WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name KING, ARIELLE Date 2-19-14 Length of Lesson 2 WEEKS Content Area FRENCH 1 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:Chapter 5-Au Café et Au Restaurant. Ordering foods and beverages in French, Asking how someone is doing, Giving locations, Comparing French and American foods and French and American dining habits, comparing and contrasting French and American food, and discussing the role food has in French culture versus American culture. / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
12.1.1S1.B: Speak & write common vocabulary, phrases & structures during activities with the teacher, classmates & family.
12.1.1.S1.D:
Use simple sentence and question structures in speaking and writing.
• Memorized words
• Phrases
12.1.1.S1.C:
Comprehend simple spoken conversations and written sentences in dialogs and short paragraphs.
• Time expressions
• Weather expressions
• Likes and dislikes
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: basic introductory vocabulary through dialog and speaking and how to correctly write about themselves and describe other people in French. Students will understand when to use definite and indefinite articles. Also, students will understand how to express things that they like and dislike. Students will understand how to describe which foods and drinks they like and dislike. Also, they will compare French and American eating habits and cuisine. / ESSENTIAL QUESTIONS: How can learning about the practices of another culture give us insights into the perspectives of the people of that culture?
What can the products of another culture reveal about the perspectives of the people of that culture?
How does second language learning reinforce and expand interdisciplinary studies?
What knowledge and insight can we gain from the world language study that otherwise would not be available to us?
How do French and American foods differ? How are they similar?
Create a way to show which foods you like and dislike in French. Practice ordering foods and dirnks with a partner, have one be the waiter and the other the customer.

VOCABULARY: FRENCH ER VERBS, ETRE VS. AVOIR, ALLER, PREPOSITIONS, DEFINITE AND INDEFINITE ARTICLES, ADJECTIVES DESCRIBING PEOPLE IN FRENCH, FRENCH VERBS AND WHAT THEY MEAN, FRENCH FOOD AND DRINK VOCABULARY.

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
USING THE VERB ETRE AND AVOIR AND SUBJECT PRONOUNS.
WRITE USING THE CORRECT DEFINITE AND INDEFINITE ARTICLES AND USE NEGATION PROPERLY. CONJUGATING THE VERB ALLER.
USE RESTAURANT VOCABULARY AND ORDER FOODS AND DRINKS CORRECTLY.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:LISTENING, READING, WRITING & SPEAKING TASKS / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: Summarizing Main Ideas
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others: Partnering
Describe usage: TO REINFORCE INFORMATION THAT IS PRESENTED
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others: Teacher Prompting
Describe usage: TO REINFORCE INFORMATION THAT IS PRESENTED
Other techniques used:
GROUPING
MINI LESSON:
ER/AVOIR/ALLER Verbs Worksheet, Vocabulary Powerpoint, Definite and Indefinite Article Partner work, food and drink vocabulary. / MATERIALS AND RESOURCES:
FRENCH REVIEW GAMES, IN-CLASS SKITS, VERB WORKSHEETS, SUBJECT PRONOUN PRACTICE WORKSHEETS, DIALOGUES, SENTENCE WRITINGS, PICTURE IDENTIFICATION, WRITING LIKES AND DISLIKES, INFO GAP ACTIVITIES, IDENTIFYING FOODS AND DRINKS.
CONTENT AREA READING:
READING SENTENCES AND CONJUGATING ER VERBS, READING ABOUT FRENCH FOODS AND DRINKS. READING AND ORDERING FROM A FRENCH MENU. READING A LIST OF THINGS THEY LIKE AND DISLIKE IN FRENCH. / INTERVENTIONS:
TEACHER GUIDED INSTRUCTION / ASSIGNMENTS:
Guided instruction, independent work, listening, speaking, reading & writing activities