French Lesson Plan Intern: Sylvia Choulagh Date: March 25, 2014 Class: French 2 Unit: Ch.

5 Major Focus of Chapter/Unit: Vocabulary Ch. 5 National Standards for Foreign Language Learning: Conversation: 1.1 Interpretive Language: 1.2 Communities 5.2 Unit Objective in terms of Function: N/A Instructional objective(s) in terms of functions of this lesson: Students will know: Vocabulary regarding objects used to get ready for the day Upon completion of this lesson, students will be able to: Recognize items that are used on a daily basis Utilize terms in context How students will be assessed: Students will be assessed during each activity. I will assess them by walking around during speaking activities and through their responses when checking classwork. Materials: Bien Dit book and notebook PowerPoint Notecards Handouts
CONTENT
a) Vocabulary recycle: new: recycle: new: recycle: new: Repeat after me, Open your notebook/book, Write it down, Vocabulary regarding food and quantities Vocabulary regarding items used on a daily basis Recognizing and utilizing vocabulary Recognizing and utilizing vocabulary consisting of items used on a daily basis Utilizing terms consisting of food Utilizing new vocabulary in context

b) Concepts c) Skills

My attitude(s) that I want to change: I feel that I am pretty enthusiastic and positive when teaching, so I would not change anything. Student attitude(s) that I want to change: I want to capture their interest for the lesson.

Time Sequence Transition from yesterdays lesson: We will do a speaking exercise consisting of foods and quantities that we previously learned. Todays Plan Activities Minutes: 5-10 min
THIS IS: This Activity is: This Activity features Standards: A warm up Communicative 1.1 1.2 Introduction: Students will ask questions regarding previous vocabulary weve learned about (quantities of food). Directions: Students will ask each other 3 questions regarding previous vocabulary. One partner will ask if the other has a certain item using expressions of quantity that we previously learned. (Do you have a bottle of water?) The other will respond to the question. (Yes I have a bottle of water.) Activity: (be as specific as possible) What will I do? What will the students do? Est-ce que tu as I will explain and write down Students will partner up and ask examples of the questions and each other questions. One responses students will use. I partner will ask if the other has a will walk around to monitor certain item and the other will progress. I will then call on respond. They will share the students out loud to share. answers out loud after. Follow up: Quest ce que tu as fait ce matin ? xx mins. xx mins.

xx mins.

xx mins.

2)

Minutes: 5-10 min

xx mins. xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: Anticipatory Set Communicative 1.1 1.2 Introduction: I will ask students in French what they did in the morning. This will introduce what we will be learning. Directions: I will ask students what they did in the morning (wake up, brush their teeth, shower, etc.) They may respond in English. Activity: (be as specific as possible) What will I do? What will the students do? Quest-ce que tu as fait ce I will ask each individual Each student will to my question matin? student what he/she did in the in English. morning (in French). I will then ask them what they think the lesson will be about. Follow up: Vocabulary

xx mins.

3)

Minutes: 10-15 min

xx mins. xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: An explanation Mechanical 1.2 4.1 Introduction: Students will be introduced to new vocabulary regarding items used on a daily basis. Directions: I will show students a PowerPoint on the vocabulary for chapter 5. Activity: (be as specific as possible) What will I do? What will the students do? Vocabulary Ch. 3 p. 82 I will tell the students to get The students will take notes on their notebooks out. I will the new vocabulary. They will present the PowerPoint on repeat the vocabulary after me vocabulary to the students. I for pronunciation. will go over what each items means and make sure they are writing the terms down. I will then go over them again and go over pronunciation. Follow up: Bien Dit p. 160 ex.1

xx mins.

4)

Minutes: 5 min
xx mins. xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: An exercise Communicative 1.1 Introduction: Students will do an exercise in the book regarding vocabulary. Directions: Students will have a list of items in which they will have to choose the one that does not belong. Activity: (be as specific as possible) What will I do? What will the students do? Bien Dit p. 160 ex.1 I will explain the directions to The students will do the the students. I will walk around exercise on vocabulary. They to monitor progress. We will will provide the answer and check the answers out loud. I reasoning if called on. will ask students why they chose the answer they did. Follow up: Note cards

xx mins.

5)

Minutes: 10-15 min

xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: An activity Communicative 1.1 1.2 Introduction: Students will do an activity regarding the vocabulary from the lesson. Directions: Students will partner up and they will have notecards with terms and pictures. They will have to match the correct term with each picture. They will switch the set of cards with another group once finished. Activity: (be as specific as possible) What will I do? What will the students do? Notecard activity I will pass out the note cards The students will pair up the and explain the directions to terms with the correct pictures. the students. I will walk around They will say the terms out to monitor progress. I will tell loud as they match each one. them to exchange cards with They will switch the set of cards another group after a few with another group once I say minutes. to. Follow up: Speaking

xx mins.

xx mins.

6)

Minutes: 5-10 min

xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: An activity Communicative 1.1 1.2 Introduction: Students will do a speaking exercise regarding the vocabulary. Directions: Students will each have a sheet of paper with two boxes of different items. Each partner will take turns asking if his/her partner has a certain item. They will respond by saying yes I have (item) or no I dont have (item). Activity: (be as specific as possible) What will I do? What will the students do? Speaking exercise: Est-ce que I will pass out the papers and Students will ask each other tu as? explain the directions. I will about the items they have. walk around to monitor They will use est-ce que tu student progress. as The partner will respond according to the picture. Follow up: Sponge Activity

xx mins.

xx mins.

7)

Minutes: 5-10 min

xx mins. xx mins. xx mins.

THIS IS: This Activity is: This Activity features Standards: An exercise Mechanical 1.2 Introduction: Students will be given a worksheet regarding chapter 5 vocabulary. Directions: The worksheet will have pictures of the vocabulary. The students have to write in the correct fruit/vegetable that corresponds. Activity: (be as specific as possible) What will I do? What will the students do? Vocabulary exercise I will hand out the worksheets The students will complete the and explain directions. I will worksheet. It will be homework walk around to monitor their if it is not finished in class. progress. Follow up: End of lesson

xx mins.

Closing Lead into tomorrows lesson: More vocabulary regarding reflexive verbs Assignment for tomorrow: Worksheet on vocabulary