Name: K. Drobac
Woodland Hills High School
Lesson Plans
Date: November 10, 2011
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.
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
 Names of common classroom

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 the color and position of objects
inside the classroom

Ask someone their age and give their own

Tell time on the conversational and the 24hour clocks

Tell what day it is and give the date

Say their birthday and ask someone else when
theirs is
•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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objects
Colors and prepositions
Indefinite articles (un, une, and des)
Definite articles (le, la, l’, les)
Basic class commands
Colors
Prepositions
Numbers 1-100
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
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Describe the weather
Identify the season
Convert temperatures in Fahrenheit to Celsius
and back
Discuss the typical climates & weather
patterns in different parts of France
Write and present a weather report for a
specific date
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
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; Sing the
tickets, open-ended questions, think-pair-share, response
alphabet song in the TL; Describe the colors of objects in the
cards, summarizing main ideas, brief in-class writing prompt,
classroom; Tell how many of something they see; Tell what day of
pre-assessment, portfolios, warm-ups
the week it is; State the date; demonstrate the meanings of a group
of regular –ER verbs through a game of Charades; Describe their
typical activities; Recreate their school schedules in French
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-Halloween in France;
Activities of typical French teens
Instructional Procedures*: (Include Mini-Lessons)
Monday
Procedures
11/14/11
Tuesday
Day
 Administer and review
warm-up activity.
 Review the conjugation
of regular –ER verbs.
 Introduce regular –ER
verbs with stem changes
(y-i) in context with the
stems, changes and
endings highlighted in
different colors. Include
illustrations to depict the
meaning of each verb.
 Have students identify
and analyze the pattern
formed by the endings
and state the rule.
 Direct students to
complete a practice
activity using stemchanging –ER verbs
(Model the activity and
complete one item with
the students. Then have
the class complete the
rest on their own or in
11/15/11
Wednesday
Day
 Administer and review
warm-up activity.
 Introduce regular –ER
verbs with stem
changes (é to è) in
context with the
stems, changes and
endings highlighted in
different colors.
Include illustrations to
depict the meaning of
each verb.
 Have students identify
and analyze the
pattern formed by the
endings and state the
rule.
 Direct students to
complete a practice
activity using regular –
ER verbs (Model the
activity and complete
one item with the
students. Then have
the class complete the
11/16/11
Day
 Administer and review
warm-up activity.
 Review the conjugation
of regular –ER verbs.
 Introduce regular –ER
verbs with stem
changes (e to –è) in
context with the stems,
changes and endings
highlighted in different
colors. Include
illustrations to depict
the meaning of each
verb.
 Have students identify
and analyze the pattern
formed by the endings
and state the rule.
 Direct students to
complete a practice
activity using stemchanging –ER verbs
(Model the activity and
complete one item
with the students. Then
Thursday
11/17/11
Friday
Day
 Administer and review
warm-up activity.
 Review the Row Game
with stem changing –
ER verbs (Students
work in teams to be
the first to conjugate
verbs according to their
chosen subject
pronouns.)
 Moderate the game
and keep score
 Direct students to
complete a series of
activities using stemchanging and regular –
ER verbs for bonus
points.
11/18/11
Day
 Administer and review
warm-up activity.
 Introduce the verbs
aimer, adorer, and
détester. Include
illustrations to depict
the meaning of each
verb.
 Have students identify
and analyze the pattern
formed by the endings
and state the rule.
(They should recognize
that they are regular –
ER verbs.)
 Help the class create a
list of things they like,
dislike, hate and love
on the board, in
French.
 Direct students to
conduct a survey to
determine what their
classmates like, dislike,
love and hate from a
pairs or groups.).
 Complete exit cards.
rest on their own or in
pairs or groups.).
have the class
complete the rest on
their own or in pairs or
groups.).
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Assignments
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 Have students finish the
practice activities
started in class, if
necessary.
 Have students finish
the practice activities
started in class, if
necessary.
 Have students finish
the practice activities
started in class, if
necessary.
 Direct students to
work on bonus
activities if they
choose.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding

list assembled by the
class.
Model the survey
questions and answers
for the students first.
Monitor the students
as they conduct the
survey. Have them
summarize the results
afterward in French.
Help them graph the
results to identify
trends among their
classmates.
None.