The Little Princeand the Passé Simple
Objectives
- SWBAT identify an unfamiliar grammatical structure (the passé simple).
- SWBAT create rules for the formationof the passé simple.
Standards
SL.PS5.IR.02 Draw conclusions and make inferences, supporting them with information from the text.
Read authentic texts with more abstract themes and ideas Identify main ideas and some supporting details on familiar and some unfamiliar topics
Identify significant ideas embedded in familiar contexts and connected to core academic content
Recognize and understand high-frequency idiomatic expressions
SL.PS5.IS.01 Create language, questions and strings of sentences to exchange ideas and to provide and obtain information.
SL.PS5.IS.03 Conduct a variety of transactions necessary for survival in the typical daily life of the target culture.
Demonstrate control of present time; partial control of another timeframe (future or past time)
Materials
- whiteboard
- printed copies of “Le Petit Prince”
- student laptops with internet access
Time
- 1 class period (50 minutes)
Assessment
- Oral: teacher asks questions of all students to check for comprehension
- Written: students complete a writing assignment for homework
Activities
Beginning of Lesson:
1. Review the vocabulary from Ch. 4-5by asking students to explain or translate different words. Go over the questions from the previous class.
2. Distribute vocabulary lists and questions from Chapters 6-7. Have students repeat the vocabulary words then write them in the blank spaces.
3. Read Chapter 6 aloud.
Middle of Lesson
4. Ask students to go through the chapter and underline all the verbs in Chapter 7. Above the verbs, they should identify the verb tenses using the following key: P = présent, PC = passé composé, I = imparfait. Ask students if they think they can identify any other verb tenses in the chapter. Elicit the response, “Passé simple.” Use PS for passé simple and S for subjunctive, if students locate the verb in the subjunctive.
5. Go over the verbs and tenses. Have a student write all the passé simple forms on the board.
6. Ask students to try and create the rules for making and using passé simple. Discuss that the passé simple is a literary past tense. Make a chart on the board for er/ir/re verbs and try to co-create the rules for using this tense. Ask students to identify the irregular verbs and see if they can guess the infinitives.
7. Ask students to access the website (this website is linked to their online assignment calendars). Read over the material aloud.
End of lesson
8. Instruct students to rewrite all the passé simple forms in the chapter as passé composé. Go over the answers aloud.
9. If time permits, watch a clip from the Petit prince musical and discuss the events at
10. Any additional time may be used by students to read the book and begin the questions.
Adaptations
- Students may use a French-English dictionary if necessary.
- Advanced students will be encouraged to speak and write more extensively and to expand on their ideas.
- Advanced students may continue reading ahead in the novel.
- Additional explanation in French will be provided to students who need it.
- Some translation of individual words or abstract concepts will be provided as needed.
Reflection
Thinking about last Friday, I still felt like I was doing too much talking and the students were doing too little. They did a lot more discussion than in the previous class but I need to find more ways to encourage them to interact with each other. We discussed all the questions today and I asked them lots more questions, so I did hear all of their voices significantly more. That included all the students, and not only the student who usually speaks up in class.
Due to the presidential elections in France over the weekend we got a little behind in the lesson plan because I wanted to talk to them about it for a bit. They had some idea that the elections were happening but did not know the name of the new president, though they remembered the former one. We discussed his political views and the “First Lady.” I got them talking and laughing a little bit but again I could have asked them more open-ended questions to hear their views.
One of the students is having a lot of trouble understanding the story. At the end of class I revealed to the students that they can actually find a copy of the book online in English. I am a little conflicted about this because I would prefer that they read in French, but I told them to please read the chapter in French at least twice before checking the English version. However like I said to the student it is stressful and not helpful to read and read and not understand anything, so I wanted to give them more ways to support their own learning. Using the English translation as a tool will be helpful for that student. I just hope they all continue to read the French version and not try to take the easy way out. The students nodded their heads and told me they understand why they should read it in French, and they said they would continue to read the French version. The student who was struggling looked really relieved after I told him about the English version so I think it was the right decision. He has had fewer years studying French than the others and his comprehension is behind, so being able to look at the English version from time to time will be an effective differentiation technique for him. Also he will still have to read and answer the questions in French from the handouts and participate in all the French language activities in class.