Lesson Plans
August 31st through
September 4th
AP FRENCH Language, 1st block blue days
NOTE: This student has independent study for the most part
Day One, Tuesday, September 1st
Curriculum Standards
MLVINT1C Demonstrate comprehension of level-appropriate material
MLV.IP2D Use self-correction
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support indidivual learning and contribute to the learning of others.
Student will be typing answers on the word processor
EQ/GQ
Comment est-ce que la lecture peut te préparer pour l’examen de AP?
Assessments
Warm-up on verb synopsis
Instructional Plan
Le monstre dans le Metro, reading chapters 5 and 6
Reading comprehension exercises pages 23-25 and 28-32
Summary: Student will write a 2 sentence summary in French of the main events of Chapters 5 and 6
Enrichment/Remediation/Differentiation
Instructor will check with student to see if he has understood the reading, and if he needs help with the exercises.
Student will be assigned a quiz on the story for Thursday, Sept. 3rd
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Day Two, Thursday, September 3rd
Curriculum Standards
MLVINT1C Demonstrate comprehension of level-appropriate material
MLV.IP2D Use self-correction
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support indidivual learning and contribute to the learning of others.
Student will be typing answers on the word processor
EQ/GQ
Comment est-ce que la lecture peut te préparer pour l’examen de AP?
Assessments
Summative Test on Monstre dans le metro
Instructional Plan
Le Gorille d’Anniversaire—chapter 1
Summary: Write a 1-2 line sentence in French about this first chapter
Enrichment/Remediation/Differentiation
Copy vocabulary on page 71
Exercises A, B, C, D, E, F pages 71-75
Betsey Ellingsen
Lesson Plans
August 31st through September 4th
Honors French IV, 1st block blue days
Day One, Tuesday, September 1st
Curriculum Standards
ML4IP2D Use self-correction
ML4IP2A Participate in oral and written activities reflecting the present, with some usage of the past and future tenses
Technology Standards
Video on French speaking countries
EQ/GQ
Etes-vous à l’aise avec tous les temps du verbes que nous étudions?
Assessments
warm-up on irregular future stems and conditional tense
Summative Test on all review material since 8/10
Instructional Plan
Test
Vocabulary: all the careers
Reading Comprehension Questions on page 130, ex. 1-4—copy for handout, due on Thursday
Summary: Write in French on TOD card one thing you envision seeing yourself do in the future
Enrichment/Remediation/Differentiation
ReviewVocabulary Tu n’as qu’à to il vaudrait mieux que
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Day Two, Thursday, September 3rd
Curriculum Standards
ML4IP2D Use self-correction
ML4CCC3B Compare linguistic elements of the target language and English, such as the different structures used to express time, tense, and mood
Technology Standards
Some sort of video lesson on the subjunctive if it can be found
EQ/GQ
Qu’est-ce que c’est le subjonctif et pourquoi est-ce c’est si important?
Assessments
Warm-up on the conditional tense
Instructional Plan
Vocabulary: requesting information
Go over reading comprehension questions
Review Subjunctive mood—will and necessity; introduce the subjunctive after possibility with Il se peut que and Il est possible que
Summary; Write on subjunctive sentence in French on TOD card.
Enrichment/Remediation/Differentiation
Textbook introduction to French-speaking African countries pages 122-127
Textbook pages 132-133
Betsey Ellingsen, Lesson Plans
August 31st through September 4th
Honors French III, 1st block white days
Day One, Monday, August 31st
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Pourquoi est-ce c’est important de savoir un petit peu d’un province français?
Assessments
Warm-up on the imparfait
Instructional Plan
Vocabulary: expressing indecision and making recommendations
Translation of pages 6 and 7 #1—Jenny, #2—Jessica and Darien, #3 Sandy, #4 Elizabeth, #5 Chinwe #6 Taylor
Students will pick a province to study: Alsace, Champagne, Bretagne, Normandie, Provence, Touraine, Burgogne
Summary: Write down 3 sentences in French using the imperfect tense.
Enrichment/Remediation/Differentiation
Review vocabulary from asking and describing what a place was like
Workbooks, pages 4 and 5, ex. 5 and 7, skipping 6
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Day Two,Wednesday, September 2nd
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Pourquoi est-ce c’est important de savoir un petit peu d’un province français?
Pourquoi est-ce que vous devez distinguer entre le passé compose et l’imparfait?
Assessments
warm-up on passé compose and imperfect—components of: ex. The passé compose is a ______tense which is comprised of______parts: the ______and the______., etc.
Instructional Plan
Vocabulary on foods from les entrees to le poulet haricots verts
Introduce use of Si plus imperfect to indicate “How’s about doing something?
Passing out Province questions.
Doing research on laptops in classroom about their provinces.
Summary: Write down on TOD card 1 fact you have learned about your specific province.
Enrichment/Remediation/Differentiation
Review: Vocabulary: expressing indecision and making recommendations
Workbook, page 4, ex. 6.
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Day Three, Friday, September 4th
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Pourquoi est-ce c’est important de savoir un petit peu d’un province français?
Pourquoi serait-il necessaire de savoir la nourriture française?
Assessments
Warm-up on foods
Instructional Plan
Vocabulary: rest of foods tom la salade vert through les tartes aux fruits
Work on laptops researching provinces of France
Enrichment/Remediation/Differentiation
Review: Vocabulary on foods from les entrees to le poulet haricots verts
Summary: Illustration and labeling of 8 French foods from vocabulary list
Betsey Ellingsen
Lesson Plans
August 31st through September 4th
Honors French III, 3rd block daily
Day One, Monday, August 31st
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Est-ce que vous pouvez distinguer entre le passé compose et l’imparfait?
Qu’est-ce que vous vous souvenez du subjonctif?
Assessments
Warm-up on imperfect verbs yet again!
Instructional Plan
Textbook, pages 10-14
Enrichment/Remediation/Differentiation
after lunch group work on provinces
Summary: TOD, page 13, ex. 16 in textbook
Day Two, Tuesday, September 1st
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ—
Comment est-ce qu’on indique “some ou part of” en français?
Assessments
Warm-up on indefinite, definite articles
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Instructional Plan
Review use of partitive (positively and negatively)
Enrichment/Remediation/Differentiation
after lunch group work on provinces
Summary: On TOD cards write the following. I want some fruit pies and I don’t want any fruit pies.
Day Three, Wednesday, September 2nd
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Qu’est-ce que vous allez apprendre des 3 province aujourd’hui à votre avis?
Assessments
Warm-up on partitive
Instructional Plan
3 Presentations of Province group work
Textbook, reading pages 14 and 15
Enrichment/Remediation/Differentiation
Exercises on pages 14 and 15, ex. 20-23
Summary: Write down 1 fact per province that you learned today during the presentations
Day Four, Thursday, September 3rd
Curriculum Standards
ML4IP2E Begin to self-correct
ML3CUIC Investigate the role of geography in the history and development of the culture(s) studies
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Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Qu’est-ce que vous allez apprendre des 3 province aujourd’hui à votre avis?
Assessments
Warm-up derived from page 19, ez. 32 Au diner
Instructional Plan
3 Presentations of Province group work
Enrichment/Remediation/Differentiation
Give brief presentation about rivers , major bodies of waer, and mountain ranges in France.
Summary: Write down 1 fact per province that you learned today during the presentations
Day Five, Friday, September 4th
Curriculum Standards
ML4IP2E Begin to self-correct
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Using go.hrw.com to review chapter 1.
EQ/GQ
Pourquoi pensez-vous qu’il est important d’etre raisonnable?
Assessments
Warm-up derived from page 24, ex. 1.
Instructional Plan
Reading: Il faut etre reissonable on pages 20-22
Enrichment/Remediation/Differentiation
Textbook, page 25, ex. 4 and 5
Summary: Write down 1 sentence in French that you remember about today’s story.
Betsey Ellingsen
Lesson Plans
August 31st through September 4th
French II, 4th block daily
Day One, Monday, August 31st
Curriculum Standards
ML2IP2B Demonstrate comprehension of material
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Combien de verbes conjugués est-ce qu’on peut avoir dans une phrase française?
Assessments
Warm-up on LCD projector dealing with complementary infinitives
Instructional Plan
Review of complementary infinitives
Textbook, pages 8-18
Introduction of IR verbs
Summary: On the TOD card write down how many conjugated verbs one can have in a French sentence.
Enrichment/Remediation/Differentiation
Practice for tomorrow’s vocabulary test
Day Two, Tuesday, September 1st
Curriculum Standards
ML2IP2B Demonstrate comprehension of material
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Warm-up on LCD projector on ER verbs in anticipation of learning IR verbs
Comment est-ce que vous allez me montrer que vous avez bien étudié pour l’examen de vocabulaire d’aujourd’hui?
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Assessments
Summative Exam on Chapter 1 Vocabulary
Instructional Plan
Vocabulary Test
Introduction of Commands, tu and vous forms
Enrichment/Remediation/Differentiation
Summary: Conjugate an IR verb on your TOD card.
Day Three, Wednesday, September 2nd
Curriculum Standards
ML2IP2B Demonstrate comprehension of material
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Comment est-ce que votre connaissance des conjugations des verbes qui terminent en ER pourraient vous aider a apprendre les verbes qui terminent en IR?
Assessments
Warm-up on LCD projector on command forms
Instructional Plan
Textbook, pages 15-16,
Summary: Writing assignment. On your TOD card: Je vais au Quebec or a la Martinique. Say what you are going to take in your suitcase, utilizing the future proche and your vocabulary from chapter 1.
Enrichment/Remediation/Differentiation
Workbooks page 4, ex. 7
page. 7, ex. 14 and p.8, ex. 15
Day Four, Thursday, September 3rd
Curriculum Standards
ML2IP2B Demonstrate comprehension of material
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
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EQ/GQ
Combien de formes est-ce qu’il y a en français pour donner des commandes?
Assessments
Warm-up on LCD projector on IR verbs
Instructional Plan
Workbooks page 6, and 7, exercises 11, 12 and 13
Enrichment/Remediation/Differentiation
Summary: Write 3 IR commands on the TOD card and 3 negative commands
Day Five, Friday, September 4th
Curriculum Standards
ML2IP2B Demonstrate comprehension of material
Technology Standards
T2 Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
EQ/GQ
Qu’est-ce que vous vous souvenez du futur proche?
Assessments
Warm-up on LCD projector on command forms
Instructional Plan
Workbooks, pages 10-11, ex. 20, 21, and 22
Enrichment/Remediation/Differentiation
Go over workbook exercises from yesterday, pages 6 and 7, ex. 11, 12, and 13
Summary: Write 3 things you are going to do this weekend and 3 things you are not going to do on TOD card
Upcoming events:
Reading pages 22-23 plus reading comp. questions
Warm-ups from page 26, ex. 8—Tuesday, 9/8
Page 27, ex. 9 and 10—9/9, and 11—9/10
What’s on the test on Wednesday, 9/9
Test on Chapter 1 on Thursday, September 10th
Begin Chapter 2 on Friday, 9/11