Lesson Plans Madame McCrillis-- Room 106 Feb. 16-19, 2016
French I (Periods 2&4)
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Y / Focus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can ask and answer questions about what others and I have.
Lesson Delivery: take quiz over Voc4A#1; repeat Voc4A#1,2; respond to Qu’est-ce que c’est? Où est pierre? Qui est devant/derrière toi? CORRECT WKBK, PP.51-53; intro. new verb avoir and avoir besoin de; review avoir faim et soif.
Differentiation: Process: teacher lead Q&A with classroom objectsto prompt responses
Resources: C’est à toi text and workbook
Assessment: texte, pp. 106-107 ex. 6,7,8
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Y / 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 life. I can ask simple questions and give simple responses.
Lesson Delivery: Repeat Voc4A#1&2; stu. practice flashcards with partner; Tcher-stu. Q&A on the following questions: Qu’est-ce que c’est? Montrez-moi… Où est Pierre? Qui est devant toi?; participate in board drills Voc4A#2; review Avoir, etc.
Differentiation: Process: use of manipulatives: flashcards and objects in the classroom; use of a kinesthetic game
Resources: C’est à toi text and workbook
Assessment: Étudiez pour l’interro: Voc4A#2
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Lesson Delivery: Get back quiz on Voc4A#1; take quiz on Voc4A#2; repeat conj. of avoir; Q&A with the questions: Qui a un crayon? Tu as faim/soif? When tcher holds up object they respond J’ai besoin d’un(e)_____; listen to song J’ai besoin d’un homme and count how many times they hear the word besoin; correct p. 106 ex.6 orally ex.7,8 at bd.
Differentiation: Content: use of an authentic contemporary song for a listening skill activity
Resources: C’est à toi text and workbook, Celine Dion CD
Assessment: texte, pp. 108-109 ex. 9,10,11 (Q&A)
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Y / 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 life. I can convey meaning using writing processes and presentation strategies.
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 partner; copy extra classroom voc. and look up meaning; correct and repeat;
Differentiation: Process: individual, partner, and whole class activities
Resources: C’est à toi text and workbook
Assessment: cahier d’ex., pp.54-55
Lesson Plans Madame McCrillis-- Room 106 Feb. 16-19, 2016
French II (Periods 1&8)
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Y / Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping.
Lesson Delivery: Watch the class’s fashion show videos; intro. to Unité8 txt, p. 262 ; listen and repeat; read aloud Aperçus Culturels; correct transl. Voc8A; repeat; get explanation of HW
Differentiation: Process: Listen to and watch videos of themselves performing and speaking French for better self-awareness and assessment.
Resources: C’est à toi text and audio CD’s
Assessment: Écrivez le Voc.8A 5x. Faites le texte, pp. 265-266 ex. 2,3,4,5 en phrases completes.
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Y / Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. Ask and answer questions about feelings, emotions, and preferences.
Lesson Delivery: Translate dialog p. 263 and copy conjugation of vouloir; repeat Voc8A; add four more words to list; repeat new voc. with food basket; correct dialog transl. repeat vouloir; correct ex. 2,5 @ board; correct ex. 3,4 orally; ans. question with food basket, Aimes-tu le poisson?
Differentiation: Process: use of manipulatives
Resources: C’est à toi text
Assessment: Créez 16 cartes Voc8A. Faites texte, pp.267-268 ex. 6,7
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Y / Focus: Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts: grocery shopping. Ask and answer questions about feelings, emotions, and preferences
Lesson Delivery: Repeat Voc8A; practice flashcards with a partner; respond to Qu’est-ce que c’est? with food basket; review vouloir; correct ex. 6,7 orally; complete communicative activity with partner using vouloir; intro. pouvoir; copy conjugation.
Differentiation: Process: use of manipulatives, and flashcards with partner
Resources: C’est à toi text
Assessment: texte, pp. 268-270 ex. 8,9
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Y / 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 vouloir and pouvoir in speaking and writing.
Lesson Delivery: Complete wkbk, pp. 121-122 then practice flashcards with partner; correct wkbk; repeat vouloir; , using vouloir each stu. create and say new sentence: Je veux…; repeat pouvoir; translate sentences using pouvoir; orally correct ex. 8,9; complete with partner pouvoir communicative activity
Differentiation: Process: partner activities with flashcards and Q&A
Resources: C’est à toi text and workbook
Assessment: Cahier d’ex. rouge, pp.123-125
Lesson Plans Madame McCrillis-- Room 106 Feb. 16-19, 2016
French III (Period 7)
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Y / Focus: I can use the past tense of être verbs in speaking and writing.
Lesson Delivery: French email: underline verbs in past tense; read aloud; translate; practice with flashcards as a class and in pairs; copy and complete test review activity; correct; correct HW translation sentences.
Differentiation: Process: Use of flashcards and working in pairs
Resources: French First Year Second Edition Workbook
Assessment: Étudiez pour l’interro: les infinitifs et les participes passés
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Y / Focus: I can use the past tense of être verbs in speaking and writing.
Lesson Delivery: Take quiz over inf. and past part.; complete Enquête whole class communicative activity; play group game: Le Jeu aux Dés.
Differentiation: Process: communicative activity with partner, group grammar game with manipulatives
Resources: French First Year Second Edition Workbook
Assessment: Étudiez pour l’examen: le passé composé avec être,
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Y / Focus: I can use the past tense of être verbs in speaking and writing.
Lesson Delivery: Take test over le passé compose avec être; copy mnemonic device for remembering être verbs; receive handout assignment «Mon Journal.»
Differentiation: mnemonic device to remember grammar
Resources: French First Year Second Edition Workbook
Assessment: Pour mardi: Mon Journal Intime
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Y / Focus: Plan a range of texts by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns. Revise and edit texts using tools that promote reflection on meaning, form, and mechanics.
Lesson Delivery: finish reading the assignment; sign out dictionaries; take notes on the pitfalls of writing in French; conjugate s’amuser; get back and correct test on passé compose with être.
Differentiation: Content: stu. view examples of poor writing and use critical thinking skills to discern how to correct it.
Resources: French First Year Second Edition Workbook
Assessment: Pour mardi: Mon Journal Intime
Lesson Plans Madame McCrillis-- Room 106 Feb. 16-19, 2016
Honors French IV (Independent Study)
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Lesson Plans Madame McCrillis-- Room 106 Feb. 16-19, 2016
Cultural Literacy (Period 5)
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Y / 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 enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history.
Lesson Delivery: Take Idiom quiz #41-60; review Artemis and listen to more stories; watch video clip on Greek gods; take notes on Hestia. Nike, and Heracles.
Differentiation: Process: review with Q&A and video clips
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, Youtube
Assessment: Write description ofGreek gods, goddesses, and hero 1x and the name 5x.
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Lesson Delivery: Discuss Idioms #61-65; write answer to question: If you were in a movie, what Greek god or goddess would you like to play? share; watch video clip #2 on gods and goddesses; compete in quiz bowl review; compete in board drills, spelling gods’ names, writing Greek alphabet.
Differentiation: use of flashcards; use of imagination and creative application of learning: putting oneself in the role of a Greek god
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies Assessment: Study for test over the Olympics, Greek alphabet, and Greek gods, goddesses, and a hero
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Lesson Delivery: Take test over Greek alphabet, the Olympics, and the gods; discuss Idioms #66-70; review periods of Greek history; take notes on the Archaic Period.
Differentiation: Process: application of learned idioms to their lives
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies
Assessment: Participation
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Lesson Delivery: Discuss Idioms #71-75; review Iliad and Odyssey; receive handout and read aloud “The Judgement of Paris;” Answer “What are the common stories of our time?” Read aloud “The Kidnapping of Helen” and the list of characters in The Iliad.
Differentiation: Process: critical thinking skills to compare past and present
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies
Assessment: Participation