Lesson plan form



| Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015 |

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

| | |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 | |

|M | |life. I can convey meaning using writing processes and presentation strategies. | |

|O | |Lesson Delivery: stu. conj. aller and avoir; complete avoir SmartBoard activity; correct; correct HW ex.9 orally; ex.10 at board; stu. rd aloud Q&A with | |

|N | |partner; copy extra classroom voc. and look up meaning; correct and repeat; | |

|D | |Differentiation: Process: individual, partner, and whole class activities | |

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

|Y | |Assessment: cahier d’ex., pp.54-55 | |

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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. I can ask simple questions and give simple responses. I can understand when someone describes his/her school schedule. | |

|U | |Lesson Delivery: Stu. pair up to ask Qu’est-ce que c’est? with obj. in classroom; correct wkbk, pp.54-55; review avoir faim, avoir soif, avoir besoin de; | |

|E | |review prepositions with Pierre all around classroom; intro. Unité 4B texte, p. 110; explain HW. | |

|S | |Differentiation: Process: partner work and use of manipulatives | |

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

|A | |Assessment: Traduisez Voc4B. Créez 16 cartes Voc4B. Faites texte, pp.113-114 ex.2,3,4,5 | |

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| | |Focus: I can read simple information on familiar topics. | |

|W | |Lesson Delivery: Correct Voc4B def. and repeat; transl. dialog in writing; correct and read aloud Aperçus Culturels; correct ex. 2&5 at bd., ex. 3&4 orally; | |

|E | |copy new verb finir; repeat. | |

|D | |Differentiation: Process: peer correction of sentences at board | |

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

|E | |Assessment: Écrivez Voc4B 5x. Apportez les cartes. Faites texte, pp.115-116 ex. 6,7 | |

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| | |Focus: I can use –IR verbs in speaking and writing. | |

|T | |Lesson Delivery: Repeat Voc4B; stu. complete finir act. then prac. flashcards with partner; review finir then correct act. and translate; correct ex. 6 orally | |

|H | |with tcher, ex. 7 at bd; conj. choisir; receive HW sheet; perform Tête, épaules, genoux, orteils | |

|U | |Differentiation: Process: use of flashcards and kinesthetic song | |

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

|S | |Assessment: Faites la fiche d’exercices: finir | |

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| | |Focus: I can use –IR verbs in speaking and writing. | |

|F | |Lesson Delivery: Repeat Voc4B; conj. grossir, complete wkbk, p.56, and prac. flashcards with partner; correct grossir at bd. and repeat; correct HW wksht; | |

|R | |correct wkbk p.56 with SmartBoard. | |

|I | |Differentiation: Process: use of flashcards | |

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

|A | |Assessment: Lisez texte, pp.118-119. Faites texte, p. 120 ex. 11, 12. Faites cahier d’ex., p.60. | |

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| Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015 |

| | |French II (Period 1) |

| | |Focus: Ask and answer questions about feelings, emotions, and preferences. Convey meaning using writing processes and presentation strategies: partitive article |

|M | |vs. definite article, expressions of quantity, and use of de after a negative. |

|O | |Lesson Delivery: Take quiz over Voc8B#3; Review part. art. in neg. sentence; Food basket partner act. in front of class: Veux-tu du lait? Non, je ne veux pas de |

|N | |lait ; watch Valette vidéo #4 Leç. 33, 34 and respond orally to questions; view and discuss PowerPoint: Le Repas Français |

|D | |Differentiation: Process: oral interactive video |

|A | |Resources: C’est à toi text and workbook, play and real food, Valette video, PowerPoint: Le Repas Français |

|Y | |Assessment: texte, pp.286-288 ex. 18,19; cahier d’ex., p.132 |

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| | |Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures: food. Understand new words, phrases, sentences, or |

|T | |the main idea with the help of visuals and graphics that accompany texts. |

|U | |Lesson Delivery: Copy SmartBoard Repas slide; stu. transl. Voc8C, and write what they eat for 3 meals; correct txt, p.288 ex. 18, 19 orally; correct wkbk, p.132;|

|E | |intro. Unité8C txt, p.289 with audio CD; correct transl. Voc8C. |

|S | |Differentiation: Process: audio and visual aides to introduce new vocabulary |

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

|A | |Assessment: Traduisez Voc8C; texte, pp.292-293 ex. 2,3,4,5 |

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| | |Focus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures: food. Understand new words, phrases, sentences, or |

|W | |the main idea with the help of visuals and graphics that accompany texts. Ask and answer a range of questions to seek or clarify information. |

|E | |Lesson Delivery: Stu. transl. dialog, read Aperçus Culturels, and write sentence from yesterday on board; after correction, whole class reads sentences; repeat |

|D | |VOC8C; with food basket, answer questions: Qu’est-ce que c’est? Aimes-tu les fraises? Préfères-tu…? Correct dialog transl.; correct ex. 2, 3, 4,orally; ex. 5 |

|N | |at board. |

|E | |Differentiation: Process: realistic Q&A with play food manipulatives |

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

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|A | |Assessment: |

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| | |Focus: Convey meaning using writing processes and presentation strategies: comparative of adjectives. |

|T | |Lesson Delivery: Repeat Voc8C; communicative activity with partner and Voc.8C then prac. with flashcards; SmartBoard graphic: Au marché, Identify; intro. to |

|H | |comparative of adjectives: stu. in front of class, SmartBoard, txt, p.293; food basket: repeat La pomme est plus grande que la fraise; De quelle couleur est la |

|U | |fraise? |

|R | |Differentiation: Process: communicative activity with partner, flashcards, and play food |

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

|D | |Assessment: texte, pp.294-295 ex. 6,7,8 |

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| | |Focus: I can compare people and objects using adjectives. |

|F | |Lesson Delivery: Repeat Voc8C; food basket Q&A; practice with flashcards then give partner a written quiz over Voc8C; food basket: comparez; stu. write ex. 6,7,8 |

|R | |at board. |

|I | |Differentiation: Process: partner work with flashcards and student made quizzes; whole class work with play food |

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

|A | |Assessment: cahier d’ex., pp.133-136; étudiez pour l’interro Voc8C |

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| Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015 |

| | |French III (Period 4) |

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

|M | |Napoleonic Era |

|O | |Lesson Delivery: Turn in old and corrected copy of essay; listen to Eroica by Beethoven; finish correcting answers; read excerpts on the Russian Campaign from |

|N | |Josephine; view and discuss works of art by Jacques-Louis David; take notes on Eroica and Napoleon’s tomb; copy what to study for test. |

|D | |Differentiation: Content: integration of curriculum: French, history, classical music, art |

|A | |Resources: film: The Glory of France, book: Josephine |

|Y | |Assessment: Étudiez pour l’examen: Napoléon |

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

|T | |Napoleonic Era and Alexandre Dumas |

|U | |Lesson Delivery: Take test over Napoléon; watch Youtube videos on Napoleon and the French Revolution; take notes on Alexandre Dumas-Père; receive handouts and |

|E | |dictionaries to begin HW. |

|S | |Differentiation: Process: use of creative music video clips to review French history |

|D | |Resources: Youtube videos |

|A | |Assessment: Fiches sur Le Comte de Monte-Cristo |

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| | |Focus: Make use of print and digital resources to understand the meaning of new words and expressions. Answer a range of questions, from simple to detailed, |

|W | |about literary texts. |

|E | |Lesson Delivery: Receive Voc. handouts and the Graded French Reader; look up voc.; get explanation on how to do homework; correct background HW answers. |

|D | |Differentiation: Process: pulling names out of a basket for stu. to respond to questions |

|N | |Resources: Graded French Reader |

|E | |Assessment: Couvrez le livre; Dantès: Lisez Ch. 1&2 et répondez aux questions. |

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| | |Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. |

|T | |Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions. |

|H | |Lesson Delivery: Stu. watch 15 min. of the film The Count of Monte-Cristo; correct and repeat Voc. Ch. 1-7; Listen to the tcher read Ch.1; correct answers; listen |

|U | |to the tcher read Ch. 2; correct answers; get back Napoleon test; correct answers. |

|R | |Differentiation: Process: use of a contemporary film to enhance understanding of literature |

|S | |Resources: Graded French Reader |

|D | |Assessment: Écrivez Voc. Ch. 1-7 5x. Écrivez 16 phrases avec le vocabulaire. Lisez Dantès, Ch. 3,4,5 et répondez aux questions. |

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| | |Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. |

|F | |Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions. |

|R | |Lesson Delivery: Copy and translate SmartBoard notes: Les pronoms interrogatifs; then read and complete pp.308-310 ex. E,F,G; correct; review situation in novel; |

|I | |repeat Voc Ch. 1-7; stu. read aloud Ch. 3; correct answers orally and with SmartBoard; stu. read aloud Ch. 4; correct answers orally and with SmartBoard; stu. read|

|D | |aloud Ch. 5; correct answers orally and with SmartBoard; read aloud Voc sentences on bd. |

|A | |Differentiation: Process: oral reading and answering of questions with visual support |

|Y | |Resources: Graded French Reader, French First Year Second Edition Workbook |

| | |Assessment: Lisez Dantès, Ch. 6,7 et répondez aux questions. |

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| Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015 |

| | |Honors French IV (Period 8) |

| | |Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. |

|M | |Sequence events in literary texts and analyze that sequence to understand how each event led to the next. Identify characteristics that explain genre |

|O | |classifications and classify familiar literary selections by genre. |

|N | |Lesson Delivery: Stu. decide what modern day actors should play the roles of Charlemagne, Roland, Aude, Tristan, and Yseut; correct p. 64 ex. A #1-7 at board, p. |

|D | |65 ex. D #1-6; read aloud pp. 62-64 Tristan et Yseut. |

|A | |Differentiation: Process: use ofcreative thinking skills |

|Y | |Resources: Trésors du Temps |

| | |Assessment: Participation |

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| | |Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. |

|T | |Sequence events in literary texts and analyze that sequence to understand how each event led to the next. Identify characteristics that explain genre |

|U | |classifications and classify familiar literary selections by genre. |

|E | |Lesson Delivery: Review chansons de geste;correct texte, p.64 ex. A #8-12 at board and p. 65 ex. D #7-14; whole class discussion of essays; with partner discuss |

|S | |answers to review sheet, sides #1,2. |

|D | |Differentiation: Process: partner sharing and correcting |

|A | |Resources: Trésors du Temps |

|Y | |Assessment: Étudiez pour l’examen: 3e Étape |

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| | |Focus: Plan a range of texts by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns. Revise and edit texts using tools that promote |

|W | |reflection on meaning, form, and mechanics. Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods |

|E | |of the target culture: the Early Middle Ages. |

|D | |Lesson Delivery: Take test over 3e Étape; divide up vocabulary for C’est à toi vidéos 5 & 6to look up. |

|N | |Differentiation: Process: students work together as a team |

|E | |Resources: Trésors du Temps |

|S | |Assessment: Participation |

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| | |Focus: Derive meaning from messages and texts using listening, reading, and viewing strategies. |

|T | |Lesson Delivery: Intro to writing assignment: Un Portrait du Moyen-Âge ; Repeat voc.; watch video without subtitles; watch video with French subtitles; correct |

|H | |wksht and discuss. |

|U | |Differentiation: Content: video of authentic situations to teach vocabulary and culture |

|R | |Resources: C’est à toi II vidéo 5 |

|S | |Assessment: Pour mardi: Un Portrait du Moyen-Âge |

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| | |Focus: Derive meaning from messages and texts using listening, reading, and viewing strategies. |

|F | |Lesson Delivery: Repeat voc.; watch video without subtitles; watch video with French subtitles; correct wksht and discuss. |

|R | |Differentiation: Content: video of authentic situations to teach vocabulary and culture |

|I | |Resources: C’est à toi II vidéo 6 |

|D | |Assessment: Interro de vidéo #5,6 |

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| Lesson Plans Madame McCrillis-- Room 106 March 9-13, 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 |

|M | |an 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: Discuss Idioms #100-105; review recent events in Troy; watch scenes 15-23; discuss why the Greeks lost; listen to info. on Achilles and Patrocles|

|D | |from Mythology. |

|A | |Differentiation: Process: variety of instructional strategies: film to reveal literature |

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

| | |Assessment: Participation |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes form|

|T | |Homer’s Iliad. |

|U | |Lesson Delivery: Discuss Idioms #106-110; review; watch scenes #33-36; review; listen to pp.101-102 Achilles and Hector; watch scene #42 Death of Achilles. |

|E | |Differentiation: Process: variety of instructional strategies: film to reveal literature |

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

|D | |Assessment: Participation |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes form|

|W | |Homer’s Iliad. |

|E | |Lesson Delivery: Discuss Idioms #111-115; listen to pp.102 Death of Achilles and p. 103 Trojan Horse; watch Troy scene #38 on Trojan Horse; listen to p. 104 After |

|D | |the war. |

|N | |Differentiation: Process: variety of instructional strategies: film to reveal literature |

|E | |Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy |

|S | |Assessment: Participation |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes from|

|T | |Homer’s Iliad. |

|H | |Lesson Delivery: Discuss Idioms #116-120; get handout on The Iliad and The Odyssey overview; view SmartBoard map of the Agean Sea; stu. list which gods and |

|U | |goddesses sided with Troy and the Greeks; answer question: What character would you most like to be from The Iliad? |

|R | |Differentiation: Process: creative thinking skills: Choosing a character they would most like to be in a movie and explaining why |

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

|D | |Assessment: Study for test over Idioms #101-120. |

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| | |Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes from |

|F | |Homer’s Iliad and Odyssey. |

|R | |Lesson Delivery: Take test over Idioms #101-120; review The Iliad; receive and read aloud “Synopsis of The Odyssey; listen to Mythology,pp. 106-107; receive HW |

|I | |handout. |

|D | |Differentiation: Process: use of critical reading and thinking skills |

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

|Y | |Assessment: Read and complete handout questions: The Odyssey |

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