Name: K. Drobac
Woodland Hills High School
Lesson Plans
Date: January 20, 2012
Content Area: French 1
Length of Unit: 25 days
Edline was updated this week: YES
My class website was updated this week: YES
Lesson Topic (Standard/Anchor): Greetings,
introductions, and farewells; Class commands and
objects, colors, prepositions, numbers, time, days of
the week, months of the year; weather; Describing
oneself and others. Describing what they and others
do and don’t do, like and dislike; Holiday
celebrations.
Stage I – Desired Results
Big Ideas:
Interpersonal Communication
Culture
Comparisons
Connections
Standard(s):
Standards: 12.1.1.S1.B, 12.1.1.S1.C, 12.2.1.S1.B,
12.2.1.S1.C, 12.2.1.S1.D, 12.2.1.S1.F, 12.5.1.S1.A,
12.5.1.S1.B, 12.5.1.S1.C
Anchor(s): R11.A.2 (Proposed PA Standards for FL
Learning)
Anchor(s): R8.A.2, M8.D.1
Student Objectives (Competencies/Outcomes):
Students will be able to:

Greet each other and introduce themselves in
the target language (TL)

Take leave of each other in the TL

Discern between formal and informal
situations
Essential Questions:
How does one become a successful
student of French?
•How do you use a French-English,
English French Dictionary?
•How do you greet and take leave of
someone in the TL?
•How do you introduce yourself to
someone in the TL?
Understanding Goals (Concepts):
Vocabulary about people, places, everyday
objects in areas such as family, school,
environment
•Greetings with appropriate gestures
•Expressions of preferences, politeness,
possessions
•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)
Vocabulary:
 Bonjour, Salut
 Titles (Monsieur, Madame,
Mademoiselle, and their
abbreviations)
 Je m’appelle…, Comment t’appellestu?/Comment vous appelez-vous?;
Il/Elle s'appelle…
 Au revoir, Ciao
 Colors and prepositions

Identify common classroom objects

Perform specific actions in response to basic
class commands and use specific classroom
phrases to satisfy basic classroom needs
(sharpening a pencil, for example)


Recite the French alphabet and associated
sounds and basic words with proper
accentuation
Speak and write common vocabulary, phrases
and structures during activities with the
teacher, classmates and family

Name everyday objects

Identify nouns as masculine or feminine and
use the correct articles with them

Describe their physical appearance and
personality traits using various adjectives and
the verb être in its affirmative and negative
forms.
Describe what they and others do and don’t
do using a variety of –ER verbs
Discuss their classes and how they feel about
them
Describe what they and others like and dislike
Discuss French winter holiday celebrations
Describe their families, homes, and pets
Tell what they and others have and don’t
have






•How do you interact appropriately
with a native French speaker?
What is the difference between
formal and informal register in
French?
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Indefinite articles (un, une, and des)
Definite articles (le, la, l’, les)
Time expressions
Days of the week
Months of the year
Weather expressions
Adjectives describing people and
things
The verb être and the negative
expression ne…pas
Assorted regular –ER verbs denoting
the regular activities of typical
adolescents
School subjects
Likes and dislikes vocabulary
(personalized, based on students’
requests)
Holiday vocabulary
Vocabulary pertaining to the home,
family, and pets
The verb avoir and expressions
associated with it
Irregular adjectives before the noun
(BANGS)





Use various idiomatic expressions involving
the verb avoir
Describe people and things using irregular
adjectives before the noun
Discuss and describe various French holiday
customs and compare them to our own.
Describe houses and furniture
Discuss housing and French family life
Stage II – Assessment Evidence
Performance Task(s): Response to questions (verbally and on
Formative Assessment(s): Graphic organizers, thumbs-up, exit
whiteboard); TPR; Hold up correct response cards; Tell how many tickets, open-ended questions, think-pair-share, response
of something they see; Tell what day of the week it is; State the
cards, summarizing main ideas, brief in-class writing prompt,
date; demonstrate the meanings of a group of regular –ER and –IR pre-assessment, portfolios, warm-ups
verbs through a game of Charades or Pictionary; Describe their
typical activities; Dream House project; Class discussion;
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
Content Area Reading: French Culture-Christmas in France;
Activities of typical French families; Dwellings in France; French
holiday customs
Proc
edur
es
Instructional Procedures*: (Include Mini-Lessons)
Monday
1/23/12
Tuesday
Day
1/24/12
Wednesday
Day
1/25/12
Day
Thursday
1/26/12
Friday
Day
1/27/12
Day
Assignments
 Administer and review
warm-up activity.
 Review café vocabulary
from Friday.
 Direct students to
participate in class
discussion about when &
what people eat for each
meal in France v. U.S.
 Direct students to make
a graphic organizer
showing the responses
 ID vocabulary from
visuals
 Direct students to play
vocabulary ladder game.
(Give a demo)
 Monitor student
participation.
 Direct students to
complete another
vocabulary activity
(puzzle).
 Administer and review  Administer and review
warm-up activity.
warm-up activity.
 Have students identify  Introduce more
various foods
restaurant and caféavailable in cafés.
related vocabulary in
context/with visuals.
 Model and instruct
students to survey
 Discuss restaurant
their classmates about
dining in France in
how they feel about
more detail (how
each of the foods.
meats are cooked,
Complete one item as
place settings, etc.)
a class.
Compare with how
things are done in the
 Direct students to
U.S.
summarize and report
the results to the
 Have students
class.
complete an activity in
which they follow a set
 Direct students to
of instructions in
construct a graph
French to set a table.
showing the
proportions of the
class who like certain
items.
 Direct students to
 Direct students to
complete Ch. 5
complete Ch. 5
vocabulary activities
vocabulary activities
(Act. F et G).
(Act. D et E).
 Administer and review
warm-up activity.
 Review table settings.
 Have students work in
pairs on an info gap
activity involving
answering questions
about the way a table
is set in a picture (Each
partner has a different
set of questions).
 Model the activity.
 Monitor and assist
students as they
complete the activity.
 Have students read an
article about how to
read a French menu
and answer
comprehension
questions about it.
 Direct students to
finish questions for
homework.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding
 Administer and review
warm-up activity.
 Review cafe and
restaurant vocabulary.
 Discuss the kinds of
things one sees in a
restaurant menu
(review content of the
ad and article about
menus).
 Introduce the menu
project (Give directions
and show examples).
 Direct students to work
in pairs or groups to
create menus for their
own restaurant.
 Monitor and assist
students as they work
on their projects.
 (In library and/or 216)
 Direct students to
complete assorted
bonus enrichment
activities.