Hackett 2011

Teacher Candidate: Sabattis Twichell France Unit Topic: La vie courante : Everyday Life in

Essential Question(s): How do we use money on a daily basis? Why is it important to understand how to use different currencies? How are different world currencies reflective of their cultures? Lesson Number: 2: a fait combien? State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 3-4 days+ 20 hours planning time Objectives

(Label Blooms)

Acceptable Evidence and Type of Assessment

LOTE Standards Checkpoint A: 2. Students will develop cross-cultural skills and understandings. Performance Indicators: Students will use some key cultural traits of the societies in which the target language is spoken. CTE Standard 5: Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Performance Indicators: Students will use a computer system to connect to and access needed information from various Internet sites.

1. Students will be able to collect information about the euro and explain its cultural representation and meanings as a common form of European currency. (knowledge, comprehension)

1. Creative Lesson Project: Euro-Zone! Reseach & Oral Presentations/Visual Representation & Writing Assignment (summative)

2. Students will be able to demonstrate their ability to use computer technology to effectively research and analyze information pertaining to the euro. (application, analysis)

2. Creative Lesson Project: Euro-Zone! Research & Visual Representation (summative)

Hackett 2011 LOTE Standards Checkpoint A: 1. Students will be able to use a language other than English for communication. 3. Students will be able to discuss how much things cost and apply new vocabulary to simple conversations with peers about item prices. (comprehension, application) 3. In-class assignment asking how much food items cost (verbal & written) (formative)

Performance Indicators: Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Students will understand the main idea and some details of simple informative materials written for native speakers

4. Students will be able to interpret authentic French Menus and price listings and identify how much food items cost. (comprehension, analysis)

4. End of lesson Quiz combining questions on food and money & interpreting authentic French menus (summative)

Teacher Candidate: Sabattis Twichell Lesson Plan Template Unit Title: La vie courante Subject: French

Hackett 2011 Date: November 30, 2011 Grade Level: 7/ Checkpoint A

Essential Question(s): How do we use money on a daily basis? Why is it important to understand how to use different currencies? How are different world currencies reflective of their cultures? What is currency? Lesson Title/Number State Standards and Performance Indicators a fait combien? / Lesson # 2 LOTE Standards for Checkpoint A: 2. Students will develop cross-cultural skills and understandings. Performance Indicators: Students will use some key cultural traits of the societies in which the target language is spoken. CTE Standard 5: Computer Technology (Technology Integration) Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Performance Indicators: Students will use a computer system to connect to and access needed information from various Internet sites. 1. Students will be able to use a language other than English for communication. Performance Indicators: Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Students will understand the main idea and some details of simple informative materials written for native speakers 1. Students will be able to collect information about the euro and explain its cultural representation and meanings as a common form of European currency. 2. Students will be able to demonstrate their ability to use computer technology to effectively research and analyze information pertaining to the euro. 3. Students will be able to discuss how much things cost and apply new vocabulary to simple conversations with peers about item prices. 4. Students will be able to interpret authentic French Menus and price listings and identify how much food items cost.

Lesson Objectives
(Blooms Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_________________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 ----------------------------------------------------------------------------------1. Students will complete a Creative Lesson Project entitled the EuroZone! (satisfies objectives 1 & 2) 2. Students will complete an in-class assignment asking how much food items cost (objective 3) 3. Students will complete an end of lesson Quiz combining questions on food and money & interpreting authentic French menus (objective 4) Day 1 &2: As the Bell-Ringer, students will be asked the essential questions for this lesson. The questions will be written on the board, but the Teacher will also pose them orally and call on students to give their responses verbally in a quick brainstorming session. The questions will be posed using scaffolding and are outlined as follows: 1. What is currency? 2. How do we use money on a daily basis? 3. Why is it important to understand how to use different currencies? 4. How are different world currencies reflective of their cultures? (For example, how might our American money depict/demonstrate our culturemay pull out an American bill to look at?) Day 3: Bell-Ringer: Listening & reading Sample Dialogue & writing answers to questions ___________________________________________________________ Day 1: 1. The Teacher will have the Bell-Ringer essential questions on the board (or Smartboard), read them orally to the students (visual, auditory input) and call on several students to share their thoughts as a group brainstorming activity. 2. The Students will write down possible answers to the Bell-Ringer questions on their weekly Bell-Ringer sheets and then offer up possible answers verbally (auditory). 3. The Teacher will go over how different currencies can reflect the culture of a country by placing images on their paper and coin money. The Teacher will share an example of American money and ask students to describe the different images and what they depict by showing students a $1 & $5 bill, and various state quarters (auditory, visual guided practice). 4. The Teacher will then introduce the lesson by distributing a hand-out containing background information on the euro, when it came into use, and what countries use it today. The Teacher will ask for student volunteers to read the information on the hand-out aloud. 5. The Students will learn through listening and following along (auditory, visual) that twelve main European countries (minus Monaco, the Vatican, and Andorra) currently use the euro as their form of currency (France, Germany, Ireland, Austria, Italy, Spain, Portugal, Greece, Finland, Belgium, Luxembourg, and the Netherlands). It is a very convenient form of currency as the euro has the same value in all of these countries and you do not need to change money when traveling from one country to another. Although the euro notes are the same for all countries and the euro coins have one common face, each country was able to select individual images to use on the reverse face of the coins (similar to

Hackett 2011 our state quarters). 6. The Teacher will then pass around authentic examples of European currency (leuro), as well as some samples of American money for the students to touch, look at, smell and examine (auditory, visual, tactile/kinesthetic development). They may compare and contrast the two forms of currency and the Teacher will ask for comments about what is similar or different in size, shape, color, material etc (ResearchBased Instructional Strategy: Identifying similarities & differences, comparing American to European currency) 7. The Students will examine the two forms of currency, employing the various senses and comment on what they notice is similar or different (visual, tactile/kinesthetic, auditory). 8. The Teacher will pair the students using note-cards with European flags and corresponding country names (in French & English) (visual, kinesthetic activity) 9. The Teacher will hand out the creative lesson project directions & grading scale to each pair of students and ask them to follow along while explaining the directions orally (see sample for complete directions). 10. The Students will listen to the instructions and follow along on their assignment sheet (auditory, visual). 11. The Teacher will check for understanding by calling on several students to re-explain what they will be doing in this assignment and listing all of the requirements they must fulfill. The Teacher will also ask students to express their understanding using thumbs up/down/sideways, and answer any further questions if they have them (auditory, visual CFU). 12. The Students will re-explain the directions for the assignment in their own words and ask any questions for clarification if they need to (auditory). 13. The Teacher will escort students to the Computer Lab and get them started on their project. The Teacher will continue to walk around the room and assist students as needed (tactile/kinesthetic guided practice). 14. The Students will go to the Computer Lab and find a seat with their partner. They will log-in, get on the internet, and begin researching euro images for their assigned country, looking for the information outlined on the assignment sheet (visual, tactile/kinesthetic). 15. The Students will continue researching their Euro project for the remainder of the class period, and continue researching with their partners for half (or all) of the next days class as well (visual, tactile/kinesthetic independent practice). 16. The Teacher will monitor the students progress and make sure they are on task and working diligently to complete the assignment by walking around, checking student work and notes, and providing verbal or written feedback as necessary (auditory, visual, tactile/kinesthetic development). The Teacher will stop students a minute or two before the end of the period so they can collect their research, write down any helpful websites for the next day, and log-off their computers before leaving.

Hackett 2011 Day 2: 1. The Teacher will give a brief recap & overview of the Euro-Zone project (CFU) and ask students how much more research they need to complete before they feel they can compile a brief oral presentation and create a visual aid (drawn or created on the computer), representing their coins and cultural images (auditory input). 2. The Students will finish working on their Creative Lesson Projects in the computer lab until they have finished (visual, tactile, kinesthetic) 3. The Teacher will make sure that students are fulfilling all requirements and help them transition from conducting research to organizing their notes for a brief oral presentation and creating a visual aid. 4. When all the groups have finished their research, the Teacher will ask groups to volunteer to give their brief oral presentations, sharing their country, visual aid, and 6 facts explaining the euro coin images and how these images represent the culture of that country (auditory input). 5. The Teacher will orally explain to the students that they are not only responsible for presenting their information, but they must also be a good audience, pay attention, and take notes when listening to their classmates presentations. The Teacher will explain that at the end of all the presentations they will be asked to complete a writing assignment based on what they learned from their classmates about other countries and their cultural euro coin images (auditory input). 6. The Students will give brief oral presentations (about 2-3 minutes), showing their visual aid (Research-Based Instructional Strategy: Nonlinguistic representations, creating graphic representations) to the class and each partner taking turns to explain at least 3 facts each about their images and how they represent the culture of their assigned country (visual, auditory). 7. The Teacher will collect all of the visual aids to hang on the EuroZone Classroom Map, and rate each oral presentation using the same scoring guide checklist that was provided to the students (visual, tactile/kinesthetic modeling). 8. As closure, the Teacher will distribute the final writing assignment that will be counted as a quiz grade for this project and read directions aloud to students as they follow along (auditory, visual input). The Teacher will explain that they will write a paragraph in English explaining at least 5 things they learned about the images on euro coins in different countries (not including information about their own researched country). They must include details that they found interesting about the euro images their classmates presented, and how those images represent specific cultural aspects of different European countries. 9. The Teacher will check for understanding by asking two students to repeat what they must do for their written assignment and asking the rest of the class to show if they agree using thumbs up/down/sideways and answering questions for clarification if necessary (auditory, visual input, CFU). 10. The Students will complete the writing assignment in class and hand

Hackett 2011 it in to be graded (visual, tactile/kinesthetic). 11. At the end of the class, the Teacher will re-visit the bell-ringer questions and lesson objectives to see if any of the students have new information to add, or different answers to contribute as to how different world currencies are reflective of their cultures? (development) 12. The Students will end the class by reflecting on their bell-ringer questions again and discussing what they learned about how currency can reflect culture (auditory). Day 3: 1. As a Bell-Ringer the Teacher will play an audio tract (or read aloud) a Sample Dialogue, and also provide students with a written copy (or in the textbook) to follow along. The Dialogue will have 2 accompanying questions that the students will write answers to on their weekly BellRinger logs (auditory, visual). 2. The Teacher will ask students to follow along in their text books and introduce how to ask how much items cost by modeling the questions: Cest combien? a fait combien? and combien cote ? and asking students to repeat these questions orally, focusing on correct pronunciation (auditory). 3. The Teacher will then distribute a worksheet containing 24 questions to be completed in-class with a partner (to be done orally and written). The Teacher will go over the instructions (CFU-asking 2 students to restate the directions and asking for class agreement/understanding using thumbs up/down/sideways) 4. The Students will complete the 24 Question in-class activity with a partner (Research-Based Instructional Strategy: Cooperative Learning, face-to-face promotive interaction), asking how much various food items cost verbally, and recording each others answers in writing (auditory, visual), to be handed in, checked for completion & receive teacher feedback. 5. The Teacher will close the lesson by re-visiting the Sample Dialogue and asking for volunteers to practice reading it aloud and acting it out at the table and chairs at the front of the classroom. The Teacher may play one of the voice rolls and stress proper phrasing and intonation. 6. The Students will practice reading the Sample Dialogue aloud and may act out the small cafe scene at the front of the classroom, focusing on correct pronunciation, phrasing, and intonation (auditory, visual, kinesthetic). 7. As Homework, the students will review food vocabulary, as well as money in preparation for their end of lesson quiz. Day 4 : 1. The Teacher will give students 5 minutes at the start of class to study and review material in preparation for their end of lesson quiz 2. The Students will complete an end of lesson Quiz combining questions on food and money & interpreting authentic French menus to derive information about how much items cost (visual), before moving on to the introduction of new material. Checks for The Teacher will Check for Understanding by:

Understanding Label: directions, procedures, routines, and/or content (formative)

Assessment Type and purpose

(sometimes called evaluation)

Hackett 2011 1. Calling on several students to re-explain directions in their own words and list all of the requirements they must fulfill for their Euro-Zone Project (directions). 2. Asking students to express their understanding, or agreement for directions to classroom activities using thumbs up, down, or sideways (routines). 3. Answering questions and clarifying directions in English (routines). 4. Observing students visually and questioning students verbally during the bell-ringer, group-research in the computer lab, oral presentations, and final writing activity, and in-class oral/written assignment (procedures). 4. Questioning students and asking for volunteers to read the sample dialogue aloud and act it out at the front of the class (procedures) 5. Collecting and giving written corrective feedback on 24 question inclass assignment (content/formative) 5. Assessing Creative Lesson Project #2, & Euro-Zone! Writing assignment based on a grading checklist and writing rubric (content/summative) 6. Assessing end of lesson quiz based on answer key (content/summative) Formative Assessment: Students will complete a 24 question in-class assignment asking how much food items cost, to be collected, checked for completion and given written corrective feedback Summative Assessment: Students will complete Creative Lesson Project #2 Euro-Zone! to be formally graded using a scoring checklist, assigning points to each required part of the assignment. Students will complete a written closure paragraph to be graded using a writing rubric, and counted as a quiz grade. Students will complete an end of lesson Quiz combining questions on food and money & interpreting authentic French menus to be graded using an answer key At the end of the cultural lesson on the euro, the Teacher will revisit the essential questions and lesson objectives, as well as assess student learning by giving the students a small writing assignment as closure. The students will write a paragraph in English explaining at least 5 things that they learned about the images on euro coins in different countries (not including information about their own researched country). The students will be asked to include details that they found interesting about the euro images their classmates presented, and how those images represent specific cultural aspects of those countries. At the end of the lesson, students will complete a quiz combining questions on food, money, and interpretation of information created for native French speakers (authentic French Menus). 1. Students with exceptional learning needs may receive extra time to

Closure

Accommodations

Hackett 2011 and/or Interactions perform tasks, more one-on-one help or attention, be partnered with with Support Staff above average students or a student aid, receive written directions or updates sent home to parents, or any other accommodations as outlined on specific student IEPs 2. Creating visual aids will cater to those with visual learning styles, while presenting information orally will appeal to auditory learners and conducting research in the computer lab may be beneficial for tactile/kinesthetic learners. Resources/Materials Authentic euro coin samples & American money samples Whiteboard/markers (or Smartboard) Computer Lab, Printer, & Internet Access Creative Lesson Project #2 Euro-Zone! Assignment Hand-Out Grading Checklist Flag & Country pairing cards Paper, markers, colored pencils, and art supplies for Visual Aids (if they chose to not use printed images) Large Euro-Zone Classroom Map/Bulletin Board Closure Paragraph hand-out Writing rubric and final scoring guide Sample Dialogue & accompanying Bell-Ringer questions Bell-Ringer essential questions & weekly log Quiz #3 on food & money Time Required 3-4 days + 20 hours planning time