Lesson Plans Madame McCrillis-- Room 106 Feb. 29-Mar. 4, 2016
French I (Periods 2&4)
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Y / Focus: I can spell school subjects. I can recall differences between education in France and in the U.S. I can ask and answer questions about how much I and others like certain school subjects.
Lesson Delivery: Take quiz over Voc4B; review education in France; correct txt, p. 120 ex. 12; correct wkbk, p.60; complete whole class communicative activity, surveying other stu. on how much they like specific school subjects.
Differentiation: Process: whole class communicative activity
Resources: C’est à toi text and workbook
Assessment: Faites cahier d’ex., pp.57-59
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Y / Focus: I can name school objects that I see in large graphics. I can understand some of what people say in a conversation when they are talking about familiar things. I can ask and give the time.
Lesson Delivery: Stu. respond to Qu’est-ce que c’est? Correct wkbk, pp.57-59; intro. Unité 4C txt,p.121 CD 4:19-20.
Differentiation: Process: use of large, colorful graphics to review vocabulary
Resources: C’est à toi text and workbook
Assessment: Traduisez le dialog, texte, p.122. Faites texte, pp.123-124 ex. 2,4
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Y / Focus: I can read simple information on familiar topics. I can ask and give the time.
Lesson Delivery: Stu. copy time sentences from SmartBoard and translate; correct and repeat; orally correct dialog transl.; correct ex. 2,4 at board; repeat times on transparency clock on the hour and ½ hour.
Differentiation: Process: use of manipulative transparency clock; stu. writing answers on board
Resources: C’est à toi text and workbook
Assessment: Écrivez l’heure 5x
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Y / Focus: I can recall differences between education in France and in the U.S. I can ask and give the time.
Lesson Delivery: Complete wkbk, p.61; repeat time sentences on SmartBoard; point out things to remember; correct wkbk, p.61; review #1-60 with flashcards; repeat times on transparency clock: hour, ½ hour, quarter hours; receive wksht for HW.
Differentiation: Process: use of number flashcards and manipulative transparency clock
Resources: C’est à toi text and workbook
Assessment: Faites le fiche d’ex.: l’heure
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Y / Focus: I can ask and give the time. I can ask and answer simple questions involving the time.
Lesson Delivery: Complete and transl. wkbk, p.62 and read texte, p.124; compare clock faces with partner; correct wkbk,p.62; review time with transp. clock; correct HW; class read p.124; explain HW;
Differentiation: Process: partner work and transparency clock
Resources: C’est à toi text and workbook
Assessment: texte, pp.125-126 ex.5,6,7
Lesson Plans Madame McCrillis-- Room 106 Feb. 29-Mar. 4, 2016
French II (Periods 1&8)
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Y / Focus: Ask and answer questions about feelings, emotions, and preferences
Lesson Delivery: Repeat Voc8B#1,2; orally correct dialog translation; practice with flashcards with partner; food graphic #40 stu. ans. ques. about preferences; correct txt,p.278 ex.3 with tcher-stu. Q&A; oral act. with partner; correct ex. 4&5 aloud; read aloud Aperçus Culturels, p. 277; discuss pâté and view photos.
Differentiation: Process: com. act. with partner, flashcards, use of large, colorful graphics to teach voc
Resources: C’est à toi text
Assessment: : Écrivez Voc8B #1&2 5x
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Y / Focus: Ask and answer questions about food. Identify some differences between eating habits in France and the U.S.
Lesson Delivery: Get back and correct test 8A; repeat Voc8B#1, 2; practice with flashcards; food graphic #40: respond to Qu’est-ce que c’est? and Aimes-tu…? Discuss pâté and view photos.
Differentiation: Process: use of flashcards and pair work
Resources: C’est à toi text and workbook,
Assessment: cahier d’ex. rouge, pp.127-128 ex.8,9,10
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Y / Focus: Identify some differences between eating and shopping habits in France and the U.S.
Lesson Delivery: Chorally read Voc8B#1,2; practice flashcards with partner; correct wkbk, pp. 127-128; get back fashion show grades; watch fashion show videos.
Differentiation: Process: use of flashcards and use of video to hear how well they speak French
Resources: C’est à toi text and workbook,
Assessment: Participation
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Y / Focus: Recall the names of specialty stores in France and state what they sell. Use the partitive article correctly when talking about food..
Lesson Delivery: Receive handout on specialty store vocabulary; repeat; PowerPoint: Allons faire les courses: respond to questions; repeat Voc8B#1; compete in Board Drills; copy notes on partitive article; explain; complete Food Basket conversation with tcher.
Differentiation: Process: use of large, colorful graphics and manipulatives to prompt conversation, use of kinesthetic group activity
Resources: C’est à toi text and workbook, PowerPoint: Allons faire les courses
Assessment: Étudiez pour l’interro: Voc8B#1
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Y / Focus: Use the partitive article and the definite article correctly when talking about food.
Lesson Delivery: Take quiz over Voc8B#1; review notes on partitive article; explain; complete Food Basket conversation with tcher; complete partitive article activity; correct; copy lists of when to use the partitive article vs. the definite article; compete in board drills.
Differentiation: Process: use of manipulatives, and realistic conversation to reinforce grammar and vocabulary.
Resources: C’est à toi text and workbook,
Assessment: Étudiez pour l’interro: Voc8B#2.
Lesson Plans Madame McCrillis-- Room 106 Feb. 29-Mar. 4, 2016
French III (Period 7)
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Y / Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: The Napoleonic Era
Lesson Delivery: Listen to Eroica by Beethoven; finish correcting answers; view and discuss works of art by Jacques-Louis David; take notes on Eroica and Napoleon’s tomb; copy what to study for test; watch Youtube videos on the French Revolution and Napoleon.
Differentiation: Content: integration of curriculum: French, history, classical music, art; use of creative music video clips to review French history
Resources: film: The Glory of France, Youtube videos
Assessment: Étudiez pour l’examen: Napoléon
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Y / Focus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: The Napoleonic Era and Alexandre Dumas
Lesson Delivery: Take test over Napoléon; take notes on Alexandre Dumas-Père; receive handouts and dictionaries to begin HW.
Differentiation: Process: use of authentic newspaper cartoons to better understand an author
Resources: film: Le Comte de Monte-Cristo
Assessment: Fiches sur Le Comte de Monte-Cristo
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Y / 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, about literary texts.
Lesson Delivery: Receive Voc. handouts and the Graded French Reader; look up voc.; get explanation on how to do homework; correct background HW answers.
Differentiation: Process: stu. taking responsibility for their own learning
Resources: Graded French Reader
Assessment: Couvrez le livre; Dantès: Lisez Ch. 1&2 et répondez aux questions (11).
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Y / Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions.
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; stu. read Ch. 2; correct answers.
Differentiation: Process: use of film to better understand the context of the literature.
Resources: Graded French Reader
Assessment: Écrivez Voc. Ch. 1-7 5x. Lisez Dantès, Ch. 3,4 et répondez aux questions (11).
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Y / Focus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions.
Lesson Delivery: Copy and translate SmartBoard notes: Les pronoms interrogatifs; correct; repeat Voc Ch. 1-7; point out verbs; read aloud Ch. 3; correct answers orally and with SmartBoard; stu. read aloud Ch. 4; correct answers orally and with SmartBoard.
Differentiation: Process: oral reading practice with literature
Resources: Graded French Reader
Assessment: Écrivez 16 phrases avec le vocabulaire; Lisez Dantès, Ch.5 et répondez aux questions (7).
Lesson Plans Madame McCrillis-- Room 106 Feb. 29-Mar. 4, 2016
Honors French IV (Independent Study)
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Y / Focus: INDEPENDENT STUDY
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Lesson Plans Madame McCrillis-- Room 106 Feb. 29-Mar. 4, 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. Understand the impact of the literature of the Archaic Period of Ancient Greece on Western Civilization.
Lesson Delivery: Discuss Idioms #96-100; read, view, and discuss the death of Patrocles and Hector, and Priam begging for his son’s body.
Differentiation: Process: use of critical thinking skills
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy,
Assessment: Study for Idiom quiz: #81-100
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Y / Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. Understand the impact of the literature of the Archaic Period of Ancient Greece on Western Civilization.
Lesson Delivery: Take Idiom quiz: #81-100; read, view, and discuss the death ofAchilles, the Trojan Horse; and after the war.
Differentiation: Process: use of critical thinking skills
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy,
Assessment: Participation
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Y / Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. Understand the impact of the literature of the Archaic Period of Ancient Greece on Western Civilization.
Lesson Delivery: Discuss Idioms #101-105; read overview of Iliad and Odyssey; point out on map locations of important sites; stu. guess then copy down which gods sides with Troy and Greeks; decide which character they’d most like to be in the Iliad; share; read aloud synopsis of Odyssey.
Differentiation: Process: use of imagination
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy, book, The Odyssey,
Assessment: Participation
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Y / Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. Understand the impact of the literature of the Archaic Period of Ancient Greece on Western Civilization.
Lesson Delivery: Discuss Idioms #106-110; listen to reading from The Odyssey; complete handout questions on The Odyssey; correct.
Differentiation: Process: use of critical reading skills
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, book, The Odyssey,
Assessment: Participation
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Y / Focus: Understand the meaning of common idioms and foreign language words and phrases in English usage. Understand the impact of the literature of the Archaic Period of Ancient Greece on Western Civilization.
Lesson Delivery: Discuss Idioms #111-115; Watch Youtube video The Odyssey; finish notes on Archaic Period; copy country settled by Greeks and discuss; watch Youtube video; review notes on Archaic Period; read and discuss some of Aesop’s Fables online.
Differentiation: Process: finding contemporary examples of the themes of Aesop’s Fables: critical thinking skills
Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, Youtube, Aesop’s Fables on Internet
Assessment: Participation