Instructional Time: 11 days –block , 22 days –YR
Quarter One Two
Course: French II
X Three Four
Unit Theme: Leisure activities present and past Revised Bloom’s Taxonomy: I,II, III, IV, VI
North Carolina Informational Technology Essential Standards:
HS.TT.1.1 Use of variety of technology tools to gather data and information
HS.TT.1.2 Use a variety of technology tools to organize data and information
HS.TT.1.3 Use technology tools to present data and information
HS. RP. 1.1 Design global-awareness project-based products individually or collaboratively
NC Essential Standards:
NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.
NM.CLL. 2.1 Understand the meaning of memorized phrases and questions about familiar topics.
NM.CLL. 2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL. 2.5 Understand language components that are used in the target language.
NM.CLL. 3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surrounds.
NM.CLL. 3.3 Use appropriate pronunciation and voice inflection in spoken presentations.
NL.CLL. 4.3 Recognize examples of cognates and loan words.
NM.COD.1.2 Use memorized response to simple academic questions, statements, commands, or other stimuli.
NM.COD. 2.1 Classify memorized words and phrases in the target language by key academic concepts.
NM.COD. 2.2 Understand how the basic terms from other content areas may be different from the student’s language.
NM.COD. 2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.)
NM.COD. 3.3 Use readily available technology tools and digital literacy skills to present academic information in the target culture.
NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics.
NM.CMT. 2.2 Infer meaning from familiar texts by using visual clues, such as road signs, sharts, graphs, etc. that reflect the target culure.
NM.CMT. 2.3 Recall common expressions and phrases about familiar topics used in target language communities.
NM.CMT. 4.1 Recognize simple patterns of behavior or interaction from the target culture.
What would be the best way to research my French city or French holiday?
Of the information I’ve gathered, which would be the most appropriate for my project?
How do I produce and present my information in a concise and effective manner?
What vocabulary can I use to create phrases and questions describing various leisure activities the French people participate in?
How do I write complete sentences using the passé compose?
What tools can I use to help listen to a story and comprehend what the story is about?
How do I read aloud with minimal errors?
What techniques can I use to create a paragraph using pass é compose?
How do I distinguish between the different endings on the past participles?
The modes of communication used by students in the language classroom reflect how people communicate in real life
Learning becomes more meaningful for students as they use technology and other methods to extend the language beyond the classroom walls.
Through the act of learning another language, students receive a deeper understanding of their own language and how languages work.
In addition to creating knowledge of an additional language, students are exposed to various aspects of the target language that reinforces knowledge attained in other disciplines.
By learning about other culture and beliefs, students develop insight into their own culture and beliefs.
I Can Statement(s):
I can research a topic.
I can analyze information I have researched.
I can organize my information then produce and design a video slide show using appropriate research material
I can incorporate the vocabulary into sentences and phrases about weekend activities.
I can read phrases aloud written passages to my peers.
I can listen to a story and write it down.
I can create complete sentences in the past tense.
I can produce a paragraph using the past tense.
I can distinguish between masculine singular/feminine singular/ masculine plural/feminine plural pas participles
I can recognize words and phrases and use them to understand reading selections describing people and places.
I can use context clues and cognates to comprehend reading passages.
I can listen to passages that describe various activities French speaking people partake in.
2.7 – Le verbe : voir;
Les participes pass é irréguliers ; quelqu’un/quelque
chose et ne…personne/ne… rien ; le passé composé avec aller ; les expressions de
2.8 – Les verbes : sortir, partir, et dormir ; Le pass
é composé avec être :
Il y a
Social Studies – Geography, Culture
Evidence of Learning (Formative Assessments):
RESOURCES for this unit:
Discovery French (Blanc) http: //www.quizlet.com Integrated DVD (book)
Workbook Audio Microsoft Word (review) http://youtube.com
(songs) www.animoto.com Short stories
Days 1-3 Block: YR/AB days 1-6 : Le week-end ( NM.CLL.1.2, NM.CLL. 3.1, NM.CLL.3.3, NL.CLL.4.3, NM.COD.1.2, NM.COD. 3.3, NM.CMT.1.1, NM.CMT.2.3,
Exploring the large cities and the cultural holidays will provide the students a glimpse into France and the activities and celebrations the French enjoy.
Using resources in the media center, students will research either a city or a French holiday. The students will take the information they have gathered and produce a video slide show using www.animoto.com
. Students will then present their slide show to their peers. At the end of the slide show, a short assessment will be given to review the material.
The introduction of vocabulary using index cards, photos of a cities and the country, and audio selections, provide visual support for retention of the material. Students are asked yes/no, either/or and fill in the blank questions to reinforce vocabulary. Target vocabulary will be week-end activities that take place in a city, in Paris, and in the country. The use of games (concentration, Pictionary, bingo, etc) and interactive activities (drawing vocabulary lists, analyzing the different types of places, etc.) will provide students the opportunity to interact with the vocabulary.
Video: The Integrated DVD provides a overview of activities found in France.
Reading/Listening: The creation of a story in passé compose of visiting the farm will target various areas of concentration. Reading the story aloud to the students will strengthen their listening skills. By coupling the listening of the story with the index cards will engage students because they will become active participants in the story. Once the story has been completed, provide a copy of the story to the students and ask them to read the selection silently.
The use of bubbles to the side (Microsoft review) can be used to have students define certain words. Using a story can have multiple applications: word definition, word recognition, verb tense recognition
Speaking: Continuing with the story, various activities can be used to provide speaking opportunities. Students can read a sentence aloud, students can read a paragraph to a partner and then switch off, students can pick their own paragraph to read to a partner, teams can compete for pronunciation points, etc.
Writing/Listening: After students have manipulated the story using different techniques mentioned above, a dictation can be used. The teacher can pick a paragraph and dictate it to their students to check understanding and ability to transform oral input into written input.
Writing: Using the story, a cloze activity can be produced. Students can fill in the blanks of the story. This activity can be used with or without a word wall.
The teacher can also use this as a tool for assessing the students comprehension of the vocabulary.
Days 4&5: YR/AB days 7-11: Le week-end dernier ( NM.CLL.2.3, NM.CLL.2.4, NM.CLL. 2.5, NM.CLL. 3.1, NM.CLL. 4.3, NM.COD.3.3, NM.CMT.1.1,
Video: The Integrated DVD combines vocabulary, verb usage, and the passé compose.
Reading/speaking: Introduction or review of the passé compose can be done by using a short story (Discovery French Nouveau Blanc). Students can read silently their selection. Activities that can be used with a short story: Highlight – various aspects of grammar, verb recognition, vocabulary, etc. To expand the activity to include speaking, ask students to read the sentences or provide input into what was highlighted in the story.
Writing: To review the passé compose, write the structure on index cards or posters in the shape of puzzle pieces. This activity can be used for the affirmative, the negative or inversion. Ask students to put the puzzle pieces together and create a sentence using the structure. Students can use vocabulary learned from previous lessons. To further emphasize the structure used in passé compose, produce a half sheet of paper containing sentences produced by the students. Ask the students to label the structure. Some of the sentences can be wrong and if so, students will need to correct them. This activity could be done individually, in pairs, or small groups. The activity could also be timed with points awarded to the team who successfully completed the task first.
Listening: Audio activities that include the use of the passé compose along with expressions of time will reinforce the activities previously used. Various listening games like putting sentences in the correct columns to emphasize the when events happen. Introducing the verbs mettre and prendre
Writing/listening: Oral and written exercises found in the supporting Discovering French Nouveau Blanc workbooks help promote the use of the verbs as well as reinforce the meanings of the words.
Days 6&7: YR/AB days 12-16: Le week-end dernier ( NM.CLL.1.1, NM.CLL.1.2, NM.CLL.2.1, NM.CLL. 3.1, NM.COD.2.2)
Video : The Integrated DVD continues the use of vocabulary, verb usage, and the passé compose found in the unit.
Reading/Speaking: Students will read silently postcards about weekend activities enjoyed by previous students. Place students into groups and ask them to share their postcard with their group.
Writing: An interactive activity can be used to introduction/review of irregular past participles. Provide each student with an irregular verb. Ask them to write down the infinitive and then the past participle. Once the task is completed, they must find another person with a different irregular verb. The student proceeds to write down the infinitive and past participle. They must find all the irregular verbs before they can sit down.
Review of the past participle aller: provide the students with a piece of paper/ white board and ask them to write down the masculine singular/feminine singular/ masculine plural/ feminine plural. Time the students to see who finished first.
Days 8 & 9: YR/AB days 17-22: Le week-end dernier( NM.CLL.1.1, NM.CLL.1.2, NM.CLL. 2.1NM.CLL. 2.5)
Video: The Integrated DVD continues the use of vocabulary, verb usage, and the pass é compose.
Writing/listening: Divide the white board or a poster board into four columns – masculine singular/feminine singular/ masculine plural/ feminine plural.
Using MRS VANDERTRAMP – ask students to go up to the board/poster and write the past participle under each column. Review orally the definitions of each word by providing a sentence or a description in the target language.
Reading : Students will read silently a story (Discovery French Nouveau Blanc) that uses the passé composé (avoir et être). Upon completion, students will make notes of which helper verb was used in the sentence structure.
Writing/speaking: Expanding upon the use of pass é compose in sentences, students will create a 4 box storyboard of activities they did last summer. The students will use the sentence structure.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Scaffolding Option 2:
Scaffolding Option 3:
( NM.CLL.2.1 )
Drawing from the vocabulary, students will draw and color a city scape or a country scene.
Students will label their drawings with the vocabulary from this unit.
( NM.CMT. 2.3))
Using the verbs found in the unit, students will create a paragraph describing the activities that they completed over the past weekend.
The students will create a postcard. On left side, they will write their paragraph. On the right side they will write the name of another student. The teacher will provide
Using vocabulary, expressions and verbs from the unit, students create a crossword puzzle that will be completed by their partner. Students will need to develop sentences that will provide opportunity for them to use the information they learned in the unit. Students will also have to analyze the words they plan to use and successfully create a puzzle. www.
the addressees name.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
( NM.CLL.2.1 )
Vocabulary review: www.quizlet.com
Unite 1, leçons 5 & 6
Unite 1, leçons 7 & 8
“La vieux MacDonald a une ferme” www.youtube.com/watch?v=
“Les animaux de la ferme” www.youtube.com/watch ? v=CRhTQ_iTvc&feature=related&safety_mode= true&persist_safety_mode=1&safe=active
Online activities/games http://fslactivities.ca/kidsplayground/index.html
Geography games: http://www.sheppardsoftware.com/Geography.htm
French gestures: http://french.about.com/library/weekly/aa020901a.htm?PM=ss13_french
French activity site: http://www.uni.edu/becker/french31.html
French language help: http://www.bbc.co.uk/languages/french/index.shtml