Valentines Day French Unit.docx.docx



French Unit PlanUnit Title:La Saint-Valentin Number of Lessons:8 Time: (in weeks)4Name:Katie Patterson Subject(s): French Grade(s):6/7Rationale: The lessons comprising this unit, build upon students existing knowledge by providing French-infused activities, games and discussions. The topic of Valentines Day is chosen due to its highly relatable and engaging nature. It provides a valuable opportunity for students to practice the skills of speaking, reading, and listening. Such opportunities serve to introduce and practice new linguistic-related skills. Overview: This unit is intended to provide students with practice asking and responding to questions, building vocabulary, and strengthening communication skills while introducing the historical and cultural significance of Valentine’s Day in francophone culture. Students will ask and respond to questions, respond to directions, discuss likes and dislikes, play games, and participate in class discussions to practice speaking and listening. They will practice reading and writing in French through various activities including making Valentine’s Day cards, sorting and matching pictures and vocabulary, writing Valentine’s Day poems, Prescribed Learning Outcomes from IRPs:Grade 6Communicating:C5 express preferences and interestsC3 participate in known and predictable classroom situationsUnderstanding Cultural InfluencesC7 Give examples of the presence of Francophone cultures in their communityAcquiring Information:C6 express acquired information in oral and visual formsGrade 7Communicating:C3 participate in classroom activitiesC4 begin to derive meaning in new language situationsAcquiring Information:C6 express acquired information in oral and visual formsPrerequisite Concepts and Skills:-Students will have an understanding of simple sentence starters.-Students will be able to respond to basic yes /no, like/dislike questions-Students will be able to ask basic yes/no or like/dislike questionsTeacher Preparation Required:Create Valentines Day crossword Create/purchase paper heart cut outsDecide upon Valentines Vocabulary and make necessary cards/ photocopiesPhotocopy any necessary handoutsObtain any needed art supplies (construction paper, art paper, felts) Beach ball that has been prepared with various simple questions written on it in FrenchCross-Curricular Connections: Cross-curricular connections can be made to drama, language arts, social studies and visual arts. Extensions to Unit: Extensions to this unit may include writing activities wherein students write a Valentine’s Day letter to a peer, these letters could be later received during a class Valentine’s Day celebration. Further, students could create and decorate envelopes designated for receiving their French Valentine’s Day letters, incorporating visual arts into the unit. Students could go on to investigate how Valentine’s Day is celebrated, and acknowledged in a variety of countries and cultures. Lastly, students could be challenged to research other influential Saints and discuss in what capacity our culture or other cultures recognize and celebrate them. Universal Design for Learning (UDL) and Differentiated Instruction (DI):Enriched:For students who excel at the concepts that are presented within this unit they will be challenged to express their thoughts using more words and even complete sentences. These students may also be given a leadership role wherein they are paired with students who are struggling with the concepts throughout the unit in order to offer their peer support and guidance. Team based games are incorporated into the unit, allowing opportunities for stronger students to offer leadership to their peers. Remedial:For students who are struggling with the concepts presented within this unit some adaptations can be made. Students will be randomly placed into work groups for some activities, thus students who are struggling can be paired with more competent and supportive peers. New words and phrases will be written on the board providing a visual for students, supporting visual-spatial learners and students with any hearing impairments. Commonly, words and phrases will be read out loud to students and echoed back, supporting verbal-linguistic learners. Materials for activities will be labeled for easy recognition. Instructions will be broken down into small chunks for better understanding. Also, students who are struggling with writing will be given the option to express themselves in an alternate way, such as through drawing or oral discussion with the teacher.Behavioural:For students experiencing hyperactivity and impulsivity activities that involve movement have been included, such as coming to the board to manipulate, moving around the room to find a partner, and many opportunities to share thoughts with a partner or the whole group. Quick DPA activities/breaks will be incorporated into lessons wherein I see students becoming restless. Teacher proximity will be used during instruction and work time with students who have behavioural deficits to limit distractions, and to be within teacher’s sight at all times. Clear goals and instructions will always be given for students, keeping instructions short and concise for students struggling with inattention. By incorporating a variety of hands on games throughout the unit students will be engaged and challenged to move around, allowing for naturally occurring body breaks. Resources: Pot-Pourri; Feuilles d’activities/ Activity line masters Corrige/ Answers. Anne Burrows Clarke, Gail S. Leder, and Rauda M.Rautins Dickinson. Longman Company.Overview of Lessons:Lesson # and Title(time in minutes)PLOs in lessonInstructional ObjectivesTeaching StrategiesLesson ActivitiesAssessment StrategiesMaterials(Specific to This Lesson)#1. The Meaning of Valentines Day 30 Minutes. C3, C4, C6, C7(a)TSWBAT provide using written format at least two relevant ideas pertaining to the historical background, traditions or current cultural relevance of Valentines Day. b)Hands-On ActivityClass Discussion/BrainstormHook /Heart Matching Activity (Speaking, Listening)– The teacher will explain, that the students will be provided with one piece of a whole paper heart. The student’s task is to find the missing half of their heart. This task will be accomplished by circulating throughout the classroom and asking their peers the following question: Are you my partner? Est-que tu es mon/ma partenaire?The responding student will either reply in the positive or negative. Once students have successfully been ‘paired’, these pairs will be instructed to brainstorm their existing knowledge regarding Valentines Day, and record their ideas on the pieces of their Valentines Day heart. When completed, students will post their completed heart activity on the front board, and return to their seats. ‘The Meaning of Valentines Day’ Class Discussion (Speaking, Listening)– The teacher will lead a class discussion surrounding the history and current relevance of Valentines Day. The students will be encouraged to share their ideas with their peers. The teacher will incorporate the ideas recorded in the previous activity, and highlight the Valentines Day French vocabulary that will be used throughout the unit. Closure/ Valentines Day Crossword Puzzle (Reading) - In order to introduce the Valentines Day-related vocabulary that will be used in subsequent lessons, the teacher will provide the students with a French crossword puzzle. The teacher will inform the students that the vocabulary–related information gained from this activity will be used in the subsequent lessons. Assessment for Learning. Students will be assessed on their ability to provide in a written format at least two relevant ideas pertaining to the historical background, traditions or current cultural relevance of Valentines Day. This informal assessment will provide the teacher with valuable information pertaining to the students’ current level of understanding regarding the topic of Valentines Day. The teacher will employ anecdotal notes to accomplish this. - Valentines Day Vocabulary - Heart cut outs - Tape - Pens, pencils, etc. - Valentines day Crossword puzzle - Vocab. #2. Introducing Valentines Day Vocabulary. 30 Minutes. C3, C4, C6, C7(a)TSWBAT verbally identify in French one Valentines Day-related word and/or phrase. (b)Whole Class WorkGamePartner Work Hook/ Valentines Day ‘Wrap-Around’ Activity (Speaking) - The teacher will facilitate a ‘Wrap-Around’ activity, whereby she verbally query’s the students with the following question: Quand tu penses à la Saint-Valentin, à quoi penses- tu?What words/phrases come to mind when you hear the words/phrase Valentines Day?The teacher will encourage the students to use the vocabulary that they have been provided within their Valentines Day Crossword Puzzles. Valentines Day Vocabulary & Picture Sorting Activity (Reading) – In order to provide the students with additional support and practice with French Valentines Day-related vocabulary, students will be provided with pictorial representations of Valentines Day vocab and directed to match them with the accompanying French terms. Closure/Memory (Listening, Speaking)– The teacher will pick five flashcards and show them to the class. After the students have repeated the flashcards in French, the teacher will hide the cards and pick volunteers to try and say as many of the cards they can. Assessment as Learning. Students will be assessed on their ability to verbally identify (In French) one Valentines Day-related word and/or phrase. A checklist format will be used to assess each individual student’s level of understanding. Tic-Tac-Toe game Valentines Day-related vocabulary flashcards #3. Vocabulary Olympics. 30 Minutes. C3, C6, C7a) TSWBAT participate to their full potential in the classroom games, as well as properly pronounce the vocabulary used.b) Game RecitationHook/ Which is Missing? (Speaking, Listening) - Put five to ten cards on the chalkboard. Show them to the class and have the class repeat them. Divide the class into four teams. Send out four students – one from each team. While they are out of the room, another student hides one card. The students come back in and guess which card is missing. The first one to say it correctly in French wins a point for the teamScramble (Speaking, Listening)- The teacher has the class (or part of) form a circle with one student in the middle. Everyone in the circle is given a card. The person in the center calls out two vocabulary words. The students with those cards exchange places while the center student tries to steal a place.Closure/ Snowball (Writing)- Have students write a Valentine’s Day vocabulary word on a piece of paper, crumple it up and throw to the front of the room. I will open a couple and have the students yell out the English word for the French one written.Assessment as Learning. Students will be assessed based on participation in the games and effort to properly punctuate French vocabulary.Students will be given a mark out of 4 for the day based on teacher’s observation.Vocabulary cardsPencilsPaper#4. French Vocabulary & Charades. 30 Minutes. C3, C4, C5(a) TSWBAT write/draw 14 Valentine’s Day vocabulary words/images. (b)GameTeamworkRecitation Hook (Listening, Speaking) – Refresh student memory of French vocabulary by going through premade flash cards of vocabulary with the group. Say the word, and have students echo back. Play a game by showing students the image of a vocabulary word and have students call out the corresponding French vocabulary word. Valentines Day Vocabulary Charades (Speaking) - Place students in teams, have them choose a team name. Have 1 student pick out a flashcard and act it out while the other students try to guess what vocabulary word the student is acting out. When guessing students will say “etes-vous…?”, the acting student will respond with “oui, c’est vrai!” or “non, c’est faux”. After 1 minute all students from the other team are able to guess, “stealing” the point. Continue with new actors/volunteers. Closure/ Bingo Squares (Writing) - Hand out blank bingo square pages, students will fill in each square with a French Valentines day image of one of the new vocabulary words they learned from the lesson, encourage students to write the word as well. (Writing the words can be used as a challenge to students, but their writing is not assessed at this level). Have students hand these in to be used in a future lesson. Assessment of LearningStudents will be assessed on their ability to pictorially record 14 French Valentine’s Day vocabulary images on their blank bingo cards. Checking for understanding of the vocabulary presented.This will be done using a teacher mark out of 4 checking for completion, and understanding. Blank bingo cards (1 per student)Valentines vocabulary flash cards#5. Valentine’s Day Poems. 30 Minutes. C3, C5, C6, (a) TSWBAT respond orally, expressing at least 1 opinion about a heard francophone poem.(b)Individual workSeat workDiscussion Hook/ Valentines Day Bingo (Listening, Speaking)- Hand out student bingo made cards to the class (from previous lesson), play a quick round of bingo with students to practice and reinforce vocabulary. Valentines Day poems (Reading, Writing)– Read students a francophone valentines day poem. Discuss the poem and respond as a group, writing key thoughts on the board using a concept web. Students will then work individually to write a short valentines day poem using the vocabulary they have been learning. Brainstorm possible topics for student poems with the class, and provide clear expectations of the minimum length of the poems.Closure/ ‘Think-Pair-Share’ (Reading, Listening) - Students will share their short poem with a partner. (Add on: Ask if any students would like to challenge themselves and volunteer to read their poem to the class.) Assessment as LearningStudents will be assessed based on their participation during an oral discussion; this will be done using a checklist of names.Francophone Valentine’s day poemStudent made bingo cards (from previous lesson)#6. Un Oiseau pour un Mari. 30 Minutes. C4C5, C6, C7a)TSWBAT demonstrate their ability to respond to instructions (follow directions) by successfully completing an origami bird in a guided setting.TSWBAT identify a Francophone Valentine’s Day tradition (un oiseau pour un mari)b) -Game-Whole Class Discussion-Art (guided)-Modeling-Self EvaluationHook/Game: ‘ Qu’est ce que c’est?’ What is it? (Speaking)-Divide the class into two teams. The teacher or a student shows a flashcard or the actual object. Whichever team gets the correct answer in French first gets a point. Discussion (Listening/Speaking) - One of the main French Valentine’s Day customs is called ‘a bird for a husband’ (un oiseau pour un mari). According to this tradition, girls can tell what kind of husband they will have from the birds they see on Valentine’s Day. -Show different kinds of birds (along with their French names) and have the students think about what kind of husband each bird could symbolize.Origami Birds (Listening) - Introduce students to necessary French words, such as fold (plier), corner (coin), up (en haut), down (en bas), right (droite), left (gauche), crease (pli), edge (bord).-Guide students in making origami birds, giving most directions in French, modeling each step, and showing images on the Smartboard/screen.Closure/self-evaluation:-Students complete a self-evaluation based on their work habits/participation in class today—on task, follows directions, French speaking participation. They will also answer the question: What is a Francophone Valentine’s Day Tradition?Assessment as LearningStudent origami birds will be assessed for ability to respond to instructions. Successful completion of the bird will be assessed using a Teacher Observation/checklist.Assessment of LearningStudent responses to the question posed on self-evaluations will be assessed for ability to identify elements of Francophone culture.Square sheets of colored paper Prepared flashcards/objectsPrepared Smart board (or other)Pictures of different kinds of birds with their French names.Origami stepsNew vocab wordsSelf-evaluation forms#7. Creating Valentines Day Cards. 30 Minutes. C3C5, C7(a)TSWBAT:-express preferences and interests by asking and responding to simple questions posed by their peers during a communicative survey-express acquired information in written (visual) and/or orally by creating a Valentine’s Day card in French.(b)-Art-Whole Class DiscussionHook/ Likes/Dislikes Survey (Speaking/Listening) - Students will respond to these questions using a full sentence—“Oui, j’aime (j’adore) __________.” Or “Non, je n’aime pas (deteste) __________.”-Have students record the names of the people they ask and their response (aime, adore, n’aime pas, deteste) in the given spots on the worksheet.Discussion (Listening/Speaking) - Discuss with the class different Valentine’s phrases and sentences that can be used in Valentine’s Day cards (e.g.: Mon coeur bat pour toi – “My heart beats for you”). Des Cartes de Saint-Valentin (Reading/Writing) - Students use the provided phrases/sentence starters and craft materials to create a Valentine’s Day card for a randomized classmate. Suggest that they decorate their card based on a like that was listed on the survey (e.g.: if the like is “adore chocolate”, maybe decorate the card with lots of chocolate pictures). They must use at least 3 full sentences in their card.Closure/Ball pass (Listening/Speaking) - Have students hand in their cards to the teacher, who will distribute them to the addressee on Valentine’s Day -Pass a beach ball that has questions written on it around the class. Students must first answer the questions posed to them and then ask the question on the ball where their thumb is and pass the ball.Assessment as LearningStudents will be assessed by a teacher observation/checklist on their ability to ask and respond to simple questions Students’ Valentine’s Day cards will be assessed using a complete/incomplete checklist for their ability to express information in written (visual) form. *Students will be given the opportunity to express their information in oral form throughout the class.Survey Handout (30)Sentences/sentence starter handout (30)craft supplieshat/boxprepared names to draw from hat/boxBeach ball that has been prepared with various simple questions written on it in French.#8. Valentine’s Day Cards Presentations. 30 Minutes. C3, C4, C5, C6, C7a)TSWBAT recite their Valentine’s Day cards using proper pronunciation to the class.b) Author’s Chair Pair ShareHook/Valentine’s Day Cards (Listening) – The teacher will share her Valentine’s Day card to the class. Author’s Chair (Reading, Listening, Speaking) - Have students practice reading their cards with a partner for 5 minutes.-Students will be called up by popsicle sticks to sit on a chair at the front of the class and present their final project (Valentine’s Day Card) to the class. Students will read the inside of the card.-One student will provide one positive comment for the presenter.Closure/ Ticket Out (Writing) - Write your favorite part, and least favorite part about the unit. Hand into teacher as your ticket out. Assessment as/of/for learning. Students will be assessed on the completion and presentation of their individual Valentine’s Day cards. Students will be assessed using a teacher-produced rubric. CardsChairUnit Plan Template ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download