Lesson Plans
Madame McCrillis-- Room 106
Jan. 13-17, 2014
French I (Periods 1&3)
M
O
N
D
A
Y
Focus: I can understand and say numbers in simple situations. I can understand some of what people say in a conversation when they are
talking about familiar things. I can use knowledge of the situation, the purpose of communication or context cues to understand messages.
Lesson Delivery: Review numbers by tens; whole class and pair practice with number generator; whole class and pair practice with World Talk
numbers activity; Write a list of numbers they hear the teacher say; correct; take list. & video quiz.
Differentiation: Whole class and pair listening activities with interactive SmartBoard
Resources: C’est à toi text, CD, and DVD, SmartBoard number generator, World Talk CD software
Assessment: listening skills quiz: Unité 3
T
U
E
S
D
A
Y
Focus: Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions. Use
knowledge of the situation, the purpose of communication, or context cues to understand messages. Answer questions about authentic
messages and informational texts. Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures.
Lesson Delivery: Complete Interpretive Performance Assessment, using a handout of questions and an authentic TGV food brochure; orally
review simple Q&A studied so far with chain drills.
Differentiation: Use of authentic materials and emphasis on skills
Resources: C’est à toi text and authentic TGV food brochure
Assessment: SLO: IPA mid-term assessment: Interpretive Performance Assessment
W
E
D
N
E
S
D
A
Y
T
H
U
R
S
D
A
Y
F
R
I
D
A
Y
Focus: Plan a range of texts and presentations by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns. I can
understand and say numbers in simple situations. Use authentic digital and print media.
Lesson Delivery: Preparing for the Presentational Performance Assessment, meet in pairs to write a café dialog, using texte, p, 94,
SmartBoard notes, and a handout; turn in finished product; learn how to play partner bingo.
Differentiation: using critical thinking skills with a partner to apply learning to real life situations; use of tactile learning game
Resources: C’est à toi text and partner bingo grid
Assessment: Participation
Focus: Revise and edit presentations. Rehearse presentations using a range of delivery strategies. Engage in greetings, introductions, and
leave-taking. Use language to acquire a variety of goods, services, or information. Ask and answer questions about feelings, emotions, and
preferences.Lesson Delivery: Get back café dialogs; rewrite if necessary; practice with partner until memorized; play partner bingo; teacher
takes aside each pair, one at a time, to correct their pronunciation and then administer the interpretive performance assessment.
Differentiation: pair writing, oral practice, and interpersonal conversation activity
Resources: C’est à toi text and partner bingo grid
Assessment: SLO: IPA mid-term assessment: Interpersonal Performance Assessment: Memorize the café dialog.
Focus: Use language to acquire a variety of goods, services, or information. Identify, examine, and demonstrate how people meet their basic
needs in different ways.
Lesson Delivery: Complete Presentational Performance Assessment: café dialog with a partner; intro. to Geography of France; receive
handouts and write down new vocabulary.
Differentiation: pair presentational activity in a real life situation
Resources: authentic euros, authentic Paris café music and background photo, and play food.
Assessment: SLO: IPA mid-term assessment: Presentational Performance Assessment. Complétez les fiches d’exercices: la géographie
Lesson Plans
Madame McCrillis-- Room 106
Jan. 13-17, 2014
French II (Period 7)
M
O
N
D
A
Y
Focus: Use knowledge of the situation, the purpose of communication or context cues to understand messages. Interpret gestures, intonation,
and tone to comprehend verbal and nonverbal messages.
Lesson Delivery: Watch video with subtitles; correct handout side #1; watch 3rd time; correct side#2 orally and at board; take list. & video
quiz #7; View a mini-bio of French fashion designer Christian Dior.
Differentiation: activities emphasizing the auditory modality with visual cues
Resources: C’est à toi text, CD, and DVD, website: biography.com
Assessment: Participation
T
U
E
S
D
A
Y
Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures. Use visuals and sound to enhance
a range of basic to more elaborate performances. Describe people, places, or things in some detail to educate or entertain others: Fashion
Show. Plan a range of texts and presentations by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns.
Lesson Delivery: View a mini-bio of French fashion designer Coco Chanel; receive handouts and introduction to group project: La Présentation
de Collections; get placed into groups; meet to divide up the clothing vocabulary; explanation of writing assignment.
Differentiation: group writing and performance project
Resources: website: biography.com; C’est à toi text
Assessment: Écrivez deux descriptions des ensembles. Tapez à double interligne.
W
E
D
N
E
S
D
A
Y
Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures Use visuals and sound to enhance a
range of basic to more elaborate performances. Describe people, places, or things in some detail to educate or entertain others: Fashion
Show. Plan a range of texts and presentations by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns. Lesson
Delivery: Watch Paris fashion shows of Christian Dior, Chanel, etc., in groups, decide order of models, list order and jobs; write introduction;
research designer for poster; turn in typed descriptions.
Differentiation: choice of jobs in group project: research, poster, music, writing
Resources: C’est à toi text, Youtube videos of Paris fashion shows
Assessment: Chaque groupe: tapez l’intoduction, l’ordre des mannequins, et les boulots
Focus: Ask and answer questions about feelings, emotions, and preferences.
T
H
U
R
S
D
A
Y
F
R
I
D
A
Y
Lesson Delivery: Turn in typed intro., order, jobs; participate in whole class communicative activity, text, p. 253 ex. 9: repeat clothing voc.,
repeat questions, give sample answers, complete survey of whole class.
Differentiation: whole class communicative one on one activity
Resources: C’est à toi text
Assessment: Participation
Focus: Revise and edit presentations. Rehearse presentations using a range of delivery strategies. Use visuals and sound to enhance a range of
basic to more elaborate performances.
Lesson Delivery: Get back graded descriptions and introductions; if needed, rewrite them neatly for typist; in groups, read aloud the entire
fashion show 5 times, Madame listening and giving corrections one time; get Voc8 list and begin translating words.
Differentiation: Individualized teacher help with pronunciation
Resources: C’est à toi text
Assessment: Faites l’affiche. Tapez les presentations. Apportez tous les vêtements et la musique.
Lesson Plans
Madame McCrillis-- Room 106
Jan. 13-17, 2014
French III (Period 8)
M
O
N
D
A
Y
Focus: I can convey meaning using writing processes and presentational strategies: direct object pronouns.
Lesson Delivery: review P.O.D.; correct orally and with SmartBoard p. 188 ex. A,B,C,D; copy and read aloud slide #12; correct orally and with
SmartBoard p.192 ex. E,F,G,H. ; complete slide #10, replacing D.O. with D.O.P.; correct.
Differentiation: choral practice of grammar
Resources: French First Year Second Edition Workbook
Assessment: Participation
T
U
E
S
D
A
Y
W
E
D
N
E
S
D
A
Y
T
H
U
R
S
D
A
Y
F
R
I
D
A
Y
Focus: I can convey meaning using writing processes and presentational strategies: direct object pronouns.
Lesson Delivery: class practice with imperative orally, slide #12; slide #13 class oral practice; intro. agreement of PP with preceeding D.O.
slide #14; copy, complete, correct; walk through example, Pierre invite la fille; receive HW handout and explanation.
Differentiation: choral practice of grammar
Resources: French First Year Second Edition Workbook
Assessment: Fiche d’exercices: une revision des pronoms d’objet direct
Focus: I can convey meaning using writing processes and presentational strategies: direct object pronouns. Rehearse presentations using a
range of delivery strategies.
Lesson Delivery: Complete review slide act. while I check for HW; correct review act.; correct HW; conjugate 3 verbs in the passé compose;
review of D.O.P. with example; oral practice of D.O.P. in conversation Q & A with individual students.
Differentiation: One on one oral activity with teacher-student
Resources: French First Year Second Edition Workbook
Assessment: Étudiez pour l’examen: les pronoms d’objet direct. Mémorisez le discours: La Maison de mes rêves
Focus: Focus: I can convey meaning using writing processes and presentational strategies: direct object pronouns. Describe a place in some
detail to educate or entertain others. Use a visual to enhance a performance.
Lesson Delivery: Take test over direct object pronouns; presentation of speeches
Differentiation: emphasis on individual oral language proficiency skill development
Resources: French First Year Second Edition Workbook
Assessment: Présentation: La maison de mes rêves
Focus: Describe a place in some detail to educate or entertain others. Use a visual to enhance a performance.
Lesson Delivery: presentation of speeches
Differentiation: emphasis on individual oral language proficiency skill development
Resources: French First Year Second Edition Workbook
Assessment: Présentation: La maison de mes rêves
Lesson Plans
Madame McCrillis-- Room 106
Jan. 13-17, 2014
Honors French IV (Period 2)
M
O
N
D
A
Y
Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target
culture: World War II. Use authentic digital and print media. Identify cultural perspectives as they are portrayed in the media and other
sources and share them with others.
Lesson Delivery: Take notes on the background for film; receive question packet; watch film and write answers to questions; orally discuss
answers to questions about setting, plot, characters, and themes.
Differentiation: use of authentic media; oral class discussion, allowing for multiple right answers
Resources: French film: Au revoir les enfants
Assessment: Participation
T
U
E
S
D
A
Y
Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target
culture: World War II. Use authentic digital and print media. Identify cultural perspectives as they are portrayed in the media and other
sources and share them with others.
Lesson Delivery: Review film; watch film and write answers to questions; orally discuss answers to questions about setting, plot, characters,
and themes.
Differentiation: use of authentic media; oral class discussion, allowing for multiple right answers
Resources: French film: Au revoir les enfants
Assessment: Participation
W
E
D
N
E
S
D
A
Y
T
H
U
R
S
D
A
Y
F
R
I
D
A
Y
Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target
culture: World War II. Use authentic digital and print media. Identify cultural perspectives as they are portrayed in the media and other
sources and share them with others.
Lesson Delivery: Review film; watch film and write answers to questions; orally discuss answers to questions about setting, plot, characters,
and themes.
Differentiation: use of authentic media; oral class discussion, allowing for multiple right answers
Resources: French film: Au revoir les enfants
Assessment: Participation
Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target
culture: World War II. Use authentic digital and print media. Identify cultural perspectives as they are portrayed in the media and other
sources and share them with others.
Lesson Delivery: Review film; watch film and write answers to questions; orally discuss answers to questions about setting, plot, characters,
and themes.
Differentiation: use of authentic media; oral class discussion, allowing for multiple right answers
Resources: French film: Au revoir les enfants
Assessment: Participation
Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target
culture: World War II. Use authentic digital and print media. Identify cultural perspectives as they are portrayed in the media and other
sources and share them with others.
Lesson Delivery: Review film; watch film and write answers to questions; orally discuss answers to questions about setting, plot, characters,
and themes.
Differentiation: use of authentic media; oral class discussion, allowing for multiple right answers
Resources: French film: Au revoir les enfants
Assessment: Participation
Lesson Plans
Madame McCrillis-- Room 106
Jan. 13-17, 2014
Cultural Literacy (Period 5)
Focus: The year 1968 was a time of great political and social upheaval in the U.S.
M
O
N
D
A
Y
T
U
E
S
D
A
Y
Lesson Delivery: Continue to watch and write answers to questions about the documentary, 1968 with Tom Brokaw; begin to correct ans. orally;
receive a handout with the video ans. and handouts on protest music.
Differentiation: Integration of curriculum: history, politics, music
Resources: The New Dictionary of Cultural Literacy, Documentary: 1968 with Tom Brokaw
Assessment: Create 40 flash cards of the 1960’s from what we have studied.
Focus: The year 1968 was a time of great political and social upheaval in the U.S. LBJ continued and expanded upon policies and goals that
were set during the Kennedy administration.
Lesson Delivery: Exchange flash cards to count and report to me; practice with flash cards with a partner while I check them; participate in
quiz bowl review on teams.
Differentiation: use of manipulatives and a quiz bowl game to review for a test; partner and team work
Resources: The New Dictionary of Cultural Literacy, Documentary: 1968 with Tom Brokaw
Assessment: Study for the big test over the 1960’s.
Focus: The year 1968 was a time of great political and social upheaval in the U.S.
W
E
D
N
E
S
D
A
Y
T
H
U
R
S
D
A
Y
F
R
I
D
A
Y
Lesson Delivery: Take test over the 1960’s. discuss protest music of the ‘60’s; sing We Shall Overcome; discuss what people might sing and
protest about; listen to Bob Dylans’s Blowin’ in the Wind; discuss the meaning then sing it; listen to and discuss The Times They Are a Changin’.
Differentiation: Integration of curriculum: history, politics, music
Resources: The New Dictionary of Cultural Literacy , songs of protest on CD
Assessment: Participation
Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. Explain the significance of
Woodstock and the life and works of Andy Warhol in American Pop culture.
Lesson Delivery: Discuss idioms #21-25; take notes on Woodstock and discuss; take general notes on Andy Warhol; view and discuss his work;
individually take an ungraded quiz, identifying famous people of the time that Warhol depicted.
Differentiation: using art to review famous people from the 1950’s , 1960’s, and 1970’s.
Resources: The New Dictionary of Cultural Literacy
Assessment: Participation
Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. SS Content Statement Grade 7:
The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law,
engineering and technology, art and architecture, as well as literature and history.
Lesson Delivery: Discuss idioms #26-30; take notes on the introduction to ancient Greece; repeat the letters of the Greek alphabet; listen to
and sing a song to remember them.
Differentiation: use of a song to memorize information
Resources: The New Dictionary of Cultural Literacy
Assessment: Participation