Name: K. Drobac
Date: May 10, 2013
Woodland Hills High School
Lesson Plans
Content Area: French 2 /
French 2 Advanced
Length of Lesson: 20 days
Edline was updated this week: YES
My class website was updated this week: YES
Lesson Topic (Standard/Anchor): Le Petit Nicolas/Le
Tour du Monde en 80 Jours
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
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)
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
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
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
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
Vocabulary:
Vocabulary associated with Le Petit
Nicolas (French 2)
Vocabulary associated with Around the
World in 80 Days (French 2 Advanced)
 Activities and projects for French
2 Advanced will be more
challenging and/or more
detailed, as appropriate.
 In class portion of the final exam
will be May 24, 2013.
in the target culture and their own to find
similarities and differences (ex. Celebrations,
religion, art, literature, music, dance, work and
leisure philosophy, social and political issues, food
traditions)
Identify & describe people and objects pertaining
to Le Petit Nicolas or Around the Word in 80 Days
Describe past actions (isolated and habitual)
Tell what someone had done
Describe future plans
Describe conditions (=what someone would
do/would have done in a given situation)
Tell what they have others do for them using the
causative construction
Use infinitive constructions and present
participles to describe various activities in greater
detail
practices of another culture give
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); Participation in the Row Game, Catergories Game,
tickets, open-ended questions, think-pair-share, response
the flyswatter game, LOTO, etc.; Realia activities (authentic French cards, summarizing main ideas, brief in-class writing prompt,
stories, etc.); Drawing activity; Pair-share/info gap activity;
pre-assessment, portfolios, warm-ups
Dialogue; Webquests (if computer labs are accessible); Cultural
reading with pre-, during, and post-reading activities; Geography
(Following Phileas Fogg Around the World in 80 Days).
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; poster board
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
Content Area Reading: Le Petit Nicolas; Le Tour du Monde en 80
Jours; French Culture-Selections will be made based on
connections with themes in the novel.
Instructional Procedures*: (Include Mini-Lessons)
Monday
Procedures
5/13/13
Tuesday
Day A
Administer and review
warm-up activity.
Review characterization.
Call on individual
students to read aloud.
(Djodjo)
Pause intermittently to
check for
comprehension.
Lead class discussion
about the various
themes that arise in the
stories.
Direct students to write
a three-sentence
summary in French, in
their own words, of each
5/14/13
Wednesday
Day B
Administer and review
warm-up activity.
Review the content
and themes from the
previous class.
Call on individual
students to read
aloud. (Les carnets)
Pause intermittently
to check for
comprehension.
Lead class discussion
about the various
themes that arise in
the stories.
5/15/13
Day A
Administer and
review warm-up
activity.
Review the content and
themes from the
previous class.
Call on individual
students to read aloud.
(Je fume)
Pause intermittently to
check for
comprehension.
Lead class discussion
about the various
themes that arise in the
stories.
Thursday
5/16/13
Day B
Administer and
review warm-up
activity.
Review the content
and themes from the
previous class.
Administer a quiz on
reading
comprehension-Parent
ou Enfant? Where the
student reads a series
of quotes from the
stories and then must
determine whether
they are from a child’s
point of view or an
adult’s point of view.
For additional
Friday
5/17/13
IN-SERVICE-NO
SCHOOL FOR
STUDENTS
Day
Assignments
day’s story. Students are
not to use the present
tense. Demonstrate how
to do a summary. (Write
one sentence for the
students and another
with the students. Then
direct students to write
the last one on their
own.)
Direct students to write a
three-sentence summary
in French, of each day’s
portion of Le Petit Nicolas
or Around the World in 80
Days in their own words.
(NOTE: Summaries will not
be accepted if they are
typed, and the use of
online translation
software/websites is
prohibited.)
Please work on take-home
portion of final exam. It is
due no later than May 24,
2013. If you know you will
not be in class that date,
please turn it in sooner.
(NOTE: Open-ended
responses fro the final
exam will not be accepted
reading/writing
practice, have them
briefly explain why in
French.
Direct students to
create mini posters
profiling a Petit Nicolas
character of their
choice.
Monitor and assist as
needed.
Direct students to
write a summary for
each story read in class.
Keystones Literature
Exam-Period 3 will not
meet today. A quiz (or
quizzes) will be given
upon the students’
return to class to ensure
that they have kept up
with the outside
readings.
Direct students to write
a summary for each story
read in class.
Keystones Algebra ExamPeriods 3 and 8 will not
meet today. A quiz (or
quizzes) will be given
upon the students’ return
to class to ensure that
they have kept up with
the outside readings.
Direct students to write
a summary for each story
read in class. (Summaries
will be due on Monday,
May 20, 2013)
Keystones Algebra ExamPeriods 3 and 8 will not
meet today. A quiz (or
quizzes) will be given
upon the students’
return to class to ensure
that they have kept up
with the outside
readings.
if they are typed, and the
use of online translation
software/websites is
prohibited.)
Keystones Literature ExamPeriod 3 will not meet
today. A quiz (or quizzes)
will be given upon the
students’ return to class to
ensure that they have kept
up with the outside
readings.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding