Hackett 2011

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

Essential Question(s): Why is it important to be able to talk about the date and day of the week? How do we make use of calendars on a daily basis? Cest quel jour aujourdhui? Quelle est la date aujourdhui? Cest quand, ton anniversaire? Lesson Number: 4: Le jour et la date State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 4-5 days + 20 hours planning time Objectives

(Label Blooms)

Acceptable Evidence and Type of Assessment

LOTE Standards for Checkpoint A: 1. Students will use a language other than English for communication. Students will call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Students will compose short, informal notes and messages to exchange information with members of the target culture

1. Students will be able to restate what day of the week it is today and tomorrow, based on visual cues and recognize how to write the date in French. (comprehension) 2. Students will be able to practice asking and answering what day of the week it is, and demonstrate the dates of certain well-known holidays. (application) 3. The students will be able to interview each other in order to find out when their birthdays are and arrange themselves in a line based on their birth dates (starting with janvier, ending with dcembre) (application, analysis) 4. The students will be able to prepare a one month calendar in French to exchange information about days of the week, as well as dates of birthdays and major holidays. (synthesis)

1. Restating the day based on visual cues during oral questioning activity (formative)

2. 10 question homework assignment to turn in, receive feedback on and self correct (formative) 3. In-class Birthday line-up activity (formative)

4. Final Calendar Project and end of lesson quiz (summative)

Students will understand the main idea and some details of simple informative materials written for native speakers

5. The students will be able to examine the words in the story La chenille qui fait des trous, and use visual and contextual clues to guess the words meanings. (analysis)

Hackett 2011 5. Matching worksheet and unknown vocabulary exercise to accompany French story La chenille qui fait des trous (formative)

Teacher Candidate: Sabattis Twichell Lesson Plan Template Unit Title: La vie courante Essential Question(s): Subject: French

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

Why is it important to be able to talk about the date and day of the week? How do we make use of calendars on a daily basis? Cest quel jour aujourdhui? Quelle est la date aujourdhui? Cest quand, ton anniversaire?

Lesson Title/Number State Standards and Performance Indicators

Le jour et la date / Lesson #4 LOTE Standards Checkpoint A: Standard 1. Students will use a language other than English for communication. Performance Indicators: Students will call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English. Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation and interaction with other students, as well as the Teacher Students will compose short, informal notes and messages to exchange information with members of the target culture Students will understand the main idea and some details of simple informative materials written for native speakers The students will be able to restate what day of the week it is today, and tomorrow. They will recognize how to write the date in French. The students will be able to practice asking and answering what day of the week it is. They will demonstrate when certain dates of wellknown holidays are. They will interview each other in order to find out when their birthdays are. The students will be able to arrange themselves in a line based on their birth dates (starting with janvier, ending with dcembre) The students will be able to prepare a calendar of the month of their next birthday, select a location and decide how they want to display their calendars in the classroom. The students will be able to examine the words in the story La chenille qui fait des trous, and use visual and contextual clues to guess the words meanings.

Lesson Objectives
(Blooms Taxonomy)

1. 2.

3. 4. 5.

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Hackett 2011 Acceptable 1. Students will restate the day based on visual cues during oral Evidence questioning activity *Could be collected 2. Students will complete a 10 question homework assignment to turn in, for receive feedback on and self correct (Research-Based Instructional accountability/auditin Strategy: Homework & practice, reinforcing effort) g purposes. 3. Students will complete an in-class Birthday line-up activity (ResearchBased Instructional Strategy: Cooperative learning, individual and group accountability) 4. Students will complete Creative Lesson Project #3- Birthday Calendar (Research-Based Instructional Strategy: Nonlinguistic representations, creating graphic representations) and take an end of lesson quiz on the months and days. 5. The students will complete a matching worksheet and unknown vocabulary exercise to accompany French story La chenille qui fait des trous (Research-Based Instructional Strategy: Vocabulary, word in context, and image association) Bell Ringer and Day 1: Present the new lesson on days of the week with mini crossword puzzle Prior Knowledge http://www.armoredpenguin.com/crossword/Data/2011.10/3010/30103929.644 Tap .html Day 2: Present asking when birthdays are with Bell-Ringer Questions & This can be together Crossword: Look at the word Anniversaire, What do you think this word or separate. Also may means? Does it look like any words you know in English? What do you think be called: set the root of the word is? induction, Day 3: Review the months of the year with Jingle Bells song anticipatory set, introduction/review http://www.youtube.com/watch?v=pDBuBnEa2D8 Day 3&4: Warm-up and review by asking each student Cest quel jour aujourdhui? or Quelle est la date aujourdhui? or Cest quand, ton anniversaire? ______________ ________________________________________________________ Procedure Day 1: 1. The Teacher will introduce the lesson on Days of the week by Teacher input, providing students with a short crossword puzzle as a Bell-Ringer development, 2. The Students will complete a short crossword puzzle, introducing them instructional to the days of the week in French method(s), http://www.armoredpenguin.com/crossword/Data/2011.10/3010/30103 modeling, guided 929.644.html (visual). practice, 3. The Teacher will provide students with a vocabulary list, includingall independent of the days of the week practice, and/or 4. The Teacher will discuss the origin of the French days of the week and activities how they are named for the Roman gods, providing picture cards and examples on the board (visual). The Teacher will orally state each day, *Accommodatio using correct pronunciation, and listen as the Students repeat the days in ns for learning a listen & repeat exercise (auditory) modalities are 5. The Students will repeat each day after the teacher, focusing on required. pronunciation (auditory). 6. The Teacher will introduce how to ask what day it is by posing the Labelvisual, question Cest quel jour aujourdhui? Cest ____ aujourdhui/ auditory, and Cest quel jour demain? Demain cest ____. The Teacher will have kinesthetic students follow along on their vocabulary sheets, and also practice

Hackett 2011 repeating the phrase after the Teacher (CFU). 7. The Students will practice repeating the questions after the Teacher (auditory) while following along on their vocabulary sheets. 8. The Teacher will then pose the same question to each of them, holding up a visual aid card and asking the students what day it is (visual, auditory). 9. The Students will respond to the oral questioning, using visual cues and repetition to help them derive meaning (auditory, visual). 10. The Teacher will allow for independent practice by having students turn to a partner and ask each other what day it is today and what day it is tomorrow, following the example on their vocabulary hand-out (visual, auditory). 11. The Teacher will check for understanding by asking 2 students to restate the directions and asking for class agreement using thumbs up/down. The Teacher will also walk around the room, listening to student responses and offering corrective feedback when necessary. 12. The Students will turn to a partner and practice asking each other what day it is today and tomorrow, following the example on their vocabulary hand-outs (auditory, visual). 13. The Teacher will introduce the months of the year by showing the list on a powerpoint, and conducting a listen & repeat exercise, demonstrating the correct pronunciation and asking students to repeat each month. 14. The Students will repeat the months of the year, focusing on correct pronunciation (auditory). 15. The Teacher will then model the months of the year song twice, sung to the tune of Jingle Bells, and ask students if they are ready to try it all together (CFU-using red/green oui/non cards) 16. The Students will sing through the months of the year song 3-4 times until the Teacher feels they are ready to begin using the month words in context (auditory). 17. The Teacher will introduce how to ask for the date by presenting the question Quelle est la date aujourdhui? Aujourd hui cest le 25 (vignt-cinq) septembre on a powerpoint slide, and asking students to follow along on their vocabulary sheets. The Teacher will have students repeat the questions in a listen & repeat exercise. 18. The Students will repeat the question asking for the date and answering while following along on their vocabulary sheets or on the powerpoint (auditory, visual). 19. The Teacher will allow for independent practice by asking Students to turn to a partner and ask them what the date is today. They may make up any date they want if they do not wish to use the same one (CFUhave 2 students repeat the directions and ask for agreement using thumbs up/down). 20. The Students will interview each other, asking what the date is and answering using correct order and pronunciation (auditory, visual). They may use the example of the date written on the board, or on their vocabulary sheet to help guide them. 21. The Teacher will explain that in France, the date is always given with

Hackett 2011 the number, followed by the month. The Teacher will point out the example of the date written on the board which student will recognize how to write from copying it onto daily Bell-Ringer sheets. The French date will always follow the pattern DNM (day, number, month). The Teacher will also point out that months and days of the week are NEVER capitalized in French, as opposed to English, and the French calendar begins on a Monday, rather than Sunday (CFU-ask students what is different about the French and English days of the week & months, name 3 things) 22. The Teacher will explain how to write the date in French, by modeling writing the date out in words, followed by the numerical abbreviation which follows the pattern number/month (CFU-write a numerical date abbreviation on the board and ask 3 students quelle est la date? asking for class agreement using red/green oui/non cards) 23. The Students will answer the Teachers questions, responding in full sentences as to what the date is based on the numerical abbreviations. The Students will recognize how to write the date in French based on their previous knowledge of writing the date at the top of their homework and weekly Bell-Ringer sheets, following the example written on the board each day (auditory, visual). 24. The Teacher will close the lesson by explaining the students homework assignment (CFU), and re-visiting the months of the year song, singing it through once more together. 25. The Students will demonstrate how to write the date in French by completing a 10 question homework assignment giving the numerical abbreviation, as well as the written dates of certain major holidays in French (Ex: Nol (Christmas): 25/12 Cest le vignt-cinq dcembre). Day 2: Direct Instruction 1. Introduction: The Teacher will share lesson objectives with the students on a powerpoint slide, and then begin the lesson with a BellRinger, posing lesson questions: Look at the word Anniversaire, What do you think this word means? Does it look like any words you know in English? What do you think the root of the word is? 2. The Students will complete the Bell-Ringer, analyzing the cognate Anniversaire, and trying to derive meaning based on its root word. They will go over the answers orally as a class (visual, auditory). 3. Development/Teaching: The Teacher will then model posing the question: Cest quand, ton anniversaire? while also presenting it on a powerpoint slide. The Teacher will ask students what they think this question means, and help them break it down into parts, first asking what the word quand means (they may look at the question words poster), and then the word anniversaire. The Teacher will re-explain the meaning of the question, and then model asking and answering it using Cest le dix-neuf fevrier, while also providing an example on the powerpoint slide. The Teacher will have students repeat the question and answer orally through direct input using the listen & repeat exercise. The Teacher will check for understanding by asking 3 students when their birthdays are, and encouraging them to respond using the example on the powerpoint, or on their vocabulary sheets.

Hackett 2011 4. The Students will help determine the meaning of the question Cest quand, ton anniversaire, using prior knowledge and context clues to help them. They will then listen and repeat the question, paying close attention to correct pronunciation (visual, auditory). 3 students will answer the teacher individually, responding with the date of their birthday. 5. Guided Practice with Feedback and Correctives: The Teacher will allow for guided practice by asking students to turn to a partner and practice asking and answering the question Cest quand, ton anniversaire, using the example on the board and their vocabulary sheets to help them. The Teacher will listen and provide corrective feedback when necessary, to aid students with correct pronunciation and proper format for giving the date. 6. The Students will turn to a partner and practice asking and answering the question Cest quand, ton anniversaire, using the example on the board or their vocabulary sheets to guide them (visual, auditory). 7. The Teacher will then present the directions for the Birthday Line-Up Activity orally as well as on a powerpoint slide. In two groups, students will interview each other, asking Cest quand, ton anniversaire? and answering Cest le _______. The Students will use this information to arrange themselves in a line according to their birthdates, starting with janvier, and ending with decembre. The Teacher will check for understanding by asking 2 students to re-state the directions and asking for class-agreement/understanding using red/green oui/non cards. 8. The Two groups of Students will organize themselves into 2 lines based on their birth dates (kinesthetic, auditory). To do this, they will ask each other in French when their birthdays are, and respond correctly. 9. The Teacher will check for understanding and provide corrective feedback by listening and observing the activity. When the students believe they are properly arranged, the Teacher will use oral questioning to ask each student when their birthday is in French, and check to see if their order is correct based on their responses (auditory). 10. Closure: The Teacher will re-visit the lesson objectives on a powerpoint slide and ask students to take 3 minutes to write an exit question in their Reflective Journals. The Teacher will place the Exit Questions on the board, as well as present them orally, asking students to write the question: When is your birthday? in French, as well as Why do you think it is important to be able to talk about the date? and How do we make use of calendars on a daily basis? Students may also write down any questions or concerns with content. 11. The Students will write down their responses to the exit questions in their Reflective Journals, being sure to enter the correct date at the top, and end with any questions or concerns they may have (visual, tactile). 12. Independent Practice: The Teacher will allow for independent practice by assigning Creative Lesson Project #3: a Birthday Calendar. The Teacher will explain directions, provide a sample completed product, and check for understanding using red/green oui/non cards (to

Hackett 2011 be completed on day 3). 13. The Students will prepare a calendar of the month of their next birthday (to be done independently in-class the next day using paper, rulers, and drawing materials supplied) (visual). They will label the month, the days of the week, their birthday, and any other major holidays in that month in French. They will include an original drawing to illustrate the top of their calendar (visual). (If all 12 months are not represented by birthdays of students, the Teacher will ask students if they wish to complete the missing months for 5 extra bonus points on their next quiz). 14. Evaluation and Review: The Teacher will grade students Creative Lesson Project #3 summatively, using a grading checklist with points. Then the Teacher will allow students to decide as a class where they would like to display their calendars so that they can be revisited daily to keep track of and review the date and upcoming student birthdays. The Teacher will also administer a quiz on the days of the week and months of the year vocabulary on the final day of the lesson (summative). 15. When students have completed their calendar assignments, they will decide as a class where they would like to display their calendars so that they can be revisited daily to keep track of the date and upcoming student birthdays (visual/kinesthetic). Students will also review vocabulary in order to complete a quiz on the days of the week and months of the year (to be completed on day 4). 1. Day 3: The Teacher will quickly review the months of the year song (to the tune of Jingle Bells), singing it together twice as a class. The Teacher will also allow for some warm-up and review by posing the questions: Cest quel jour aujourdhui? or Quelle est la date aujourdhui? or Cest quand, ton anniversaire? to each student in the class. The Students will sing the months of the year song together, and respond to the Teachers warm up questions orally (auditory) The Teacher will administer materials to complete Creative Lesson Project #3:Birthday Calendars, and reiterate directions orally as students follow along on their direction hand-out and grading checklist (CFU-the Teacher will ask 2 students to restate the directions in their own words, and check for class agreement/understanding using red/green oui/non cards) The Students will spend the remainder of the class working on their Birthday Calendars, and if they finish early, they may color their calendars or make one of the missing monthly calendars for bonus points on the quiz (visual). As closure, the teacher will quickly review visual flash cards for days of the week and months to help students review vocabulary for their end of lesson quiz. The Students will study for their quiz on months and days as homework. Day 4:

2. 3.

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5. 6.

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2. 3. 4.

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Hackett 2011 The Teacher will allow for some quick warm-up and review by posing the questions: Cest quel jour aujourdhui? or Quelle est la date aujourdhui? or Cest quand, ton anniversaire? to a few students in the class (auditory). The Teacher will then give students 2 minutes to study for their quiz, looking over their vocabulary sheet or flash-cards. The Students will take a few minutes to quickly review and study before taking their quiz. The Students will take a quiz on the days of the week and months (visual). When all students have completed the quiz, the Teacher will conduct a Directed Reading Lesson (DRL) for the whole class in order to improve students word recognition and comprehension, and guide students through a French reading selection (using Common Core Standards for Literacy). The Teacher will use the story La chenille qui fait des trous (The Very Hungry Caterpillar), by Eric Carle for this lesson, allowing students to review food vocabulary from Lesson 1 and make connections to the days of the week vocabulary from the current Lesson. Within the Directed Reading Lesson, the Teacher will follow the steps below to help guide instruction:

Step One: Introduce new words & vocabulary. The Teacher will briefly review food vocabulary words, introducing some new words and vocabulary that were not previously learned in Lesson 1, but which will be included within the story La chenille qui fait des trous Step Two: Set purpose and provide motivation done through prereading discussion questions. The Teacher will pose some pre-reading discussion questions orally, asking the students if they have read or encountered this story before in English, and if so, to briefly describe what it is about and why it is a fun story to read. They will also be asked why they think it will be beneficial for them to read the story in French. Step Three: Read orally- to guide reading and develop comprehension. The Teacher will read the story aloud to the whole class, using correct French pronunciation and pausing appropriately to allow for student comprehension and viewing of illustrations. The Teacher will allow for whole class participation whenever the line mais elle a encore faim is read aloud. Step Four: Read silently one or more pages or entire passage The Teacher will allow for independent practice by having students reread the story silently in order to answer matching questions on a worksheet (they may work in pairs to read silently, depending on number of story copies). Step Five: Repeat Steps Two-Four as needed to complete entire passage. The Teacher will walk around the room and answer questions as necessary in order to aid students with comprehension and provide corrective feedback. Step Six: Teach a skills lesson - usually on the next day; usually a discrete skill, such as decoding or comprehension subskill; sometimes unrelated to preceding or subsequent stories. The students will be asked to write down at least 4 unknown words from the story which were not included in their pre-reading vocabulary instruction. They will be asked to examine the words in the story and use visual and contextual clues to guess the words meanings. The students will write down what they think the new words mean, and then they will check their hypotheses by looking the words up in a French/English dictionary and writing down the appropriate translation. They will

Hackett 2011
then be asked to construct a sample sentence in French in which they use the newly learned word in the appropriate context. The Students will learn to analyze meaning based on context and also to incorporate new French vocabulary orally and in writing through constructing sample sentences and sharing them with the class. Step Seven: Teach review lesson or use enrichment experiences - usually occur on a different day; used only if necessary or applicable (assess by asking few pertinent comprehension questions). The Directed Reading Lesson will serve as a formative review of food vocabulary, connecting it to days of the week and helping students practice incorporating vocab. from different lessons in preparation to tie it all together at the end of the unit.

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

Assessment Type and purpose

(sometimes called evaluation)

7. As closure, the students will complete the matching worksheet which accompanies the story, as well as the 4 unknown vocabulary words assignment, to be completed as homework and handed in for teacher feedback (formative). The teacher will check for understanding by: 1. Clarifying all instructions for activities in French and English (directions) 2. Questioning and observing students during pair interviews and class discussion and providing corrective feedback as necessary (procedures) 3. Asking 2-3 students to repeat instructions in their own words before beginning independent practice activities (partner interviews), and Birthday Line-Up activity (procedures) 4. Using exit questions in Reflective Journals, and asking for thumbs up, down, sideways or red/green oui/non cards to check for class agreement and understanding (routines) 5. Reviewing homework as a class and having students self-correct, as well as giving written teacher feedback on La chenille qui fait des trous homework (content) 6. Assessing Creative Lesson Project #3 Birthday Calendars, and end of the lesson quiz (summative) Formative Assessment: Students will orally repeat the days of the week and months of the year, using correct pronunciation with few errors. They will learn a song to help them recite the months of the year. Students will respond to oral questioning techniques used to monitor their progress, review information, and engage the students. Students will write the date correctly at the tops of all homework assignments and quizzes. Students will complete a 10 question homework assignments based on the information presented, to turn in, receive feedback on and self correct. Students will also complete a matching and vocabulary homework assignment for La chenille qui fait des trous, to be handed in for teacher feedback. Students will participate in group questioning activities such as interviewing each other and practicing putting newly learned vocabulary into context and use.

Hackett 2011 Students will organize themselves in a line based on their birth dates, using newly acquired information on French dates. Summative Assessment: Creative Lesson Project #3: Birthday Calendar assignment will be given a formal grade based on completion and inclusion of specifically outlined criteria (Checklist). 20 question quiz at the end of the lesson, which will receive a summative grade. At the end of each day, the lesson objectives will be revisited and students will answer exit questions in their Reflective Journals, to be collected by the Teacher and checked for completion/understanding, and provide feedback

Closure

At the end of the lesson, the students will decide as a group where and how to display their calendar assignments. The calendars will also serve as a reminder of what students learned as it will be used throughout the rest of the year to display the date and celebrate student birthdays. They students will also take a quiz on the days of the week and months, before moving on to new material. Accommodations 1. Students with exceptional learning needs may receive extra time to and/or perform tasks, more one-on-one help or attention, be partnered with Interactions with above average students or a student aid, receive written directions or Support Staff updates sent home to parents, or any other accommodations as outlined on specific student IEPs. 2. Visual aids such as image association for vocabulary terms, as well as the Calendar project are provided for visual learners. The Jingle Bells month song is a useful tool for auditory learners or those with musically based intelligences. The Birthday line-up activity will appeal to tactile/kinesthetic learners. Resources/ Textbook: Discovering French: Bleu 1 McDougal Littell Materials Bell-Ringer Questions/Crosswords Visual cards for days of the week Days of the week/months vocabulary hand-out 10 question Homework Birthday Line-Up Powerpoint Creative Lesson Project #3 Birthday Calendar Grading Checklist Calendar Template (or large white paper) La chenille qui fait des trous La chenille qui fait des trous worksheet Quiz #5 Days/Months Reflective Journals/Exit Questions Computers & Internet Access Projector (or Smartboard) Screen Whiteboard Craft Materials (large white paper, crayons, colored pencils, rulers, markers, erasers etc) Time Required 4-5 days + 20 hours planning time