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Summer School Lesson Plan #7
Unit/ Lesson Focus
Date
Objective(s)
Day 7- Family, Possessive
Adjectives
Students will:
- Count from 0 to 20 in the target language and answer question related to
counting. (1.1.A.a, 1.2.A.a, and 3.1A.b);
- Recognize both the spoken and the written forms for numbers in the target
language (1.2.A.a);
- Count from 21 to 59 in the target language and answer question related to
counting. (1.1.A.a, 1.2.A.a, and 3.1A.b);
- Compare French and English linguistic elements, including subject pronouns,
possessive adjectives and verb conjugation (4.1.A.a).
- Identify family members in the target language (1.1.A.a);
- Recognize both the spoken and the written forms for family members in the target
language (1.2.A.a);
- Identify cognates among words in French and English (4.1.A.c);
- Recognize both the spoken and the written forms of possessive adjectives in the
target language (1.2.A.a);
- Provide and obtain information related to family member relationships using
possessive adjectives. (1.1.A.a);
- Provide and obtain information related to family member relationships using the
preposition “de”. (1.1.A.a);
Materials
Drill
Oral Warm
Up
Review of
Previous
Material
Presentation
of New
Material
Numbers Ball Toss- Review numbers from 0-100 by tossing a ball around the room.
Time the response. Repeat if desired.
Verb Races-- Create a bracket with the students in your class. Create two conjugation
charts on the chalkboard. Set guidelines for conjugations. I ask the students turn around
when they are done so I can see a clear winner. I also ask that students not ask their
classmates for help. Classmates who are at their desks are asked to follow along for
practice and are asked if the conjugation is correct once it has been completed by their
peer. Ask students to volunteer to go to the board for the first few times. Then, give
students random –er verbs to conjugate. Use the bracket to indicate a winner.
Family Member Vocabulary- Draw a sample family tree on the chalkboard. Include
members of the family and their names. As you identify each of the family members, ask
students to repeat the names of the family members as you work through the tree.
Using “de”- When discussing family members and other topics in French, one uses “de”
as the equivalent of the English word “of.” Give students examples of relations, such as
le père de la mère (le grand-père).
Possessive Adjectives- Create a graphic organizer similar to the one that was used
when you taught “the” and “a, an, some.” Review these two articles and discuss gender
and number and its significance in French. Then introduce the possessive adjectives.
the
Masculine
Feminine
Masculine
plural
le
la
les
a, an,
some
un
une
des
my
your
his/her
ours
your
their
mon
ma
mes
ton
ta
tes
son
sa
ses
notre
notre
nos
votre
votre
vos
leur
leur
leurs
Discuss how the gender of the possessive adjective modified the person that it describes,
Development
al Activities
not the person who it belongs to (like in English). For example, if it is her father, it would
be son père, not sa because we are talking about the father, not her.
Family Member Activity- Ask students to work in pairs or small groups to work through
the family member vocabulary on pages 97-98. Ask students to identify all of the family
member vocabulary in the passage and write a summary. Then, ask them to work
together to complete Activities A and C.
Using “de”- Ask students to complete the following relationships in French.
1. Mes parents sont ma _____ et mon _____.
2. Les parents de mes parents sont mes _____.
3. La sœur de ma mère est ma _____.
4. Le frère de mon père est mon _____.
5. Les enfants de mes oncles et mes tantes sont mes __.
6. Le père de ma mère est mon _____.
7. La sœur de mon cousin est ma _____.
8. La mère de mon cousin est ma _____.
9. La femme de mon grand-père est ma _____.
10. Le mari de ma mère est mon _____.
Possessive Adjectives- Ask students to complete H and I on page 105, K and L on
page 107 and M on page 108 in the French is Fun text.
C’est Authentique!- Refer to the C’est Authentique! Activity on page 111. Ask students
to work with a partner to read the information about Éric. Then, ask them to answer the
corresponding questions.
Share,
Reflection,
and
Assessment
L’Arbre de la Famille- Ask students to create their own family tree. Ask them to
identify each family member and how they are related to them. Ask them to give the
person’s name and age (approximate) in French.
Students will share the responses to the written activities and their family trees with the
class.
Modifications
and
Accommodation
s
State
Curriculum
Indicator(s)
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Students engage in brief exchanges about personal interests in the target language.
(1.1.A)
Students understand spoken and written language on very familiar topics in the target
language that promote the learning of basic linguistic structures. (1.2.A)
Students make short presentations and write simple communications on very familiar
topics in the target language.(1.3.A)
Students identify and describe practices and perspectives of the cultures studied.
(2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content
areas through the target language. (3.1.A)
Students examine various topics from the perspectives of cultures where the language
is spoken. (3.2.A)
Students gain insight into the nature of English by comparing how a different
language system expresses meaning and reflects culture. (4.1.A)
Students identify and compare the products, practices, and perspectives from the
target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through
face-to-face encounters and/or the use of technology both within and beyond the

Notes/
Reflection
school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad
while accessing a wide variety of resources where students can pursue topics of
personal interest. (5.2.A)
What went well?
Did the students accomplish the objective?
What would I do differently?