Lesson plan form
| Lesson Plans Madame McCrillis-- Room 106 Feb. 2-6, 2015 |
| | |French I (Periods 2&7) | |
| | |Focus: I can understand, recognize, list, and locate on a map names of geographic features related to France: countries, cities, large bodies of water, | |
|M | |mountains, and rivers. | |
|O | |Lesson Delivery: Collect colored maps; copy notes on Facts on France while I check for HW.; correct Facts on France; translate geographic features, repeat them| |
|N | |and see them pointed out on a SmartBoard map; begin correcting HW. | |
|D | |Differentiation: Process: developing map skills with a tactile and visual activities | |
|A | |Resources: French First Year Second Edition Workbook | |
|Y | |Assessment: Écrivez le Voc. de géographie 5x | |
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| | |Focus: I can understand, recognize, list, and locate on a map names of geographic features related to France: countries, cities, large bodies of water, | |
|T | |mountains, and rivers. | |
|U | |Lesson Delivery: Quiz partner over Facts on France while tcher checks for HW; SmartBoard map of France: repeat names of geographic features; correct wksht ex. | |
|E | |A,B,C,D; two stu. at a time go to big map and take turns responding to Où est Strasbourg? with Voici Strasbourg; | |
|S | |Differentiation: Process: developing map skills with a tactile and visual activities | |
|D | |Resources: French First Year Second Edition Workbook | |
|A | |Assessment: Participation | |
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| | |Focus: I can understand, recognize, list, and locate on a map names of geographic features related to France: countries, cities, large bodies of water, | |
|W | |mountains, and rivers. | |
|E | |Lesson Delivery: Map practice: repeat names of all geographic features from list; repeat names of geographic features on map; two stu. at a time go to big map| |
|D | |and take turns responding to Où est Strasbourg? with Voici Strasbourg; Partner activity: receive laminated map to complete same activity with partner; also | |
|N | |quiz partner over Facts on France while tcher administers IPA Interpretive assessment to pairs of students. | |
|E | |Differentiation: Process: Whole class map practice then partner Q&A with manipulative | |
|S | |Resources: French First Year Second Edition Workbook Assessment: Participation | |
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| | |Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures. | |
|T | |Lesson Delivery: Students play partner bingo while tcher administers IPA Interpretive assessment to pairs of students; receive handout for HW; receive | |
|H | |handout to complete as they watch DVD: Channel 1000 France | |
|U | |Differentiation: Content and Process: researching on an authentic French website, video documentary on France | |
|R | |Resources: DVD: Channel 1000 France, French Embassy website | |
|S | |Assessment: Fiche d’Internet | |
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| | |Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures. | |
|F | |Lesson Delivery: Pass HW to back of class for check; finish watching DVD: Channel 1000 France; correct answers. | |
|R | |Differentiation: Content and Process: researching on an authentic French website, video documentary on France | |
|I | |Resources: DVD: Channel 1000 France, French Embassy website | |
|D | |Assessment: E-Day #2 pour lundi | |
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| Lesson Plans Madame McCrillis-- Room 106 Feb. 2-6, 2015 |
| | |French II (Period 1) |
| | |Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. Use the verb |
|M | |vouloir in speaking and writing. |
|O | |Lesson Delivery: Translate dialog, p. 263 then copy vouloir; repeat Voc8A; Food Basket: repeat C’est un/une____; correct dialog transl. repeat vouloir; correct |
|N | |ex. 2,5 @ bd.; correct ex. 3,4 orally; Food Basket: respond to Aimes-tu____? |
|D | |Differentiation: Process: use of manipulatives and oral Q&A |
|A | |Resources: C’est à toi text |
|Y | |Assessment: Créez 16 cartes Voc8A. Faites texte, pp. 267-268 ex. 6,7. |
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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. Use the verbs |
|T | |vouloir and pouvoir in speaking and writing. |
|U | |Lesson Delivery: Repeat Voc8A; stu. practice flashcards with partner; Food Basket: respond to Qu’est-ce que c’est? Review vouloir; correct ex. 6,7 orally; copy |
|E | |new verb conj. pouvoir; repeat; each stu. create and say new sentence: Je veux… |
|S | |Differentiation: Process: use of manipulatives and oral Q&A |
|D | |Resources: C’est à toi text |
|A | |Assessment: text, pp. 268-270 ex. 8,9 |
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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. Use the verbs |
|W | |vouloir and pouvoir in speaking and writing. |
|E | |Lesson Delivery: Complete wkbk, pp. 121-122 then practice flashcards with partner; correct wkbk; repeat vouloir; complete communicative activity with partner, |
|D | |using vouloir; repeat pouvoir; translate sentences using pouvoir; orally correct ex. 8,9 |
|N | |Differentiation: Process: partner activities with flashcards and Q&A |
|E | |Resources: C’est à toi text and workbook |
|S | |Assessment: Cahier d’ex. rouge, pp.123-125 |
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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. Use the verbs |
|T | |vouloir and pouvoir in speaking and writing. |
|H | |Lesson Delivery: Complete wkbk, p. 126 then translate pouvoir com. act.; repeat vouloir and pouvoir; correct wkbk, pp. 123-126; view posters of French regional |
|U | |Cuisine and describe what they see; correct pouvoir act. translation; board drills. |
|R | |Differentiation: Process: large visuals to discuss cuisine and kinesthetic game to reinforce vocabulary |
|S | |Resources: C’est à toi text and workbook |
|D | |Assessment: Étudiez pour l’interro: Voc8A |
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| | |Focus: I can spell correctly the names of common vegetables and seafood. I can express opinions on how much I like certain foods. |
|F | |Lesson Delivery: Take quiz over Voc8A; complete with partner pouvoir communicative activity; complete oral survey with partner on Voc8A; copy notes on |
|R | |demonstrative adjectives; view and discuss SmartBoard photos of Fontevrault mushroom caves. |
|I | |Differentiation: Process: partner Q&A and survey, authentic photos of Fontevrault mushroom caves. |
|D | |Resources: C’est à toi text |
|A | |Assessment: E-Day #2 Texte, pp.270-271 ex. 10, 11 (Écrivez les questions.) |
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| Lesson Plans Madame McCrillis-- Room 106 Feb. 2-6, 2015 |
| | |French III (Period 4) |
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|M | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (avoir) . Ask questions and provide answers|
|O | |on a range of topics. |
|N | |Lesson Delivery: Take quiz over 22 past participles; all at board to conjugate apprendre and review neg. and interrog.; complete partner oral communication |
|D | |activity: Phrases/Répliques; complete translation activity and correct. |
|A | |Differentiation: Process: partner oral communication activity |
|Y | |Resources: French First Year Second Edition Workbook |
| | |Assessment: Participation |
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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (avoir) and les pronoms d’objet direct. Ask|
|T | |questions and provide answers on a range of topics. |
|U | |Lesson Delivery: Partner info gap activity; review direct object pronouns; complete handout on direct obj. pronouns with passé composé; correct; begin homework |
|E | |handout. |
|S | |Differentiation: Process: partner info gap activity |
|D | |Resources: French First Year Second Edition Workbook |
|A | |Assessment: fiche d’exercices: les pronoms d’objet direct |
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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (avoir) and les pronoms d’objet direct. Ask|
|W | |questions and provide answers on a range of topics. |
|E | |Lesson Delivery: Receive Enquête activity to translate; correct HW; practice then complete whole class Enquête activity. |
|D | |Differentiation: Process: whole class oral survey activity |
|N | |Resources: French First Year Second Edition Workbook |
|E | |Assessment: Fiche de Révision: le passé composé des verbes irréguliers conjugués avec avoir |
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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (avoir) and les pronoms d’objet direct. Ask|
|T | |questions and provide answers on a range of topics. |
|H | |Lesson Delivery: Partner info gap activity; correct HW; partner then whole class flashcard review of infinitives and past participles; play dice game in groups of|
|U | |3. |
|R | |Differentiation: Process: partner info gap activity, flashcard review, group dice game |
|S | |Resources: French First Year Second Edition Workbook |
|D | |Assessment: Étudiez pour l’examen: le passé composé des verbes irréguliers conjugués avec avoir |
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| | |Focus: Convey meaning using writing processes and presentational strategies: le passé composé des verbes irréguliers (avoir) and les pronoms d’objet direct. Ask|
|F | |questions and provide answers on a range of topics. |
|R | |Lesson Delivery: Take test over le passé composé des verbes irréguliers conjugués avec avoir; share what they did yesterday, using le passé composé; intro to être |
|I | |verbs: copy conj. aller; repeat and discuss; repeat all être verbs and underline important meaning on wkbk, p. 94. |
|D | |Differentiation: Product: Sharing personal activities using new grammar |
|A | |Resources: French First Year Second Edition Workbook |
|Y | |Assessment: Créez 17 cartes des participes passés (être); cahier d’ex., pp.95-98 ex. A,B,C,D,E,F |
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| Lesson Plans Madame McCrillis-- Room 106 Feb. 2-6, 2015 |
| | |Honors French IV (Period 8) |
| | |Focus: I can use le conditionnel in speaking and writing. |
|M | |Lesson Delivery: Get back and discuss test: Au revoir les enfants; translate the spelling change verbs; all at board to conjugate venir in the conditionnel; |
|O | |correct HW. |
|N | |Differentiation: Process: large motor skills in board work |
|D | |Resources: French Third Year Second Edition Workbook |
|A | |Assessment: Cahier d’ex., pp.96-99 ex. F,G,H,I,J |
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| | |Focus: I can use le conditionnel in speaking and writing. |
|T | |Lesson Delivery: Receive handout and read along while they listen to song, Hymne à l’amour; look up words they don’t know; discuss meaning then sing along with |
|U | |Josh Groban; point out si clauses; take notes on si clauses; orally correct ex. J. |
|E | |Differentiation: Content and Process: use of authentic song to introduce new vocabulary and grammar |
|S | |Resources: French Third Year Second Edition Workbook, song, Hymne à l’amour by Edith Piaf |
|D | |Assessment: Cahier d’ex., pp. 102-104 ex. O,P,Q,R |
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| | |Focus: I can use le conditionnel in speaking and writing. I can recognize le conditionnel in an authentic source. |
|W | |Lesson Delivery: Complete ex. S p. 104; sing Hymne à l’amour with Josh Groban; stu. mark 3 different verb tenses on handouts and then SmartBoard; review si clause |
|E | |rule; correct ex. O. |
|D | |Differentiation: Content and Process: use of authentic song to introduce new vocabulary and grammar |
|N | |Resources: French Third Year Second Edition Workbook, song, Hymne à l’amour by Edith Piaf |
|E | |Assessment: Fiche: le conditionnel |
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| | |Focus: I can use le conditionnel in speaking and writing. I can express opinions on more complex subjects. |
|T | |Lesson Delivery: Copy what to study for the test; complete translation activity; correct; review l’imparfait and le conditionnel at the board; survey on stu. HW |
|H | |answers. |
|U | |Differentiation: Process: whole class survey of opinions |
|R | |Resources: French Third Year Second Edition Workbook, song, Hymne à l’amour by Edith Piaf |
|S | |Assessment: Étudiez pour l’examen: le conditionnel |
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| | |Focus: Convey meaning using writing processes and presentational strategies: le conditionnel. Exchange, compare, and support preferences and opinions about |
|F | |personal topics. |
|R | |Lesson Delivery: Take test: le conditionnel; receive HW handout; share ans. on conditionnel handout; ans. Qu’est-ce que tu ne ferais pas pour l’amour? |
|I | |Differentiation: creative thinking and application of learning |
|D | |Resources: French Third Year Second Edition Workbook |
|A | |Assessment: E-Day #2 Trésors du Temps: read pp. 53-54, complete texte, p.58 ex. F #1-8, handout #1,2 |
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| Lesson Plans Madame McCrillis-- Room 106 Feb.2-6, 2015 |
| | |Cultural Literacy (Period 5) |
| | |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|
|M | |enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and |
|O | |history. |
|N | |Lesson Delivery: Take oral Greek alphabet quiz; discuss Idioms #36-40; Olyppics: What sport would you compete in? Why? Share with class; Intro. to religion: |
|D | |answer questions on the nature of religion; copy four vocabulary terms; intro. to Greek creation story. |
|A | |Differentiation: Product: choice of how to present orally the Greek alphabet |
|Y | |Resources: The New Dictionary of Cultural Literacy |
| | |Assessment: Study for Idiom quiz: #21-40. |
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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: Take Idiom quiz #21-40; take notes on the Greek creation story; watch video clip on the subject; take notes on Zeus and watch videoclip. |
|S | |Differentiation: Process: audio and visual aids |
|D | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |
|A | |Assessment: Participation |
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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 #41-45; Review creation story and Zeus; describe a mosaic depicting Poseidon; share; take notes on Poseidon and hear more |
|N | |background; takes notes on Hades. |
|E | |Differentiation: Content: and Process: analyzing ancient mosaics to learn more about the Greek gods |
|S | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |
|D | |Assessment: Participation |
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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 #46-50; review Hades and hear more background stories; recall stories of Hades and Persephone by analyzing details of a terra cotta|
|R | |bowl; take notes on Apollo, Hephaestus, and Ares; listen to more background stories. |
|S | |Differentiation: Content: and Process: analyzing ancient pottery to learn more about the Greek gods |
|D | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |
|A | |Assessment: Participation |
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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: Discuss Idioms #51-55; identify letters of the Greek alphabet on flashcards; take notes on Hermes; recall use of Greek and Roman gods in U.S. |
|D | |space program; receive handout and pronounce Greek and Roman names of gods and goddesses; begin Dionysus. |
|A | |Differentiation: Process: use of flashcards |
|Y | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies |
| | |Assessment: Participation |
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