Lesson plan form



| Lesson Plans Madame McCrillis-- Room 106 Feb. 17-20, 2015 |

| | |French I (Periods 2&7) | |

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|O | |Lesson Delivery: | |

|N | |Differentiation: NO SCHOOL: Presidents’ Day | |

|D | |Resources: | |

|A | |Assessment: | |

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| | |Focus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day | |

|T | |life. | |

|U | |Lesson Delivery: Discuss scheduling and French II; discuss participation grade; get back E-Day assignments; get back IPA interpretive and presentational | |

|E | |feedback; watch one café dialog; (Per. 7 listen and repeat Unité 4 CD: 1,2; correct def. for Voc. 4A#1; explain HW. | |

|S | |Differentiation: Products: Integrated Performance Assessment feedback | |

|D | |Resources: C’est à toi text and audio CD | |

|A | |Assessment: Écrivez Voc4A#2 5x. Faites 36 cartes: Voc4A #1,2. | |

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| | |Focus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day | |

|W | |life. | |

|E | |Lesson Delivery: Watch café dialog #2; (Per. 7 correct Voc. 4A#1); correct Voc4A#2; repeat Voc4A#1,2; get back geography test to correct then practice | |

|D | |flashcards with partner while I check for HW; collect geography test; correct dialog orally. | |

|N | |Differentiation: Process: use of flashcards | |

|E | |Resources: C’est à toi text | |

|S | |Assessment: Participation | |

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| | |Focus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day | |

|T | |life. | |

|H | |Lesson Delivery: Watch café dialog #3; read aloud Aperçus Culturels, p.103; repeat Voc. 4A#1,2; correct ex. 2,4,5 at board; tcher walks around room to demo. | |

|U | |and stu. repeat C’est un(e) ____; correct orally ex. 3, p.104; explain HW. | |

|R | |Differentiation: Process: use of real life manipulatives in classroom | |

|S | |Resources: C’est à toi text and workbook | |

|D | |Assessment: Faites le cahier d’exercices pp. 51-53 (Lisez le texte, p.103.). | |

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| | |Focus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day | |

|F | |life. I can ask simple questions and give simple responses as to the location of objects or people. | |

|R | |Lesson Delivery: Repeat Voc. 4A#1,2; practice flashcards with partner; tcher walks around room to demo. and stu. repeat C’est un(e) ____; respond to Qu’est-ce | |

|I | |que c’est? Intro. of prepositions with Pierre. | |

|D | |Differentiation: Process: use of manipulatives: flashcards and objects in the classroom; partner and whole class activities | |

|A | |Resources: C’est à toi text and workbook | |

|Y | |Assessment: Pour mardi: Étudiez pour l’interro: Voc4A#1. | |

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| Lesson Plans Madame McCrillis-- Room 106 Feb. 17-20, 2015 |

| | |French II (Period 1) |

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|M | |Focus: |

|O | |Lesson Delivery: |

|N | |Differentiation: NO SCHOOL: Presidents’ Day |

|D | |Resources: |

|A | |Assessment: |

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| | |Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. |

|T | |Lesson Delivery: Talk about visit to 8th graders; discuss scheduling, French III, and the participation grade; get back E-Day assignments; get back and correct |

|U | |test 8A; repeat Voc8B#1,2; practice with flashcards. |

|E | |Differentiation: Process: use of flashcards and pair work |

|S | |Resources: C’est à toi text and workbook, |

|D | |Assessment: cahier d’ex. rouge, pp.127-128 ex.8,9,10 |

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|W | |Lesson Delivery: |

|E | |Differentiation: VISIT TO 8TH GRADE CLASSES |

|D | |Resources: |

|N | |Assessment: |

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| | |Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. Ask questions and |

|T | |provide answers on a range of topics. Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures. |

|H | |Lesson Delivery: Chorally read Voc8B#1,2; practice flashcards with partner; Food graphic #40: respond to Qu’est-ce que c’est? and Aimes-tu__? Review demonstrative|

|U | |adjectives; Food basket: Vous désirez? Je voudrais ce fromage; correct HW workbook answers with SmartBoard |

|R | |Differentiation: Process: use of flashcards, manipulatives, and large, colorful graphics to prompt conversation |

|S | |Resources: C’est à toi text and workbook, |

|D | |Assessment: Participation |

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| | |Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. Ask questions and |

|F | |provide answers on a range of topics. Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures. |

|R | |Lesson Delivery: Receive handout on specialty store vocabulary; repeat; PowerPoint: Allons faire les courses: respond to questions; repeat Voc8B#1; compete in |

|I | |Board Drills; copy notes on partitive article; explain; complete Food Basket conversation with tcher; complete partitive article activity. |

|D | |Differentiation: Process: use of large, colorful graphics and manipulatives to prompt conversation, use of kinesthetic group activity |

|A | |Resources: C’est à toi text and workbook, PowerPoint: Allons faire les courses Assessment: Étudiez pour l’interro: Voc8B#1 |

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| Lesson Plans Madame McCrillis-- Room 106 Feb. 17-20, 2015 |

| | |French III (Period 4) |

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|M | |Focus: |

|O | |Lesson Delivery: |

|N | |Differentiation: NO SCHOOL: Presidents’ Day |

|D | |Resources: |

|A | |Assessment: |

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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (être). |

|T | |Lesson Delivery: Get back E-Day #2,3; tell what they did over the weekend, using at least 2 être verbs; practice with flashcards as a class and in pairs; copy and|

|U | |complete test review activity; correct. |

|E | |Differentiation: Process: Use of flashcards and working in pairs |

|S | |Resources: French First Year Second Edition Workbook |

|D | |Assessment: Étudiez pour l’interro: les infinitifs et les participes passés |

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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (être). |

|W | |Lesson Delivery: Take quiz over inf. and past part.; complete Info Gap activity with partner; correct HW translations; play group game: Le Jeu aux D és |

|E | |Differentiation: Process: communicative activity with partner, group grammar game with manipulatives |

|D | |Resources: French First Year Second Edition Workbook |

|N | |Assessment: Étudiez pour l’examen: le passé composé avec être, Traduisez l’Enquête. |

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|T | |Lesson Delivery: |

|H | |Differentiation: Muse Machine Assembly |

|U | |Resources: |

|R | |Assessment: |

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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (être). Ask questions and provide answers |

|F | |on a range of topics. |

|R | |Lesson Delivery: Take test over le passé compose avec être; prepare for l’Enquête activity; complete whole class com. act.; copy mnemonic device for remembering |

|I | |être verbs; receive handout assignment «Mon Journal.» |

|D | |Differentiation: Process: whole class oral communication activity: Survey |

|A | |Resources: French First Year Second Edition Workbook |

|Y | |Assessment: Pour mercredi: Mon Journal Intime |

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| Lesson Plans Madame McCrillis-- Room 106 Feb. 17-20, 2015 |

| | |Honors French IV (Period 8) |

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|M | |Focus: |

|O | |Lesson Delivery: |

|N | |Differentiation: NO SCHOOL: Presidents’ Day |

|D | |Resources: |

|A | |Assessment: |

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| | |Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: the Early |

|T | |Middle Ages |

|U | |Lesson Delivery: Pass back E-Day #2,3; tell what they did over the weekend and what they plan to do next year; review Charles Martel, Pépin le Bref, and |

|E | |Charlemagne; watch Youtube video clip on Charlemagne; view crown of the Holy Roman Emperor; list six reasons why Charlemagne can be considered great. |

|S | |Differentiation: Process: connection between an historical figure and pop culture, critical thinking skills |

|D | |Resources: Trésors du Temps, Histoire de France |

|A | |Assessment: participation |

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| | |Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: the Early |

|W | |Middle Ages |

|E | |Lesson Delivery: List on the board why Charlemagne can be considered great; discuss; read aloud an authentic text about the division of the empire; read aloud |

|D | |texte, p.55; watch, write about, and discuss a video clip of a simulated Viking attack at an authentic French historical park; read aloud text, p. 56. |

|N | |Differentiation: Content and Process: creative thinking and application of learning, use of authentic texts |

|E | |Resources: Trésors du Temps, Histoire de France |

|S | |Assessment: participation |

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| | |Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: the Early |

|T | |Middle Ages |

|H | |Lesson Delivery: Review Vikings and William the Conqueror; correct wksht #5-7; correct txt,, p.58 ex. F#9-13; correct ex. A at board, ex. B,C,E orally; watch and |

|U | |discuss Youtube video clip on William the Conqueror; begin story of the Battle of Hastings with map. |

|R | |Differentiation: Process: music video to review and summarize information |

|S | |Resources: Trésors du Temps, Youtube |

|D | |Assessment: |

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| | |Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: the Early |

|F | |Middle Ages |

|R | |Lesson Delivery: Copy notes on linguistic changes and types of things we can learn from the Bayeux Tapistry; finish story of th4e Battle of Hastings; read aloud |

|I | |txt, pp. 82-83; correct ans.; analyze Bayeux Tapistry . |

|D | |Differentiation: spatial and visual detailed maps of the three battles in 1066, analysis of a work of art from the time period |

|A | |Resources: Trésors du Temps, authentic photos of the Bayeux Tapistry |

|Y | |Assessment: Lisez L’art autour de l’an mil, texte, pp.82-83. Répondez aux questions |

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| Lesson Plans Madame McCrillis-- Room 106 Feb. 17-20, 2015 |

| | |Cultural Literacy (Period 5) |

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|M | |Focus: |

|O | |Lesson Delivery: |

|N | |Differentiation: NO SCHOOL: Presidents’ Day |

|D | |Resources: |

|A | |Assessment: |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. The civilizations that developed in Greece and Rome had an|

|T | |enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and |

|U | |history. |

|E | |Lesson Delivery: Get back E-Day #2,3 and Idiom quiz; Discuss Idioms #66-70; explain HW; review Athena and discuss the European Union; take notes on Artemis. |

|S | |Differentiation: Process: making connections between products of Ancient Greece and today |

|D | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |

|A | |Assessment: Write names of Greek gods, goddesses, and hero 5x, with their descriptor 1x. |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. The civilizations that developed in Greece and Rome had an |

|W | |enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and |

|E | |history. |

|D | |Lesson Delivery: Discuss Idioms #71-75; stu. pair up to quiz each other over gods, etc.; review; review Artemis and listen to more stories; watch video clip on |

|N | |Greek gods; take notes on Hestia. |

|E | |Differentiation: Process: partner work |

|S | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, Youtube |

|D | |Assessment: Write Greek alphabet letter 1x and the name 5x |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. The civilizations that developed in Greece and Rome had an|

|T | |enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and |

|H | |history. |

|U | |Lesson Delivery: Discuss Idioms #76-80; one stu. quizzes each class member on Greek alphabet with flashcards; take notes on Nike and Heracles; write answer to |

|R | |question: If you were in a movie, what Greek god or goddess would you like to play? |

|S | |Differentiation: use of flashcards; use of imagination and creative application of learning: putting oneself in the role of a Greek god |

|D | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |

|A | |Assessment: Study for Idiom quiz #61-80. |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. The civilizations that developed in Greece and Rome had an|

|F | |enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and |

|R | |history. |

|I | |Lesson Delivery: Take Idiom quiz #61-80; share which god or goddess they would play; compete in quiz bowl review; compete in board drills, spelling gods’ names, |

|D | |writing Greek alphabet. |

|A | |Differentiation: Process: use of small and large motor skill games to review |

|Y | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |

| | |Assessment: Study for test over the Olympics, Greek alphabet, and Greek gods, goddesses, and a hero |

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