Learning Experience Plan

Subject: French Grade level: 9th

Unit: Conjugations Length of LEP (days/periods/minutes): 1 week/everyday/45 mins

Topic: 4 Common Irregular Verbs

Content Standards: Standard 1: Students will be able to use a language other than English for
communication.

Standard 2: Students will develop cross-cultural skills and understandings.

Literacy Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Worksheets that students will fill in the blank and
Conjugate the verb avoir conjugate avoir with the given pronoun. Collected
Convert into sentences end of class. They will also write the conjugation of
Write sentences avoir using all pronouns 10 times each for homework.
Collected the following day.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students will stay after school if Students will recognize the way Students can begin to formulate
they feel that they need help avoir is used in sentences by their own sentences using avoir.
with the homework assignment. correctly identifying them in
sentences.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This applies to English when students learn the conjugation of verbs, and understand the function of
irregular verbs as well.

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Do Now: Students will be asked to write a sentence about what they like to do during the
day.

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 Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

I will then ask if they had a struggle formulating a sentence because their vocabulary is
limited. This will then ;ead into our topic we are learning this week, which are the four most
common irregular verbs.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

I will ask students what an irregular verb is, so that they can understand why the four verbs
we are learning today cannot be conjugated the same as regular verbs. Then we will focus on
the first verb which is avoir.

Direct Instruction (input, modeling, check for understanding)

I will ask students to take notes as we learn the verb avoir. I will give the meaning of the verb
(to have.) I will then ask them to repeat the word after me and repeat this twice so they
know the right pronunciation. Then, as they write down, I will write the conjugations of avoir
for I, you, he/she, we, you(formal), and they. I will also explain how avoir with expressions
work and that it does not just mean to have something, but to also have a feeling like
hunger, hotness, and fatigue.

Guided Practice (how students will demonstrate their grasp of new learning)

We will watch a short video that supports modality for the learners in the classrooms who
need a visual in order to understand. We will see how the verb avoir is used in sentences.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will be asked to complete a worksheet where they need to fill in the blank with the
correct conjugation of avoir to the pronoun in each sentence. Then, I will have objects to
pass around to the classroom; some may be in a group of two or more. I will have an item as
well. Sue to prior knowledge of nouns, students will be asked to say in French what the
person is holding. I will pick on students through random selection.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will hand in one sentence using the word avoir conjugated with any pronoun, and
use nouns to follow the verb.

References: https://www.youtube.com/watch?v=xYEDDzCwO2E

https://www.youtube.com/watch?v=sA82J16mNfU

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 Learning Experience Plan
Subject: French Grade level: 9th

Unit: Conjugations Length of LEP (days/periods/minutes): 1 week/everyday/45 mins

Topic: 4 Common Irregular Verbs

Content Standards: Standard 1: Students will be able to use a language other than English for
communication.

Standard 2: Students will develop cross-cultural skills and understandings.

Literacy Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Worksheets that students will fill in the blank and
Conjugate the verb tre conjugate tre with the given pronoun. Another
Convert into sentences worksheet will determine when to use tre and when
Write sentences to use avoir. Collected end of class. They will also
write the conjugation of tre using all pronouns 10
times each for homework. Collected the following
day.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students will stay after school if Students will recognize the way Students can begin to formulate
they feel that they need help tre is used in sentences by their own sentences using tre.
with the homework assignment. correctly identifying them in
sentences.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This applies to English when students learn the conjugation of verbs, and understand the function of
irregular verbs as well.

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Do Now: Students will be asked to write in their notebooks I am _____ and I am a boy/girl.

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 Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

I will tell them that they will soon be able to write these two sentences in French

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

We will remember that irregular verbs cannot follow the conjugations for ER, IR, and RE
verbs no matter what their endings are. So we must keep in mind to focus on the
conjugations of tre because it is something that just has to be memorized

Direct Instruction (input, modeling, check for understanding)

I will ask students to take notes as we learn the verb tre. I will give the meaning of the verb
(to be.) I will then ask them to repeat the word after me and repeat this twice so they know
the right pronunciation. Then, as they write down, I will write the conjugations of tre for I,
you, he/she, we, you(formal), and they. I will also explain how tre and avoir are commonly
mistaken for one another, so we will now learn the difference.

Guided Practice (how students will demonstrate their grasp of new learning)

We will watch a short video that supports modality for the learners in the classrooms who
need a visual in order to understand. We will see how the verb avoir is used in sentences.
And then we will see how tre works in a sentence to understand the difference

Independent Practice (what students will do to reinforce learning of the lesson)

Students will be asked to complete a worksheet where they need to fill in the blank with the
correct conjugation of tre to the pronoun in each sentence. They will also complete another
worksheet that will test their abilities to determine whether to use avoir or tre in a specific
sentence. Finally, students will write three sentences about themselves using the verb tre.

For homework, students will write the conjugation of tre ten times, so that they can build
their memory on these conjugations

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will hand in one sentence using the word tre conjugated with any pronoun, and
use nouns to follow the verb.

References: https://youtu.be/eHcp_cfB4eU , https://youtu.be/aPgtmS0-gFk

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 Learning Experience Plan

Subject: French Grade level: 9th

Unit: Conjugations Length of LEP (days/periods/minutes): 1 week/everyday/45 mins

Topic: 4 Common Irregular Verbs

Content Standards: Standard 1: Students will be able to use a language other than English for
communication.

Standard 2: Students will develop cross-cultural skills and understandings.

Literacy Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Worksheets that students will fill in the blank and
Conjugate the verb aller conjugate aller with the given pronoun. Collected end
Convert into sentences of class. They will also write the conjugation of aller
Write sentences using all pronouns 10 times each for homework.
Collected the following day.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students will stay after school if Students will recognize the way Students can begin to formulate
they feel that they need help aller is used in sentences by their own sentences using aller.
with the homework assignment. correctly identifying them in
sentences.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This applies to English when students learn the conjugation of verbs, and understand the function of
irregular verbs as well.

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Do Now: Students will be asked to write about the picture displayed on the projector. It is a

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 business man going to work

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

When I ask students where he is going, we will move into the lesson

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

Students will recognize that this is another irregular verb, so it cannot be conjugated as an ER
regular verb no matter what the ending is

Direct Instruction (input, modeling, check for understanding)

I will ask students to take notes as we learn the verb aller. I will give the meaning of the verb
(to go.) I will then ask them to repeat the word after me and repeat this twice so they know
the right pronunciation. Then, as they write down, I will write the conjugations of aller for I,
you, he/she, we, you(formal), and they.

Guided Practice (how students will demonstrate their grasp of new learning)

We will watch a short video that supports modality for the learners in the classrooms who
need a visual in order to understand. We will see how the verb aller is used in sentences.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will complete a short worksheet that exercises the conjugations of the verb aller.
Then, I will place pictures of places around the world (Tokyo, France, Quebec, and Rome) and
students will select a piece of paper that writes where they go. The other students will say
aloud using aller what country their peer is vacationing in. There will be groups of one or
more so that all the pronouns with conjugations of aller are being practiced.

Students will also complete a worksheet that practices more examples of aller with the use
of role-playing

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will hand in one sentence using the word aller conjugated with any pronoun, and
use nouns to follow the verb.

References: https://youtu.be/J8bI73Hkb6A ,

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 Learning Experience Plan
Subject: French Grade level: 9th

Unit: Conjugations Length of LEP (days/periods/minutes): 1 week/everyday/45 mins

Topic: 4 Common Irregular Verbs

Content Standards: Standard 1: Students will be able to use a language other than English for
communication.

Standard 2: Students will develop cross-cultural skills and understandings.

Literacy Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Worksheets that students will fill in the blank and
Conjugate the verb faire conjugate faire with the given pronoun. Collected end
Convert into sentences of class. They will also write the conjugation of faire
Write sentences using all pronouns 10 times each for homework.
Collected the following day.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students will stay after school if Students will recognize the way Students can begin to formulate
they feel that they need help faire is used in sentences by their own sentences using faire.
with the homework assignment. correctly identifying them in
sentences.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This applies to English when students learn the conjugation of verbs, and understand the function of
irregular verbs as well.

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Quote up on the board with the word with the word faire

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

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 Ask students to identify the verb in this sentence. Once they had completed this task, we will
move onto our last important irregular verb faire.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

Irregular verbs are conjugated differently than regular verbs.

Direct Instruction (input, modeling, check for understanding)

I will ask students to take notes as we learn the verb faire. I will give the meaning of the verb
(to do or make.) I will then ask them to repeat the word after me and repeat this twice so
they know the right pronunciation. Then, as they write down, I will write the conjugations of
faire for I, you, he/she, we, you(formal), and they. I will also explain to students that the verb
faire is used in French to express types of weather.

Guided Practice (how students will demonstrate their grasp of new learning)

We will watch a short video that supports modality for the learners in the classrooms who
need a visual in order to understand. We will see how the verb faire is used in sentences, and
how it is used for weather.

Students will complete the worksheet together, and we will go over the answers quickly.

Independent Practice (what students will do to reinforce learning of the lesson)

For review: we will play the game SPARKLE. Students will be lined up in front of the
classroom. I will say a sentence that uses any of the irregular verbs we have learned and
whoever starts, spells the correct conjugation of that verb with only the first letter (accent
marks must be mentioned as well). Whoever says the wrong letter, or is told SPARKLE by the
person before them, has to sit down, and is out of the game. The winner (last one standing)
wins a prize.

Students will complete the last of their homework packet, writing faire and its conjugations
10 times each

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Write four sentences that use each of the four irregular verbs.

References: https://youtu.be/LoF4zPteiaw , https://youtu.be/8cWkQ6UxNII

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 Learning Experience Plan
Subject: French Grade level:

Unit: Conjugations Length of LEP (days/periods/minutes): 1 week/everyday/45 mins

Topic: 4 Common Irregular Verbs

Content Standards: Standard 1: Students will be able to use a language other than English for
communication.

Standard 2: Students will develop cross-cultural skills and understandings.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will be asked to complete the exam. They Summative test for this weeks lesson
will:
Conjugate each of the four irregular verbs
including their meaning. They will also write three
sentences for each of the four verbs using three
different pronouns for each one.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students will be allowed extra Complete assessment fully Write a composition using all four
time on the test of the verbs into one paragraph
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This applies to English when students learn the conjugation of verbs, and understand the function of
irregular verbs as well. Tests their knowledge.

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

Any additional questions?

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

Direct Instruction (input, modeling, check for understanding)

Hand out exam

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 Guided Practice (how students will demonstrate their grasp of new learning)

Independent Practice (what students will do to reinforce learning of the lesson)

Students will complete the exam to the best of their abilities

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Exit Slip: What was good? What was bad? Did they learn the knowledge they were supposed
to during the week leading up to the test?

References:

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