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Unit Title: Qui suis-je? (Who I am?

)
Grade Level: 7 grade, Level Novice-Low
Central Focus

Content Standards

Learning Central Focus


The central focus for the content in the learning segment is the exploration of
French language necessary in communicating personal physical and personality
description as well as simple likes and dislikes.
PERFORMANCE STANDARDS.
Interpersonal. Beginning Novice-Low:
A.1. Conversations: Students will carry on a short conversation about their physical
appearance and personality.
A.5. Comprehension: Students will ask for repetition and repeat to ensure
understanding.
Interpretative (Listening and Reading) Beginning Novice-Low:
B.1. Listening: Students will understand spoken language on familiar topics that has
strong visual support
B.4. Reading: Students will comprehend the main idea of selected, short authentic
written materials
Presentational. (Speaking and Writing) Beginning Novice-Low:
C.2. Speeches: Students will write and present a short narrative about themselves
C.3. Directions: Students will give simple commands and make requests of another
person or group verbally or in writing
Culture. Beginning Novice-Low
D.2. Cultural activities: Students will participate in and learn about age-appropriate
cultural activities such as famous sports/dances.
D.4. Historical influences: Students will identify reasons for different
patterns of interaction such as how popular music/dances in the target
culture are similar/different than whats popular in the U.S.

Student Learning Goal(s)/


Objective(s)

By the end of this unit students will be able to:


Interpretative-Listening:
-understand when someone describes themselves or someone else;
- understand simple questions about myself or someone else.
Interpretative-Reading:
- understand some basic personal information found in short readings.
Interpersonal
- answer questions about physical characteristics, personality and simple likes and
dislikes;
- ask questions to find out basic information about someone else.
Presentational Speaking
-describe myself including personality and physical characteristics;
- describe someone else including age, personality, and physical characteristics.
Presentational Writing
- write about myself including my personality & physical characteristics;

- can write about someone else


including their age, personality, and physical characteristics.
Cultural
-students will participate in and learn about age-appropriate cultural activities such as
famous sports/dances.
Prior Academic Knowledge
and Conceptions
[consider this to be a
typical class, if you are not
currently in a teaching
assignment]

Students have previously learned greeting, introduction, numbers, telling and


asking age, location, phone number, birthday, time, date, likes and dislikes.
They have been exposed to the subject pronouns as well as to the verbs avoir(to
have) and tre(to be) as well of how to express likes and dislikes.
Necessary to support the learning of this new skills and concepts is the correct usage
of the verbs to be and to have in order to create coherent and correct sentences with
the new vocabulary in the lessons. Students also need to know the difference
between the feminine and masculine subject pronouns, identify these pronouns and
correctly use them in complete sentences.
In terms of intellectual development students in 7 grade, ages between 12 and 13
years, go through the critical cognitive stage called the formal
operational stage which involve an increase in logic, the ability to use
deductive reasoning and to understand abstract ideas.
Children at this cognitive stage are competent of inspecting multiple possible
solutions to problems and think more complexly about the world around them
therefore the content of this unit is developmentally appropriate for this age group.
Common errors of students related to the central focus of this unit which revolves
around new vocabulary is pronunciation therefore special attention will be given to
phonemic awareness and rules of French pronunciation.
Daily short phonic lessons will be inserted into the lessons to address this error.
Students are capable of making the distinction between masculine and feminine
versions of adjectives and will, with practice become consistent in making the
proper choices to describe themselves and their classmates.

Developmental
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings and
Common Errors

In addition to this cover page, please write


items together will comprise your Unit plan.

Lesson

at least 5 lesson plans using the template below.

These

[ 1]: total time: 47 minutes


.

Student Objective

Launch
7 Minutes

By the end of this lessons students will be able to:


Interpersonal Comprehension:
- Students will ask for repetition and repeat to ensure understanding
Presentational Writing
- write about myself including my personality & physical characteristics;
- can write about someone else
including their age, personality, and physical characteristics
Greeting:-Bonjour mes lves!
-Bonjour madame professeur!

Students begin class with the bell work sonerie travail that incorporates previous
learned vocabulary.
Thy are given five minutes to finish their work while volunteers will go up to the
Smart Board and fill up the sheet with the correct answers.

Instruction
20 Minutes

To engage students into developing understanding of the lessons objective, an I


can statement is written on the board prior to the lesson is presented and the I can
statement is shared with the class for example:
Je peux me presenter avec 5 adjectifs (I can describe myself using 5 adjectives).
In addition to this, students will have at their disposal a bubble sheet with all I
can (Je peux) statements and each time they gain a new skill and prove their new
skill, their bubble will be stamped with Super or Bien. This way students can
keep track of their progress throughout the unit. Sample:
Beginning Language Level 1 (A)
UNIT 2: Who Am I?

Name:

Class Period:

I can say three


(3) things
about my
appearance.

I can say three


(3) things
about my
personality.

I can tell
my eye color.

I can tell my
age.

I can tell
my hair color.

Instruction will start with about 10 minutes of interactive work with the new
vocabulary of the unit Qui suis-je?/Who I am through flashcards made with the
picture and the French word on the side and the English word on the side. See
link: https://www.goconqr.com/en-US/p/3979219
In order to meet all students needs, even the ones of the students who better learn
from word lists, a new vocabulary list will be given Le vocabulaire (Unit:Quis
suis je, Le vocabulaire)
After the new vocabulary was introduces and students practiced the pronunciation
for each word a few times, a short phonics lessons will be given (students will be
handed a prepared note with this rules of pronunciation)
The short phonics lesson will include:

final letter "e" is normally not pronounced; the preceding consonant is


pronounced.
Final consonants are usually silent, except when a French word ends in C, R, F or
L (the letters in CaReFuL), the final letter is pronounced.
*(I will not add that this rule doesnt work if the final letter is a e, b,
k or q though. But since b, k and q are almost never used as
final letters in French, the CaReFuL works in most cases. I believe will

be confusing for the students to introduce this new exception from the
rule)

Letter "h" is never pronounced

Liaison rule: when a French word ends with a consonant and the next begins with
a vowel or a silent "h" the final consonant joins the following vowel to form a
complete syllable. The pronunciation in this situation can be different: consonants
"s" and "x" are pronounced as /z/ (mesamis)

I will be modelling the correct pronunciation of the new vocabulary words, ask the
students to repeat the words and try to incorporate movements with the new
vocabulary (for example when learning the adjective belle (pretty) students will
be taught the word in sign language.
In order to determine if the students are meeting the intended learning objectives,
the bubble sheet will be used as a formative assessment. Example:
Beginning Language Level 1 (A)
UNIT 2: Who Am I?

Name:

I can say three


(3) things
about my
appearance.

I can say three


(3) things
about my
personality.

Class Period:

I can tell
my hair color.

I can tell
my eye color.

Structured Practice
and
Application
15 Minutes

Students will be engaging in a interpersonal speaking activity where they will have to tell
their name, age, where they are from, important personality and physical characteristics of
you and your friend.
Students will be working with their shoulder partner having the following prompt:
You and your best friend enjoy posting videos online and have decided to attract a more
international audience. You are planning to post a YouTube video to introduce yourself
and your best friend to the world. While you have just begun learning French, it is
amazing how much you can already say. You decide to include:
Your names and ages;
where you are from;

5 important personality and physical characteristics of you and 5 important personality


and physical characteristics of your friend.
Be sure to include anything else you want to share about yourself and your best friend
that you can already say in French.

Students will begin writing down the dialogue with their partner before the actual
speaking part. Students will interact and construct their dialogue.

Closure
5 Minutes

The lesson will end with a French culture short video regarding sports in France.

Differentiation/
Planned Support

Special needs students will be provided a modified version of the bell work, vocabulary
list of the day and the reading text. Also these students will receive more guidance during
the interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students are
following the text.
Regular checks for understanding will be made, directed towards special needs students
as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was previously emailed to all
students who can as well benefit from after school support in case they struggle with a
certain concept or if there are any gaps in their prior knowledge.

Student Interactions

What Ifs

Common errors of students related to the central focus of this unit which revolves around
new vocabulary is pronunciation therefore special attention will be given to phonemic
awareness and rules of French pronunciation.
Daily short phonic lessons will be inserted into the lessons to address this error.
The opportunity for students to work with partners will arise in the second part of the
lesson when students will be working with their shoulder partner having the following
prompt:
You and your best friend enjoy posting videos online and have decided to attract a more
international audience. You are planning to post a YouTube video to introduce yourself
and your best friend to the world. While you have just begun learning French, it is
amazing how much you can already say. You decide to include:
Your names and ages;
where you are from;
5 important personality and physical characteristics of you and 5 important personality
and physical characteristics of your friend.
Be sure to include anything else you want to share about yourself and your best friend
that you can already say in French.

It might happen that students have many questions or some part of the lesson is unclear so
we will have to go over some vocabulary words for more times or reteach a certain lesson
(maybe the verb to be) or subject pronouns, which will take more time from the lesson

then planned.

Theoretical
Principles and/or
ResearchBased
Best Practices

In order to meet the students needs I will adjust accordingly the lesson plan and continue
next time what I might not finish ( for example the cultural video).
The learning tasks for this lesson are appropriate for the students because the lesson
plan aligns with the ACTFL Proficiency Guidelines in regard to the description of what
individuals can do with language in terms of speaking, writing, listening, and reading in
real-world situations in a spontaneous and non-rehearsed context.
First proficiency level: Novice Low is going to be the base of the entire hierarchy of
levels in which each level subsumes all lower levels.
The Guidelines are not based on any particular theory, pedagogical method, or
educational curriculum. They neither describe how an individual learns a language nor
prescribe how an individual should learn a language, and they should not be used for such
purposes. They are an instrument for the evaluation of functional language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance Descriptors
for Language Learners to describe language performance that is the result of explicit
instruction in an instructional setting, create performance tasks targeted to the appropriate
performance range, while challenging learners to also use strategies from the next higher
range and set realistic expectations at the summative assessment level.
The teaching strategy employed in this lessons is a mix of direct approach with TPR and
ALM, however when giving instructions and explaining a cultural related concept or even
I do Speak English with my students to assure that they fully understand me.

Materials

For this lesson the teacher needs a computer connected to internet, a Smart Board, paper,
a printer connected to the computer.
For this lesson students need their French file with all their papers and previous words
lists and worksheets, a pencil and eraser.

Lesson [2]: total time: 47 minutes


.
Student
Objective

By the end of this lessons students will be able to:


Interpretative-Listening:
-understand when someone describes themselves or someone else;
Presentational Speaking
-describe myself including personality and physical characteristics;
-describe someone else including age, personality, and physical characteristics.
Interpretative-Reading:
- understand some basic personal information found in short readings.

Launch
7 Minutes

Greeting:-Bonjour mes lves!


-Bonjour madame professeur !

Students begin class with the bell work sonerie travail that
incorporates previous learned vocabulary.
Thy are given five minutes to finish their work while volunteers will go
up to the Smart Board and fill up the sheet with the correct answers.

To engage students into developing understanding of the lessons


objective, an I can statement is written on the board prior to the
lesson is presented and the I can statement is shared with the class for
example:
Je peux comprendre une lecture (I can understand a text).
In addition to this, students will have at their disposal a bubble sheet
with all I can (Je peux) statements and each time they gain a new skill
and prove their new skill, their bubble will be stamped with Super or
Bien. This way students can keep track of their progress throughout
the unit. Sample bubble sheet:
Beginning Language Level 1 (A)
UNIT 2: Who Am I?
Name:

Class Period:

I can say three


(3) things
about my
appearance.

I can say three


(3) things
about my
personality.

I can tell
my hair color.

I can tell
my eye color.

I can say my
age.

Instruction
20 Minutes

Instruction will start with about 10 minutes of interactive work with the
vocabulary introduced the previous class time through flashcards made
with the picture and the French word on the side and the English word
on the side. See link: https://www.goconqr.com/en-US/p/3979219

After revising the vocabulary, students are going to go over the phonics
lesson from last time and review pronunciation rules, and afterwards
they will begin to read the text Lecture, Qui-suis je presented in a
power point.

Each student will receive a copy of the reader.

Qui suis-je?
Mlle Jolie:
Mon pre est

Bonjour, je suis Julie. Jai quinze ans.


anglais et ma mre est franaise. Alors
je suis franaise et anglaise. Je
parle deux langues. Je parle
franais et anglais. Je parle
anglais avec ma famille et je parle
fraais avec mes amis. En
general, je parle beaucoup avec
ma mre parce quelle est gentile
avec moi.
Mme Petite: Quel ge- a-t-elle? Ta

mre
Mlle Jolie: Elle a trente cinq ans. Elle est interssante et
travailleuse.Elle a les cheveux bruns et les yeux bleues.
Mme Petite: Et ton pre? Quel ge a-t-il?
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas
beaucoup avec mon pre car il est trs souvent absent.
Mme Petite: O habites-tu?
Mlle Jolie: Jhabite en France, Paris exactement.
Jhabite avec mes parents et mon jeune frre Matthieu
qui a dix ans. Je nhabite pas dans une maison mais
dans un grand appartement dans le centre de Paris. Ma
grand-mre habite Nice et ma tante Lucie, la soeur de
ma mre habite Paris.
Pour me presenter, je suis petite et blonde mais aussi
symphatique et amusante, souvent srieuse mais
toujours organis. Je naime pas faire du sport car je ne
suis pas du tout athletique.

Structured
Practice and
Application
15 Minutes

Closure
________5__
Minutes
Differentiation/
Planned

Teacher will read slowly the text once, and afterwards each student will
read a slide at a time. After each student gets a chance to practice
his/her reading a re-teaching lesson will be given on certain rules that
were not followed during reading, will be conducted.
Students will finish working on their YouTube assignment from
previous class. They will be taking turns introducing themselves and
their shoulder partner, stating their age and where they are from and
describing themselves using 5 adjectives and their partner using 5
adjectives as well.

The lesson will conclude with a short video of French traditional dance.
Special needs students will be provided a modified version of the bell work,

Support

Student
Interactions

vocabulary list of the day and the reading text.


Also these special needs students will receive more guidance during the
interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students
are following the text.
Regular checks for understanding will be made, directed towards special
needs students as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was previously
emailed to all students who can as well benefit from after school support in
case they struggle with a certain concept or if there are any gaps in their prior
knowledge. Also the flashcards that we work daily in the classroom are
available as digital tool for students to use at home.
Common errors of students related to the central focus of this unit which
revolves around new vocabulary is pronunciation therefore special attention
will be given to phonemic awareness and rules of French pronunciation.
For this reason small phonics lessons are incorporated into the daily routine or
rules of pronunciations are renewed on a daily basis.
The opportunity for students to work with partners will arise in the second part
of the lesson when students will be working with their shoulder partner having
the following prompt:
You and your best friend enjoy posting videos online and have decided to
attract a more international audience. You are planning to post a YouTube
video to introduce yourself and your best friend to the world. While you have
just begun learning French, it is amazing how much you can already say. You
decide to include:
Your names and ages;
where you are from;
5 important personality and physical characteristics of you and 5 important
personality and physical characteristics of your friend.
Be sure to include anything else you want to share about yourself and your best
friend that you can already say in French.

What Ifs

It might happen that students have too many questions or some part of the
lesson is unclear so we must go over some vocabulary words for more times or
reteach a certain lesson (maybe the verb to be) or subject pronouns, which will
take more time from the lesson then planned.
It might be that we get caught into a conversation about current local, national
or international events (such as the terrorist attacks in France, refugee crisis,
etc.) so the time frame for our activities gets changed.
In order to meet the students needs I will adjust accordingly the lesson plan
and continue next time what I might not finish (for example the cultural video
and/or part of the interpersonal speaking activity).

Theoretical
Principles
and/or
Research
Based Best
Practices

The learning tasks for this lesson are appropriate for the students because
the lesson plan aligns with the ACTFL Proficiency Guidelines regarding the
description of what individuals can do with language in terms of speaking,
writing, listening, and reading in real-world situations in a spontaneous and
non-rehearsed context.
First proficiency level: Novice Low is going to be the base of the entire

hierarchy of levels in which each level subsumes all lower levels.


The Guidelines are not based on any theory, pedagogical method, or
educational curriculum. They neither describe how an individual learns a
language nor prescribe how an individual should learn a language, and they
should not be used for such purposes. They are an instrument for the evaluation
of functional language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance
Descriptors for Language Learners to describe language performance that is the
result of explicit instruction in an instructional setting, create performance tasks
targeted to the appropriate performance range, while challenging learners to
also use strategies from the next higher range and set realistic expectations at
the summative assessment level.
The teaching strategy employed in this lessons is a mix of direct approach with
TPR and ALM, however when giving instructions and explaining a cultural
related concept or even I do Speak English with my students to assure that they
fully understand me.
Materials

For this lesson the teacher needs a computer connected to internet, a Smart
Board, paper, a printer connected to the computer, scissors to cut the bell work.
For this lesson students need their French file with all their papers and previous
words lists and worksheets, a pencil and eraser.

Lesson

[3]: total time: 47 minutes


.

Student
Objective

By the end of this unit students will be able to:


Interpretative-Listening:
-understand when someone describes themselves or someone else;
- understand simple questions about myself or someone else.
Interpersonal
- ask questions to find out basic information about someone else.

Launch
7 Minutes

Greeting:-Bonjour mes lves!


-Bonjour madame professeur!
Students begin class with the bell work sonerie travail that incorporates
previous learned vocabulary.
Thy are given five minutes to finish their work while volunteers will go up
to the Smart Board and fill up the sheet with the correct answers.

Instruction
20 Minutes

Lesson will start by having on the Smart Board the I can statements for the
unit Je peux while they have a printed version of the bubble sheet on their
desk.
Teacher will address the students the question Que-est ce que tu peux
dire/demander? (What can you say/ask?) and students take turns proving their
knowledge so far.
For each bubble that they demonstrate that they mastered the skills they will

receive a stamp with Super or Bien as well as the classroom applause.

Beginning Language Level 1 (A)


UNIT 2: Who Am I?
Name:

Class Period:

I can say three


(3) things
about my
appearance.

I can say three


(3) things
about my
personality.

I can tell
my hair color.

I can tell
my eye color.

I can my age.

I can ask what


someone
looks like.

I can ask
about
someones
personality.

I can ask
someone what
their hair
color is.

I can ask
someone what
their eye color
is.

I can tell at
least three (3)
things that I
dont like.

I can tell at
least three (3)
things about
someones
appearance.

I can tell at
least three (3)
things that I
like to do.

I can tell at
least three (3)
things about
someones
personality.

Following this activity teacher will have the students read again the text
introduced last time to build the students confidence for reading and

comprehension.
Each student gets to read a portion of the text; therefore the entire text is read
two or three times.
The text will contain the verbs avoir and have in singular, therefore
grammar will be as well taught inductively.

Structured
Practice and
Application
20 Minutes

Qui suis-je?
Mlle Jolie:
pre est
suis
langues. Je

Bonjour, je suis Julie. Jai quinze ans. Mon


anglais et ma mre est franaise. Alors je
franaise et anglaise. Je parle deux
parle franais et anglais. Je parle anglais
avec ma famille et je parle fraais
avec mes amis. En general, je parle
beaucoup avec ma mre parce
quelle est gentile avec moi.
Mme Petite: Quel ge- a-t-elle? Ta
mre
Mlle Jolie: Elle a trente cinq ans. Elle
est interssante et travailleuse.Elle a
les cheveux bruns et les yeux bleues.
Mme Petite:
Et ton pre? Quel ge a-t-il?
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas
beaucoup avec mon pre car il est trs souvent absent.
Mme Petite: O habites-tu?
Mlle Jolie: Jhabite en France, Paris exactement. Jhabite
avec mes parents et mon jeune frre Matthieu qui a dix
ans. Je nhabite pas dans une maison mais dans un grand
appartement dans le centre de Paris. Ma grand-mre
habite Nice et ma tante Lucie, la soeur de ma mre habite
Paris.
Pour me presenter, je suis petite et blonde mais aussi
symphatique et amusante, souvent srieuse mais toujours
organis. Je naime pas faire du sport car je ne suis pas du
tout athletique.

The content of the text, accompanied by pictures put together in a document


will be handed to the students for their records.
Students will highlight the verbs in document with a highlighter.
Students are familiar both with the verb etre/ to be, as they used in sentences
such asJe suis Tom or Je suis americain as wel with the verb avoir/to
have, as they used it in the sentenceJai douze ans/Jai treize ans.
They are also familiar with the verb habiter/to live as they formed sentences
such Jhabite en Wisconsin and with the verb parler/ to speak as we so

often use it in the classroom. When using the verb parler I always use a hand
motion so students understand me.
After students highlighted the verbs they will be the following template to
categorize all the verbs in the text:

tre(to be) Avoir(to have) Parler(to


speak

Closure
__________
Minutes
Differentiation/
Planned
Support

Student
Interactions

Habiter(to live)

With this activity, will aid students to understand that after they placed the
suis under the verb etre they cant place the verb ai under the same verb
even if in English it means am but under the verb avoir.
An explanation will be given to the students that in French, in order to state age
you use the verb to have so would pretty much mean I have 12 years old if
translated into English. However, that is one of the secrets of French language.

Students will continue this activity for the remainder of the class time.
Special needs students will be provided a modified version of the bell work,
vocabulary list of the day and the reading text.
Also these special needs students will receive more guidance during the
interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students are
following the text.
Regular checks for understanding will be made, directed towards special needs
students as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was previously emailed
to all students who can as well benefit from after school support in case they
struggle with a certain concept or if there are any gaps in their prior knowledge.
Also the flashcards that we work daily in the classroom are available as digital tool
for students to use at home.
Common errors of students related to the central focus of this unit which revolves
around new vocabulary is pronunciation therefore special attention will be given to
phonemic awareness and rules of French pronunciation.
For this reason, small phonics lessons are incorporated into the daily routine or
rules of pronunciations are renewed on a daily basis.
Students will actively interact with the Smart Board while working on their Je
peux statements. Lesson will start by having on the Smart Board the I can
statements for the unit Je peux while they have a printed version of the

bubble sheet on their desk.


Teacher will address the students the question Que-est ce que tu peux
dire/demander?(What can you say/ask?) and students take turns proving their
knowledge so far.

For each bubble that they demonstrate that they mastered the skills they will
receive a stamp with Super or Bien as well as the classroom applause
Time is always an issue when planning speaking activities and involving students
actively in the process of learning therefore it might happen that we run out of time
and not finish everything in the time frame planned for a certain activity therefore
we might be forced to finish next time some of the lesson planned.

What Ifs

Theoretical
Principles
and/or
Research
Based Best
Practices

Materials

If questions and re-teaching has to be done, we will again continue the following
class the part of the lesson that we did not completed in this specific timeframe.
The learning tasks for this lesson are appropriate for the students because the
lesson plan aligns with the ACTFL Proficiency Guidelines regarding the description
of what individuals can do with language in terms of speaking, writing, listening,
and reading in real-world situations in a spontaneous and non-rehearsed context.
First proficiency level: Novice Low is going to be the base of the entire
hierarchy of levels in which each level subsumes all lower levels.
The Guidelines are not based on any theory, pedagogical method, or
educational curriculum. They neither describe how an individual learns a language
nor prescribe how an individual should learn a language, and they should not be
used for such purposes. They are an instrument for the evaluation of functional
language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance
Descriptors for Language Learners to describe language performance that is the
result of explicit instruction in an instructional setting, create performance tasks
targeted to the appropriate performance range, while challenging learners to also
use strategies from the next higher range and set realistic expectations at the
summative assessment level.
The teaching strategy employed in this lessons is a mix of direct approach with TPR
and ALM, however when giving instructions and explaining a cultural related
concept or even I do Speak English with my students to assure that they fully
understand me.
For this lesson the teacher needs a computer connected to internet, a Smart Board,
paper, a printer connected to the computer, scissors to cut the bell work.
For this lesson students need their French file with all their papers and previous
words lists and worksheets, a pencil and eraser.

Lesson

[4]:

Student
Objective

Description of what the teacher (you) will be doing


and/or what the students will be doing.

Presentational Speaking
-describe myself including personality and physical characteristics;
- describe someone else including age, personality, and physical characteristics
Cultural
-students will participate in and learn about age-appropriate cultural activities such
as famous sports/dances.

Launch
7 Minutes

Greeting:-Bonjour mes lves!


-Bonjour madame professeur!

Instruction
8 Minutes

Structured
Practice and
Application
25 Minutes

Closure
7 Minutes
Differentiation/
Planned
Support

Students begin class with the bell work sonerie travail that incorporates
previous learned vocabulary.
Thy are given five minutes to finish their work while volunteers will go up
to the Smart Board and fill up the sheet with the correct answers.
To engage students into developing understanding of the lessons objective,
an I can statement is written on the board prior to the lesson is presented
and the I can statement is shared with the class for example:
Je peux me presenter avec le verb etre et avoir (I can describe
myself).

Teacher and students are going to review the verb template used the
previous class time and go over the four main verbs employed in the reader
etre, avoir,habiter, parler stressing on the verbs etre and avoir

Teacher is going to conjugate the verbs etre and avoir verbally in


singular form and asked the students to repeat with her.
Students will have the opportunity to practice what they learned last class
and revised in the first part of the lesson in an activity with their shoulder
partner.
Students are split into two groups, one will use only the verb etre to
describe themselves and the other group only the verb avoir
Each student takes a turn asking the question: Comment est-tu? Descrit
toi sil te plat (How are you? Describe yourself please)
His/her partner will answer using at least 5 adjectives.
After the answer is given, students switch roles and the one that answered
the questions get to ask the question while the other student answers.
The students are meeting the intended learning objective described in my
objectives at the beginning of my lesson plan and an accurate evaluation would be
the activity they are engaged in which will assess their interpersonal skills since
students ask questions to find out information about someone else as well as their
presentational speaking skills since they describe themselves including personality
and physical characteristics
Students will read and discuss about popular sports in France, among young
people.
Special needs students will be provided a modified version of the bell work,
vocabulary list of the day and the reading text.
Also these special needs students will receive more guidance during the
interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students are
following the text.
Regular checks for understanding will be made, directed towards special needs
students as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was previously
emailed to all students who can as well benefit from after school support in case
they struggle with a certain concept or if there are any gaps in their prior
knowledge. Also, the flashcards that we work daily in the classroom are available
as digital tool for students to use at home.
Common errors of students related to the central focus of this unit which

Student
Interactions

What Ifs

Theoretical
Principles
and/or
Research
Based Best
Practices

Materials

revolves around new vocabulary is pronunciation therefore special attention will


be given to phonemic awareness and rules of French pronunciation.
For this reason, small phonics lessons are incorporated into the daily routine or
rules of pronunciations are renewed on a daily basis
Students will have the opportunity to practice what they learned last class
and revised in the first part of the lesson in an interactive activity with their
shoulder partner.
Students are split into two groups, one will use only the verb etre to
describe themselves and the other group only the verb avoir
Each student takes a turn asking the question: Comment est-tu? Descrit
toi sil te plat (How are you? Describe yourself please)
His/her partner will answer using at least 5 adjectives.
After the answer is given, students switch roles and the one that answered the
questions get to ask the question while the other student answers
Time is always an issue when planning speaking activities and involving students
actively in the process of learning therefore it might happen that we run out of time
and not finish everything in the time frame planned for a certain activity therefore
we might be forced to finish next time some of the lesson planned.
If questions and re-teaching has to be done, we will again continue the following
class the part of the lesson that we did not completed in this specific timeframe
The learning tasks for this lesson are appropriate for the students because the
lesson plan aligns with the ACTFL Proficiency Guidelines regarding the
description of what individuals can do with language in terms of speaking, writing,
listening, and reading in real-world situations in a spontaneous and non-rehearsed
context.
First proficiency level: Novice Low is going to be the base of the entire
hierarchy of levels in which each level subsumes all lower levels.
The Guidelines are not based on any theory, pedagogical method, or
educational curriculum. They neither describe how an individual learns a language
nor prescribe how an individual should learn a language, and they should not be
used for such purposes. They are an instrument for the evaluation of functional
language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance
Descriptors for Language Learners to describe language performance that is the
result of explicit instruction in an instructional setting, create performance tasks
targeted to the appropriate performance range, while challenging learners to also
use strategies from the next higher range and set realistic expectations at the
summative assessment level.
The teaching strategy employed in this lessons is a mix of direct approach with
TPR and ALM, however when giving instructions and explaining a cultural related
concept or even I do Speak English with my students to assure that they fully
understand me.
For this lesson the teacher needs a computer connected to internet, a Smart Board,
paper, a printer connected to the computer, scissors to cut the bell work.
For this lesson students need their French file with all their papers and previous
words lists and worksheets, a pencil and eraser.

Lesson

[5]:

Description of what the teacher (you) will be doing


and/or what the students will be doing.

Student
Objective

Presentational Speaking
-describe myself including personality and physical characteristics;
- describe someone else including age, personality, and physical characteristics
Interpretative-Listening:
-understand when someone describes themselves or someone else;

Launch
7 Minutes

Greeting:-Bonjour mes lves!


-Bonjour madame professeur !

Instruction
10 Minutes

Structured
Practice and
Application
22 Minutes

Students begin class with the bell work sonerie travail that incorporates
previous learned vocabulary.
Thy are given five minutes to finish their work while volunteers will go up
to the Smart Board and fill up the sheet with the correct answers.
To engage students into developing understanding of the lessons objective,
an I can statement is written on the board prior to the lesson is presented
and the I can statement is shared with the class for example:
Je peux me presenter et demander quelquun de se presenter (I can
describe myself and ask someone to introduce himself).

Instruction will start with about 5 minutes of interactive work with the
vocabulary introduced the previous class time through flashcards made
with the picture and the French word on the side and the English word on
the side. See link: https://www.goconqr.com/en-US/p/3979219

After revising the vocabulary, we are going to go over the phonics lesson
and review pronunciation rules, as well as revise the the verbs etre and
avoir in singular form.

Students will be working in pairs for the following activity.


They will be using a device to record their speaking activity for themselves
and their partner.
Students can practice what are they going to say in the classroom and when
they are ready to begin recording they can go out of the classroom for more
quiet and privacy
Once the recording was made students will email me the video at
rarndt@janesville.k12.wi.us

BEGINNING FRENCH (A)


UNIT 2 Assessment: Interpersonal Speaking
Learning Targets
I can answer questions about myself and/or someone else including age, personality and
physical characteristics.
I can ask questions to find out basic information about someone else.

Proficiency Goal
Novice
Low

Novice
Mid

Novice
High

Intermediate Intermediate Interm


Low
Mid
Hi

Scenario
A French-speaking girl or boy has
recently befriended you on your
Facebook page. You have seen
his/her videos and would like to
introduce yourself and get to know
each other on the web. You have set
up a time and date to have your first
webcam conversation in French. You
want leave them with a great first
impression!

Since their profile page is empty you try to find out the following information:

Closure
__________
Minutes
Differentiation/
Planned
Support

Age and birthday;


Nationality;
Personality characteristics;
Information about each of your best friends.

Students will use the remainder of the class to finish their speaking activity
Special needs students will be provided a modified version of the bell work,
vocabulary list of the day and the reading text.
Also these special needs students will receive more guidance during the
interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students are
following the text.
Regular checks for understanding will be made, directed towards special needs
students as well towards the entire classroom.

Student
Interactions

What Ifs
Theoretical
Principles
and/or
Research
Based Best
Practices

Materials

Additionally, offered as support a study guide for the unit was previously
emailed to all students who can as well benefit from after school support in case
they struggle with a certain concept or if there are any gaps in their prior
knowledge. Also, the flashcards that we work daily in the classroom are available
as digital tool for students to use at home.
Common errors of students related to the central focus of this unit which
revolves around new vocabulary is pronunciation therefore special attention will
be given to phonemic awareness and rules of French pronunciation.
For this reason, small phonics lessons are incorporated into the daily routine or
rules of pronunciations are renewed daily.
The activity
will provide students with
interpersonal interaction.

If the students will take longer than the length of the class time, they will be
recording their video the following class during Sonerie travail time.
The learning tasks for this lesson are appropriate for the students because the
lesson plan aligns with the ACTFL Proficiency Guidelines regarding the
description of what individuals can do with language in terms of speaking, writing,
listening, and reading in real-world situations in a spontaneous and non-rehearsed
context.
First proficiency level: Novice Low is going to be the base of the entire
hierarchy of levels in which each level subsumes all lower levels.
The Guidelines are not based on any theory, pedagogical method, or
educational curriculum. They neither describe how an individual learns a language
nor prescribe how an individual should learn a language, and they should not be
used for such purposes. They are an instrument for the evaluation of functional
language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance
Descriptors for Language Learners to describe language performance that is the
result of explicit instruction in an instructional setting, create performance tasks
targeted to the appropriate performance range, while challenging learners to also
use strategies from the next higher range and set realistic expectations at the
summative assessment level.
The teaching strategy employed in this lessons is a mix of direct approach with
TPR and ALM, however when giving instructions and explaining a cultural related
concept or even I do Speak English with my students to assure that they fully
understand me.
For this lesson the teacher needs a computer connected to internet, a Smart Board,
paper, a printer connected to the computer, scissors to cut the bell work.
For this lesson students need their French file with all their papers and previous
words lists and worksheets, a pencil and eraser as well as a Chromebook or
another recording device such as phone with camera or laptop with camera.

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