Name: K. Drobac
Date: April 26, 2012
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)
Anchor(s): R8.A.2, M8.D.1; R11.A.2
YES
YES
Stage I – Desired Results
Big Ideas:

Interpersonal Communication

Interpretive Communication

Presentational Communication

Cultures

Communities

Connections
Content Area: French 3
Length of Lesson: 10 days
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

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 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
Vocabulary:

Assorted vocabulary pertaining to the stories about Le Petit Nicolas, France’s version of Dennis the Menace.

Assorted regular and irregular verbs in various tenses and moods

similarities and differences (ex. Celebrations, religion, art, literature, music, dance, work and leisure philosophy, social and political issues, food traditions)

Identify & describe the characters in the stories about Le Petit Nicolas

Compare various aspects of daily life in France and the U.S., such as parenting styles, the upbringing of children, school life, and childhood.

Discuss the themes in the readings in French. (See above.) 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); Le Petit Nicolas Project (final project); Drawing activity; Pair-share/info gap activity; Class Discussion; Cultural reading with pre-, during, and post-reading activities;
Nicolas.
Le Petit tickets , open-ended questions , think-pair-share , response cards , summarizing main ideas , brief in-class writing prompt , pre-assessment , portfolios , warm-ups
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
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;
Projects; conversation cards.
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 .
Content Area Reading: French CultureLe Petit Nicolas ;
Excerpts from Bringing up Bébé
Instructional Procedures*: (Include Mini-Lessons)
Monday
4/30/12 Day 1 o Administer and review warm-up activity. o Introduce Sempé and
Goscinny (author and artist) and their work.
(The students should already be at least somewhat familiar with their characters.) o Introduce the characters from the Petit Nicolas stories in context, via the
LCD projector (=show pictures and describe verbally in French). o Direct students to complete a graphic organizer, recording a few adjectives to
Tuesday
5/1/12 Day 2 o Administer and review warm-up activityintroduce supplementary vocabulary for the stories. o Introduce today’s story- Djodjo o Call on individual students to read aloud. o Pause intermittently to check for comprehension.
Lead class discussion about the various themes that arise in the stories.
Wednesday
5/2/12 Day 3 o Administer and review warm-up activityintroduce supplementary vocabulary for the stories. o Introduce today’s story- Je fume o Call on individual students to read aloud. o Pause intermittently to check for comprehension. o Lead class discussion about the various themes that arise in the stories.
Thursday
5/3/12 Day 4 o Administer and review warm-up activityintroduce supplementary vocabulary for the stories. o Introduce today’s story- Louisette o Call on individual students to read aloud. o Pause intermittently to check for comprehension. o Lead class discussion about the various themes that arise in the stories.
Friday
5/4/12 Day 5 o Administer and review warm-up activity. o Discuss the upbringing of children and parenting styles in the
U.S. o Have students read an excerpt from the book,
Bringing Up Bébé (a book about the cultural aspects of parenting, written by an American journalist who is living and raising her children in Paris) o Direct students respond in French to an open-ended question relating to the

describe each character. o Introduce the first story about Le Petit Nicolas,
Le Bouillon. o Call on individual students to read aloud. o Pause intermittently to check for comprehension. o Lead class discussion about the various themes that arise in the stories.

Direct students to write a three-sentence summary of the story in their own words.
Direct students to write a three-sentence summary of the story in their own words. o upbringing of children and parenting styles in
France as portrayed in the stories. o Assist & monitor students as they work.
Collect the essays at the end of the period.
Direct students to write a three-sentence summary of the story in their own words.
Direct students to write a three-sentence summary of the story in their own words.

Direct students to read and summarize the next story, Mary-Edwige