Name: K. Drobac
Date: February 3, 2012
Content Area: French 2
Woodland Hills High School
Lesson Plans
Length of Lesson: 20 days
Edline was updated this week: YES
My class website was updated this week: YES
Lesson Topic (Standard/Anchor): Summer weather
and leisure activities.
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
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
various sports, particularly soccer
and ice hockey
 Assorted verbs denoting activities
during sporting events
 Past participles of regular and
irregular verbs
 The irregular verbs avoir and être
 Various adverbs of time signaling the
use of the past tense (passé
composé)
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 playing and watching sporting events
Describe actions pertaining to playing various
sports
Discuss sports popular in France and those
popular in the U.S.
Describe past actions
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); Narrate a sportscast; Create a project of the student’s tickets, open-ended questions, think-pair-share, response
choice utilizing both the vocabulary and grammar of the current
cards, summarizing main ideas, brief in-class writing prompt,
unit (Options Board Projects); Participation in the Row Game,
pre-assessment, portfolios, warm-ups
Catergories Game, the flyswatter game, LOTO, etc.; Realia
activities (authentic French advertisements, etc.); Story Strips;
Drawing activity; Pair-share/info gap activity; Dialogue; Webquests
(if computer labs are accessible); Cultural reading with pre-, during,
and post-reading activities.
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: French Culture- Sports in France
Instructional Procedures*: (Include Mini-Lessons)
Monday
Procedures
2/6/12
Tuesday
Day 6
 Administer and review
warm-up activity.
 Review the formation of
the passé composé of
regular verbs.
 Lead students in playing
the Row Game, in which
they compete in teams
to be the first to
correctly conjugate on
white boards, the verb
they hear, in the passé
compose. (Complete one
item for the students
and one item with the
students. Then direct
2/7/12
Wednesday
Day 1
 Administer and review
warm-up activity.
 Review the formation
of the passé composé
of regular verbs.
 Introduce the passé
composé of verbs with
irregular past
participles.
 Show students a
series of examples
and see if they can
identify the irregular
verb from its past
participle.
 Show students the full
2/8/12
Day 2
 Administer and review
warm-up activity.
 Review the formation
of the passé composé
of regular and irregular
verbs.
 Divide students into
groups of 3-4.
 Have them write a
story in the passé
composé, in response
to a series of pictures.
 Help them brainstorm
necessary vocabulary.
 Have them transfer
their stories to
Thursday
2/9/12
Day 3
 Administer and review
warm-up activity.
 Introduce soccer
vocabulary via a story
accompanied by visuals
(a video, if possible).
Give a play-by-play in
the passé compose.
 Ask students questions
in French about the
story and direct them
to answer in French.
 Have students identify
and highlight the verbs
in the story.
 Ask them how many
Friday
2/10/12
Day 4
 Administer and review
warm-up activity.
 Review the passé
composé of regular and
irregular verbs with
avoir.
 Conduct a listening
activity in which the
students must identify
the infinitive from
which each irregular
past participle is
derived.
 Introduce DR and MRS
VANDERTRAMP verbs
via examples in
them to complete the
rest on their own.)
list of verbs with
irregular past
participles and direct
them to complete the
notes on the sheet
provided.
 Have the students
complete play TICTAC-TOE using the
passé composé. Direct
them to write original
sentences with the
resulting subject-verb
pairs. (Complete one
item for the students
and one item with the
students. Then direct
them to complete the
rest on their own.)
transparencies when
finished.
 Share the stories with
the class.
 Correct the stories as a
class.
words make up the
context.
verb in the story and
 Have students analyze
discuss the similarities
the examples and
and differences
formulate the rules for
between these verbs
these verbs.
and ones they already
 Discuss the notion of
know.
past participle
 Explain the formation
agreement and
of the passé composé
compare it with the
and introduce
agreement made
expressions of time
between nouns and
that signal its use.
regular adjectives.
 Review the present
 Have students
tense of the verb avoir.
complete a series of
 Explain the formation
guided practice
of the past participles
activities. (Complete
of the three groups of
one item for the
regular verbs.
students and one
Provide students with a
item with the
list of regular verbs and
students. Then direct
have students form
them to complete the
their past participles
rest on their own.).
(Complete one item for
the students and one
item with the students.
Then direct them to
complete the rest on
their own.).
 Direct students to
complete an activity
in the passé composé
(Complete one item for
the students and one
item with the students.
Assignments
Then direct them to
complete the rest on
their own.).

Direct students to
complete an activity in
the passé composé
(regular verbs).

Direct students to
complete an activity
in the passé
composé (irregular
verbs).

Direct students to
complete an activity
in the passé composé
(irregular verbs).

Direct students to

complete an activity
in the passé composé
(regular verbs).
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding
Direct students to
complete an activity
on the P.C. of être
verbs.