WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name KING, ARIELLE Date 5-27-14 Length of Lesson 2 WEEKS Content Area FRENCH 2 Honors Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:Review for final and oral exam: Chapters 8, 9, 10, and 11: TRAVELING VOCABULARY, ER/IR/RE VERB CONJUGATIONS, IRREGULAR VERBS,BOUTIQUES AND CLOTHING WORDS IN FRENCH. CROIRE AND VOIR VERBS, IRREGULAR ADJECTIVES, COMPARATIVE ADJECTIVES, THE SUPERLATIVE IN FRENCH, DESCRIBE DAILY ROUTINE, RUNNING AND ACTIVITY VOCAB WORDS, REFLEXIVE VERBS, AND THE PRONOUN: QUI / 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.C: comprehend simple spoken conversations & written sentences in dialogs & short paragraphs.
12.1.1.S1.D:
Use simple sentence and question structures in speaking and writing.
• Memorized words
• Phrases
12.1.1.S2.C:
Comprehend simple spoken and written sentences using an expanded vocabulary in dialogs and short essays.
• Question formation
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: basic vocabulary and review grammatical structures for the final exam. Students will review chapter 10 (shopping vocabulary) and use it in original sentences and to express things that they like to buy and stores they enjoy going to. Students will describe the difference between French and American clothing styles, stores, and customer service. Also, students will review chapter 8 (train traveling vocabulary and grammar), and chapter 9 (outdoor activity vocabulay). Differences between staying in shape and activities in France vs. the USA. Students will learn how to write reflexive verbs and the pronoun qui. / 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 you conjugate an ER/IR/RE verb? How do you conjugate an irregular verb? What are the three steps? What are verbs? What are subject pronouns?
Describe your daily routine using three reflexive verbs.

VOCABULARY: ADJECTIVES DESCRIBING PEOPLE IN FRENCH, FRENCH VERBS AND WHAT THEY MEAN, FRENCH ACTIVITY AND DAILY ROUTINE VOCABULARY.

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
IDENTIFY FRENCH VERBS AND WHAT THEY MEAN.
CONJUGATE ER/IR/RE VERBS. IRREGULAR VERBS. IDENTIFY DIFFERENT VOCABULARY TERMS USED FOR DESCRIBING YOUR DAILY ROUTINE.
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: Brief in class writing prompt
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:
FRENCH CONJUGATION WORKSHEET, IR/RE VERB CONJUGATION PRACTICE, DESCRIBING PEOPLE AND THINGS IN FRENCH AND DAILY ROUTINE VOCAB. / MATERIALS AND RESOURCES:
ER/IR/RE VERB WORKSHEETS AND CONJUGATIONS, FRENCH DIALOGUES, POWERPOINTS AND VIDEOS, FRENCH DAILY ROUTINE ACTIVITIES, AND CREATING COMIC STRIPS OF DAILY ROUTINES.
CONTENT AREA READING:
WRITING AND READING DIALOGUES WITH A FRENCH PERSON. READING FRENCH ACTIVITY DESCRIPTIONS. / INTERVENTIONS:
TEACHER GUIDED INSTRUCTION / ASSIGNMENTS:
Guided instruction, independent work, listening, speaking, reading & writing activities