Name: K. Drobac
Date: April 20, 2012
Content Area: French 3
Woodland Hills High School
Lesson Plans
Length of Lesson: 10 days
Edline was updated this week: YES
My class website was updated this week: YES
Lesson Topic (Standard/Anchor): Home and Family
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)
Stage I – Desired Results
Big Ideas:
 Interpersonal Communication
 Interpretive Communication
 Presentational Communication
 Cultures
 Communities
 Connections
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)
Anchor(s): R8.A.2, M8.D.1; R11.A.2

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
perspectives Students know… How
to scan authentic materials
(newspapers, articles, websites,
magazines, TV) for practices and
perspectives of the culture
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

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 a topic
of the students’ interests-holidays
 Assorted regular and irregular verbs in
the subjunctive mood
 Distinguish between situations requiring
the subjunctive from those requiring the
indicative
 Form the subjunctive of verbs with two
stems
 Use of the subjunctive with impersonal
expressions to give advice

similarities and differences (ex. Celebrations,
religion, art, literature, music, dance, work and
leisure philosophy, social and political issues, food
traditions)


What can the products (art,
literature, realia) of another
culture reveal about the
perspectives of the people of
that culture?
Identify & describe people and objects pertaining
to a topic of the students’ choosing-holiday
celebrations

Compare holiday celebrations in France v. U.S.

Determine when to use the subjunctive mood as
opposed to the indicative mood

Determine when one can avoid the subjunctive by
using and infinitive construction

Form the subjunctive of regular and irregular
verbs and verbs with two stems

Give advice using impersonal expressions

Express wishes, preferences, & demands

Express emotional reactions to the actions of
others

us insights into 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); Create a project of the student’s choice utilizing both
tickets, open-ended questions, think-pair-share, response
the vocabulary and grammar of the current unit (Options Board
cards, summarizing main ideas, brief in-class writing prompt,
Projects); Participation in the Row Game, Catergories Game, the
pre-assessment, portfolios, warm-ups
flyswatter game, LOTO, etc.; Realia activities (authentic French
advertisements, etc.); Drawing activity; Pair-share/info gap activity;
Dialogue; Webquests (if computer labs are accessible); Cultural
reading with pre-, during, and post-reading activities; Le Petit
Nicolas.
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
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.
Active Engagements: Note-taking, graphic organizers, summarizing,
higher-level thinking skills, cooperative education, partnering,
whole-class response, think-pair-share, compare-contrast, random
reporter, conversation in the target language; the flyswatter game;
the Row game; Options Board Projects; conversation cards.
Content Area Reading: French Culture-Selections will be made
based on student input.
Proc
edur
es
Instructional Procedures*: (Include Mini-Lessons)
Monday
4/23/12
Tuesday
Day 2
4/24/12
Wednesday
Day 3
4/25/12
Day 4
Thursday
4/26/12
Day 5
Friday
4/27/12
Day 6
Assignments
o Administer and review
warm-up activity.
o Introduce examples of
the subjunctive mood in
French.
o Lead class discussion of
the uses & formation of
the subjunctive.
o Introduce ways to avoid
the subjunctive in certain
cases (infinitive
constructions).
o Conduct the Flyswatter
game-have students
listen to a sentence and
determine whether the
independent clause
requires the indicative or
the subjunctive.
o Administer and review
warm-up activity.
o Review uses &
formation of the
subjunctive.
o Review use of Il faut +
infinitive & introduce
impersonal
expressions with the
subjunctive via
examples in context.
o Explain & model a
language game
(Battleship)
o Instruct students to
either complete a
practice activity on
the formation of the
subjunctive or write 6
original sentences
using phrases from
the game. (Do the first
item for the class, and
the second one with
their help. Then direct
students to complete
the rest on their own.)
o Administer and review
warm-up activity.
o Review the subjunctive
mood in French.
o Lead class discussion of
the uses & formation of
the subjunctive of
regular verbs.
o Introduce how to form
the subjunctive of
verbs with two stems
via examples in
context.
o Conduct the Row Game
in which students must
be the first to correctly
conjugate the verbs
above on their
whiteboards.
o Administer and review
warm-up activity.
o Review the subjunctive
mood in French.
o Lead class discussion of
the uses & formation
of the subjunctive.
o Introduce the advice
poster project.
o Show an example.
o Direct students to work
in groups of 4 to create
a poster in which they
give advice for
celebrating a particular
holiday.
o Assist & monitor
students as they work
on their posters.
o Review the subjunctive
mood in French.
o Lead class discussion of
the uses & formation of
the subjunctive.
o Direct students to
continue working on
their posters.
o Assist & monitor
students as they work.
 Direct students to
complete practice
activities on the
subjunctive v. indicative.
 Direct students to
complete a practice
activity on the
formation of the
subjunctive or write 6
original sentences using
 Direct students to
complete a practice
activity on the
subjunctive of verbs with
two stems.
 Direct students to
complete a practice
activity on the
subjunctive with
impersonal expressions.
 Direct students to finish
their posters if they did
not finish them in class.
the subjunctive with
impersonal expressions.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding