Name: K. Drobac
Date: November 22, 2011
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 a
person’s daily routine and various
aspects of health and fitness habits
 Assorted adjectives describing daily
routines and hygiene rituals and
grooming tools
 Assorted verbs denoting exercising
and daily routines
 The stem-changing verbs se lever
and s’appeller
 Recycling of the irregular verbs
mettre, pouvoir, devoir and vouloir
 Reflexive and non-reflexive versions
of certain verbs in the affirmative
and negative forms
 Recycling of the infinitive
construction
similarities and differences (ex. Celebrations,
religion, art, literature, music, dance, work and
leisure philosophy, social and political issues, food
traditions)





Identify & describe objects used for grooming and
exercise routines
Describe their daily routines and those of others
Distinguish between reflexive and non-reflexive
uses of certain verbs
Discuss their daily routines and exercise regimens
Identify healthy and unhealthy habits and give
advice about health
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); Role-play an interaction between a physician/trainer
tickets, open-ended questions, think-pair-share, response
and a patient; Daily routine project; Create another project of the
cards, summarizing main ideas, brief in-class writing prompt,
student’s choice utilizing both the vocabulary and grammar of the
pre-assessment, portfolios, warm-ups
current unit (Options Board Projects); Participation in the Row
Game, 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- The Health Habits of the
French
Instructional Procedures*: (Include Mini-Lessons)
Monday
11/28/11
Tuesday
Day
Procedures
 THANKSGIVING BREAKNo School
11/29/11
Wednesday
Day 4
 Administer and review
warm-up activity: Ask
students about their
daily routines.
 Introduce reflexive
and non-reflexive uses
of various verbs, in
context, and using
visuals.
 Ask students to
identify the difference
(i.e., the presence of
the reflexive
pronoun).
 Introduce the full
conjugation of
11/30/11
Day 5
 Administer and review
warm-up activity: Have
student identify
activities in a set of
visuals as either
reflexive or nonreflexive.
 Complete a listening
activity in which they
must number pictures
according to a verbal
description of an
activity.
 Introduce the daily
routine project; show
an example; direct
Thursday
12/1/11
Day 6
 Administer and review
warm-up activity.
 Direct students to work
on their projects.
 Continue to monitor
and assist students as
they complete their
posters.
 Direct students to
complete an exit card.
Friday
12/2/11
Day 1
 Administer and review
warm-up activity.
 Introduce the
vocabulary of Ch. 11,
Mots 2 using visuals
(pictures, gestures,
etc.) and in context
 Introduce the verb
devoir via examples in
context
 Relate its use as an
helping verb in
infinitive constructions
to that of other helping
verbs they already
know (Give examples)
Assignments
reflexive verbs (one
regular and two stemchanging); Direct
students to take
notes.
 Introduce the
negation of reflexive
verbs in context
 Have students
complete a practice
activity using positive
and negative versions
of reflexive verbs (Do
one for the class, one
with the students, and
then direct the
students to try them
on their own.)
 Direct students to
complete an exit card.

 Direct students to
complete an activity
using the verb devoir.
(Do one for the class,
one with the students,
and then direct the
students to try them on
their own.)
 Direct students to
complete an exit card.
students to create their
own poster showing
and describing their
daily routines.
 Help students
brainstorm and create
a list of additional
vocabulary.
 Monitor and assist
students as they
complete their posters.
 Direct students to
 Direct students to
complete a practice
continue working on
activity on the
their posters for
formation of reflexive
homework if not
verbs.
finished in class.
 Direct students to
finish working on their
posters for homework
if not finished in class.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding
 Direct students to
complete a practice
activity on the verb
devoir.