas

Assorted regular –ER verbs denoting the regular activities of typical

 adolescents
School subjects
Likes and dislikes vocabulary
(personalized, based on students’ requests)

Holiday vocabulary

Vocabulary pertaining to the home, family, and pets

The verb avoir and expressions associated with it

Irregular adjectives before the noun
(BANGS)

The irregular verbs aller and boire

Vocabulary pertaining to modes of transportation and places around town

Vocabulary associated with ordering in a restaurant

Restaurant- and café-related food and drink vocabulary


Use various idiomatic expressions involving the verb avoir

Describe people and things using irregular adjectives before the noun

Discuss and describe various French holiday customs and compare them to our own.

Describe houses and furniture

Discuss housing and French family life

Order at a café or restaurant

Describe typical café food

Tell where they or others are going and how they are getting there
Stage II – Assessment Evidence
Performance Task(s): Response to questions (verbally and on Formative Assessment(s): Graphic organizers , thumbs-up , exit whiteboard); TPR; Hold up correct response cards; Tell how many of something they see; Tell what day of the week it is; State the date; demonstrate the meanings of a group of regular
–
ER ,
–IR, and -RE verbs through a game of Charades or Pictionary ; Describe tickets , open-ended questions , think-pair-share , response cards , summarizing main ideas , brief in-class writing prompt, pre-assessment , portfolios, warm-ups their typical activities; Menu project; Class discussion; Categorize various vocabulary items as being quelque chose à manger or quelque chose à boire; MacDo dialogue; Around Town map activity.
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-Christmas in France;
Activities of typical French families; Dwellings in France; French holiday customs

Instructional Procedures*: (Include Mini-Lessons)
Monday
2/6/12 Day

Administer and review warm-up activity.

Review forms of aller, the preposition à and the modes of transportation.

Demonstrate the use of the pronoun y when describing one’s destination.

Introduce some adverbs in context.

Direct the students to ask a partner how often s/he goes to various
 places around town.
Direct the partner to respond using the pronoun y in an adverbial phrase.

Have the students summarize the results of their interview and report them to the class
(Do the first item for the class, and the second one with their help. Then direct students to complete the rest on their own.).
Tuesday
2/7/12 Day

Administer and review warm-up activity.

Review forms of aller, the places around town and prepositions of location in context.

Have students read a rebus story about the places around town and rewrite it substituting words for the pictures.

Then have them plot the places on a small map on the back of the story page. (Do the first item for the class, and the second one with their help.
Then direct students to complete the rest on their own.).
Wednesday
2/8/12 Day

Administer and review warm-up activity.

Review forms of aller, the places around town and prepositions of location in context.

Have students read aloud in French, sentences from the rebus story.

Introduce the Plan de
Ville project.

Have students color the buildings, cut them out and paste them on map grid according to a set of written instructions in French. (Do the first item for the class, and the second one with their help. Then direct students to complete the rest on their own.)

Monitor and assist students as they work on the activity.
Thursday
2/9/12 Day

Administer and review warm-up activity.

Direct students to finish their Plan de
Ville project.

Monitor and assist students as they
 complete their activity.
Direct students to complete an exit card.
Friday
2/10/12 Day

Administer and review warm-up activity.

Review the infinitive construction with
aimer, adorer and
detester.

Review forms of aller.

Introduce the futur
proche via examples in
 context.
Direct students to analyze the examples and formulate the rule for forming and using this new tense.

Have students predict the future activities of their classmates. (Do the first item for the class, and the second one with their help.
Then direct students to complete the rest on
 their own.)
Use random reporter to have students share the results with the class.

Direct students to complete exit cards.


Direct students to complete a bonus enrichment activity on the places around town.

Direct students to complete an activity places around town and prepositions.

None

Direct students to finish project if not already finished in class.

Direct students to complete an activity on the futur proche.