Voyage de sa vie: Day 1
Chapter 1 (pp.1-9)
Popup Grammar: Être / Avoir
Chapter 1
Bellringer: 5 min
Predict what you think this book is about
(10 sentences in English)
Translate: 20 min
Have students translate aloud for 20
minutes
identifying
different
conjugations of the verbs être and avoir
as they appear in context.
Grammar – Être 15 min
Introduce verb être. Conjugate verb on
board. Then, as a class, rewrite
paragraph 1, page 4 using different
forms of être. Finally have students
write simple, original sentences using the
verb être.
Grading Policy 10 min
Translate: 20 min
Have students translate aloud for 20
minutes.
Grammar – Avoir 15 min
Introduce the verb avoir. Conjugate the
verb on the board. Then have students
write it in their notebook. Have students
make a list of the items that are in their
backpack, house, or friend’s bed room.
Devoirs: Identify vocabulary
All familiar vocabulary is up for grabs
on a test. If it is not familiar to you,
familiarize yourself with it.
 Plane
 Restaurants
 Descriptions
 Train
Voyage de sa vie: Day 2
Review Grammar: Être / Avoir
Popup Culture: La Gare de Lyon, Le
Train Bleu, T.G.V.
Quiz: Être / Avoir / Vocabulary
Bellringer: 5 min
Décrivez un membre de votre famille en
6 phrases: 3 avec avoir et 3 avec être.
Describe people: 10 min
Review conjugations of avoir and être.
Describe Tchéky Karyo and Anne
Parillaud from Nikita.
Article: Le Train Bleu 10 min
Locate La Gare de Lyon on Paris Metro
map. Discuss plat de fromage.
Video: Le Train Bleu 5 min
Watch video clip from Nikita.
Review Devoirs: Vocab 5 min
Create a quick list of vocabulary that
students identified as key vocabulary
under each section from Chapter 1.
Culture : TGV 10 min
Ask students : C’est quoi le TGV ? C’est
un train rapide ou lent ?
Find average speed in miles per hour:
260-320km/h (divide kph by 1.6)
Video : TGV speed record 10 min
Watch video and determine speed in
mph.
Quiz : être / avoir / vocabulary
Read Chapter 2
Voyage de sa vie: Day 3
Chapter 2 (pp. 10-19)
Popup Grammar: - er verbs
Bellringer: 10 min
Read article from website http://www.letrain-bleu.com/fr and identify one fact of
interest from each section. Then respond
to this question : Voudriez-vous visiter
Le Train Bleu ? Pourquoi, ou pourquoi
pas ?
Translate 20 min
Have students translate aloud. Identify
different structures of être and avoir.
Ask questions about why verbs are
spelled as they are in present tense.
Grammar: Present –er verbs: 15 min
Introduce –er verbs. Create present
tense verb cards. Conjugate several
verbs on board. Then, as a class, write a
simple paragraph using –er verbs.
Begin / End of Class / Pencils: 10 min
Essential Vocabulary 10 min
 par la fenêtre
 le wagon-restaurant
 C’est un plaisir de faire votre
connaissance
 des bateaux-mouches
 le collier
 Nous sommes très enchantés
d’avoir fait votre connaissance
 Je veux vous présenter (à)
Translate 20 min
Have students work with partners to
translate the rest of chapter 2. Instruct
them to pay attention to essential
vocabulary and words in the following 2
categories:
 Travel / Transportation
 Food
Voyage de sa vie: Day 4
Review Grammar: -er verbs
Culture: Suisse
Bellringer: 10 min
Dessinez l’intérieur
restaurant.
d’un
Voyage de sa vie: Day 5
Chapter 3 (pp.20-29)
Popup Grammar: aller
Quiz –er verbs
Collect Writings
wagon-
Culture, Suisse: 20 min
Using culture from chapter 2, have
students list the holidays/celebrations
and other cultural information of
Switzerland on the board in columns.
Then have them flesh out each category
in French using details about each from
the text. The end result should be the
event with 3-6 supporting facts
underneath each.
Review the Present Tense: 10 min
Review the formation of the present
tense verbs. Then, as a class, write a
paragraph that uses only the present
tense of –er verbs and être.
Map: 10 min
Give students a map of Switzerland and
have them locate the 5 major cities.
Then give them a map of the city of
Geneva and have the locate landmarks
listed in the novel.
Syllabus: 15 min
Leaving Classroom (hand out passes),
Elect Bosses (timer/paper/absentee),
Folders/Absentees (check the website)
Writing: 20 min
Hand out copies of Mots d’Articulation.
Write a 3 paragraph composition in the
present tense. You must use 3 different
forms of the verb avoir and 3 different
forms of the verb être. You must also
include 4 different forms of present tense
-er verbs and 3 mots d’articulation.
Underline the form of the verbs each
time you use them. This is to be turned
in. 3Avoir, 3Etre, 4ER, 3MA.
Bellringer: 10 min
Decrivez un wagon-restaurant du TGV
avec 10 phrases en français.
Translation: 20 min
Translate chapter 3 underlining key
vocabulary structures.
Define the
vocabulary after you read the first time:
être de mauvaise humeur, déranger,
faire la tête, le wagon fumeur, se cacher,
avoir raison, avoir peur, avoir envie de,
avoir besoin de, avoir l’air (de). Then
work with a partner to define the
vocabulary that you didn’t understand.
Syllabus: 10 min
Folders / Absentees: Absentee boss.
Headings
Coming to Attention
Discarding Trash
Grammar: 20 min
Discuss uses of the verb aller. Explain
the use of this verb in the past tense.
Conjugate the verb. Then have students
create sentences using the verb aller.
Quiz: 20 min
Pass quiz on –er verbs.
Translate: 10 min
With the time left, allow students to
complete translations of Chapter 3.
Voyage de sa vie : Day 6
Review Chapter 1-3
Review verb avoir
Discuss quizzes : être/avoir/-er
Bellringer : 10 min
Regardez le découpage; puis répondez à
la question suivante : Le wagon
restaurant est comme tu as imaginé ?
Expliquez pourquoi ou pourquoi pas.
Review Chapters 1-3 : 20 min
Give students questions from chapters 13 of the novel. Then have them respond
In French using the proper forms of the
verbs necessary.
Reading: 20 min
With a partner, choose an article from
the book La Suisse et sa Pluralité. Read
the article, and write a summary in
French. List the page number of the
article on your summary. You will be
required to retell this fact on a future
test. You will be graded based on
accuracy to the original article and your
summary.
Speaking: 15 min
Take 90 seconds to think about what has
happened in chapters 1-3. Explain any
information from those 3 chapters to a
partner using the following criteria: 4-er,
2Être, 2Avoir, 1Aller. Have students
form a line and continue telling the same
information to other students for 10
minutes.
Review Tests: 15 minutes
Review tests and forms of être/avoir/-er
answering any questions that students
may have.
Voyage de sa vie: Day 7
Chapter 4 (pp.30-39)
Popup Grammar
Voyage de sa vie: Day 8
Review all grammar
Write Script for PCP
Voyage de sa vie: Day 9
Prepare for PCP
Culture / Map Test
Bellringer: 10 min
Étudiez pour le control de chapitres 1 à
3.
Bellringer: 10 min
Faites une liste de 10 faits culturels que
vous avez appris cet année au cours de
français.
Bellringer: 10 min
Dessinez et décrivez Jean-Luc et Noémie
en 10 phrases.
Speaking: 20 min
Take 90 seconds to think about what has
happened in chapters 1-3. Explain any
information from those 3 chapters to a
partner using the following criteria: 4-er,
2Être, 2Avoir, 1Aller. Have students
form a line and continue telling the same
information to other students for 10
minutes.
Quiz : 15 min
Take quiz with questions from Chapters
1-3. When students are done with test,
begin translating chapter 4 of their
novels.
Grammar: 15 min
Introduce the verb faire. Identify some
of the idiomatic expressions: faire
chaud/froid, faire la vaisselle, faire de
l’équitation, etc. Practice by creating
sentences based on what you, what you
and your partner, what another group,
and what M. Watson does.
Translaton: 20 min
Translate chapter 4 as a class. Walk
through finding different forms of être,
avor, aller, faire and –er verbs. Identify
subject verb agreements.
Devoirs : TRANSATE CH. 5
Writing : 10 min
Write a brief summary of Voyage de sa
vie in which students use the following
criteria: 5P, 3MA
Grammar: 20 min
Using the sentences from above, do a 20
minute review of the verbs discussed this
six weeks: avoir, être, aller, -er, faire.
Take example paragraphs rather than
individual sentences.
Writing: 40 min
Students begin writing a script of one
part of the novel Le voyage de sa vie.
Students must create some type of scene
that expounds on any idea or event from
chapters 1-5. Give them the following
criteria that must be underlined: 10P,
10V, 5MA.
Next Class: CULTURE / MAP TEST
Test : 15 min
Pass Cultural test on les voyages et la
Suisse.
Assessment Prep : 60 min
Allow students to complete scripts and
begin rehearsing them in preparation for
the six weeks assessment next class.
Next Class: 6 WEEKS ASSESSMENT
Presque Mort: Day 9
Six Weeks Assessment
Bellringer: 10 min
Make any final preparations for your
presentations in the next 10 min.
Six Weeks Assessment