Lesson One: Common Greetings

Standard:
MLI.CU1: The students develop an awareness of perspectives, practices, and the products
of the culture where the target language is spoken. The students:
A. Demonstrate knowledge of the contributions of the target culture(s) to civilization
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations, and
courtesies.

Essential Questions:
 How does who you are speaking with affect the language that is used?
 How does setting affect language?
 How do you determine when to use informal or formal speech?
 What are the biggest factors to consider when determining appropriate courtesies?

Learning Targets:
 Students will understand how to determine when to use formal or informal speech.
 Students will understand that different cultures will have different expectations for
politeness.
 Students will think about and understand the different factors that affect language use.
 Students will learn the vocabulary for the most common greetings and when to use them.

Key Concepts:
 Vocabulary related to greetings/goodbyes
 Formal vs. Informal speech

Hook: 7 minutes
Students will look at two different scenarios-a student meeting with a teacher/two friends
meeting for lunch. They will look for and make a list of the similarities and differences in the
initial greetings of these two interactions. Students will be directed to consider not only how the
language used is different, but their body language (handshakes vs. hugs etc.). How does a shift
in language make a situation more formal or informal? Students will be asked to share the
aspects of the two situations they found to be similar or different.

Link to prior knowledge:

French is similar to English in that there is different language that you use for formal or
informal settings. The same factors that determine whether a situation is formal or informal in
English also apply to French.

Opening Activity: 5 Minutes

Students will watch a video clip of a native speaker introducing the new vocabulary
related to greetings(FrenchPod101-Greetings). They will be instructed to write down the
vocabulary as it is introduced and to pay special attention to the pronunciation of the words. Was
there anyone in the class familiar with these phrases, and if so how were they introduced to
them?
https://www.youtube.com/watch?v=lhUUXZxglG4&t=110s

Direct Instruction: 7-10 minutes

A PowerPoint will be used to review the vocabulary introduced in the video as well as the
appropriate time to use each of the five expressions. Choral response will be explained. I will say
the expression out loud and repeat the definition of the word/when it is used. I will say the word
a second time after the definition. The students will then repeat the word out loud themselves.
Once all of the expressions have been reviewed in this way students will be prompted with the
word written on a PowerPoint slide. They will attempt to recall the pronunciation and meaning of
the five expressions on their own.

Assessment:
Students will be prompted with the English word/phrase to repeat the French equivalent.

Activity: 20 minutes
Students will be given a worksheet to complete. The first half of the worksheet is
matching. Students will match the word with the correct meaning. To complete the second half
of the worksheet students will work with a partner to create examples where it would be
appropriate to use each of the expressions. Once the students have completed the worksheet we
will review the correct answers for the matching portion. They will then be asked to share the
examples they created for each expression. Volunteers will be asked to do a short skit using the
example of their choice.

Assessment:
The worksheet will be used to check for understanding.

Closer: 5 minutes
Students will be asked to brainstorm other expressions or greetings they use in English
when meeting someone new (My name is…How are you…etc.) This will lead into the lesson for
the next day.
 French Greetings
Match the expression with the correct meaning

A. Salut

B. Bonjour

C. Bonsoir

D. Au Revoir

E. À Bientôt

1. A phrase for goodbye that can be formal or informal__________

2. Literal meaning is “good evening”_________

3. An informal way to say hello or goodbye____________

4. A formal way to say goodbye__________

5. A formal way to say hello____________

Give an example for when you would use each of the above phrases:
 Lesson Two: Common Courtesies

Standard:
MLI.CU1: The students develop an awareness of perspectives, practices, and the products
of the culture where the target language is spoken. The students:
A. Demonstrate knowledge of the contributions of the target culture(s) to civilization
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations, and
courtesies.

Essential Questions:
 How does who you are speaking with affect the language that is used?
 How does setting affect language?
 How do you determine when to use informal or formal speech?
 What are the biggest factors to consider when determining appropriate courtesies?

Learning Targets:
 Students will understand how to determine when to use formal or informal speech.
 Students will understand that different cultures will have different expectations for
politeness.
 Students will think about and understand the different factors that affect language use.
 Students will understand phrases related to common courtesies.

Key Concepts:
 Vocabulary related to greetings/goodbyes
 Formal vs. Informal speech
 Vocabulary related to common courtesies

Hook: 7 minutes
Students will watch a short clip from the French version of the song “Belle” from Beauty
and the Beast. They will listen for the use of different greeting expressions that were introduced
the day before and make a list to be shared with the class.

Link to Prior Knowledge:

Review expressions introduced the previous day. Ask students for examples of other
expressions related to greetings.

Opening Activity: 5 minutes

Students will watch the video “Je m’appelle en chanson” to hear the pronunciation for the
conjugated forms of appeler (to name) in order to learn how to introduce themselves/other
people. Students will be asked to write the conjugated forms down.
https://www.youtube.com/watch?v=o3PVFqBrHVU
Assessment:
Students will use white boards to practice conjugation of appeler using the video and the
conjugation rules that have already been talked about in class. In response to a pronoun, students
will write the corresponding verb form.

Direct Instruction: 7-10 minutes

Pronunciation for appeler will be reviewed after watching the video. A short PowerPoint
will be used to introduce the following phrases related to greetings: Comment ça va (how are
you?) Ça va bien (it’s going well) Ça va mal (it’s going badly) and comme ci comme ça (so-so).
Students will also learn the difference between et tu and et vous (informal/formal for ‘and you’).
Students will repeat the words multiple times in order to practice pronunciation.

Application Activity: 25 minutes

Students will be given an index card with ten lines draw. A general script will be written
on the board to direct students one what to do for each conversation. Each student must talk to
ten different people. On the lines draw on the index card their speaking partner must initial as
well as write what role they wrote. Each person must be person A five times and person B five
times.
Person A: Greeting
Person B: Greeting
Person A: Introduce themselves and ask their partner their name
Person B: Answers and asks how they are doing
Person A: Answers and asks how they are doing as well
Person B: Answers and says goodbye
Person A: Says goodbye

Will regroup after all pairs are completed as see whether the students found these
conversations easier or harder than they had expected.

Assessment:
Quiz over greetings in the same format as the worksheet from the previous day.

Closure: 5 minutes
What other kinds of questions do they ask people when they only have a few minutes to
catch up? What other vocabulary topics do they think will be important to know in order to make
small take? Foreshadow the vocabulary that will be introduced in the rest of the unit (family,
days of the week, meals).
 Lesson Three: Family and Possessives

Standard:
MLI.CU1: The students develop an awareness of perspectives, practices, and the products
of the culture where the target language is spoken. The students:
A. Demonstrate knowledge of the contributions of the target culture(s) to civilization
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations, and
courtesies.

Essential Questions:
 How does who you are speaking with affect the language that is used?
 How does setting affect language?
 How do you determine when to use informal or formal speech?
 How do different cultures have different expectations regarding family?

Learning Targets:
 Students will understand when to use formal and informal speech when talking to family.
 Students will know the vocabulary related to family.
 Students will understand how to use possessives in French.
 Students will understand that different cultures have different beliefs regarding family.

Key Concepts:
 Vocabulary related to family
 Possessives
 French family culture

Link to Prior Knowledge:

Students will review the differences between formal and informal French to prepared for
how this connects to family.

Hook: 5 minutes
Think-Pair-Share: Why would different countries have different beliefs about family
structure? Does this change the way that people talk about family? Create a word map to
represent family members/ ideas related to family.

Direct Instruction: 10 minutes

A PowerPoint will be used to introduce the vocabulary related to family. Possessives will
be included in the slides to be introduced as well. The students will practice pronouncing each of
the following words:
 Mon père (my father)
 Ma mère (my mother)
  Ta soeur (your-informal- sister)
 Ton frère (your-informal-brother)
 Sa grand-mère (his/her grandmother)
 Son grand-père (his/her grandfather)
 Votre belle-mère (their/ your-formal- step mother)
 Votre beau-père (their/ your-formal- step father)
 Sa fille (his/her daughter)
 Son fils (his/her son)

English will not be included in these slides. Pictures will be put on the slides in place of the
English definition. (Included at end of document)

Students will be asked at the end if they noticed anything about the trend in the possessives
used. The PowerPoint will be cycled through again. Students will be instructed to pay attention
to the trend in possessives and will practice pronunciation of the vocabulary again. Focus will be
on repetition.

Assessment:
Thumbs up if students understand how possessives work
Thumbs side if they still have questions about possessives
Thumbs down if they do not understand how possessives work

Application Activity: 15 minutes

Students will be shown an example of a family tree on the board and will be given an
example of how family trees work. They will then be given blank sheets of paper. On this paper
they will recreate a family tree. It can be for their family, the family from a TV
show/book/movie, or a family that they have made up. Beside the names on the paper they will
write the family term that related to that person in French as well as the correct possessive
(ma/mon if they are doing their own family tree sa/son if they are doing the tree for fictional
family). Students will the pair with another student and explain the family tree they have drawn
to their partner. These trees will be used as a reference for family vocabulary in later activities.

Direct Instruction: 10 minutes

A picture lecture will be used to make comparisons between French and American family
culture. (Pictures at end of document)

Assessment: 5 minutes
Students will be given white boards in order to practice listening comprehension. I will
read out the vocabulary with different possessives. Students will write the English translation on
the white board and hold them up. Once the correct answer is given the entire class will practice
pronouncing the words together. This will be repeated for all of the new vocabulary words.
Closing:
Pronouns and the verbs avoir and être would have been introduced prior to this lesson
along with description vocabulary such as: kind, quiet, mean, small, large, and loud in addition to
the vocabulary related to common classroom objects. As their closer students will be asked to
write three complete sentences using the vocabulary/ grammar that was introduced today. They
will be given sample sentences on the board such as: Sa mère a un stylo. Son frère est grand. Ta
soeur a un sac.
 Lesson Four: Days of the Week

Standard:
MLI.CU1: The students develop an awareness of perspectives, practices, and the products
of the culture where the target language is spoken. The students:
A. Demonstrate knowledge of the contributions of the target culture(s) to civilization
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations, and
courtesies.

Essential Questions:
 How does time affect language?

Learning Targets:
 Students will know the vocabulary related to the days of the week.
 Students will know vocabulary related to morning, afternoon, night, week, and weekend
 Students will be able to describe completing actions on certain days of the week.

Key Concepts:
 Vocabulary related to days of the week
 Vocabulary related to general times of day

Link to prior knowledge:

This lesson will have students practice using the verb aller in complete sentences to
describe days they complete certain tasks.

Hook: 2 minutes
Do you have certain afterschool activities on specific days of the week? How do you
usually keep up with your schedule?

Direct Instruction: 10-15 minutes

Students will be given a blank calendar like the one below. It will also be projected on the
board. Today the class will fill in the calendar, introducing the words for the days of the week as
well as general time periods. Students will repeat the words multiple times before moving on to
the next day. We will also discuss the week as a whole and the weekend. The completed chart
will look like the one below.
 Lundi Mardi Mercredi Jeudi Vendredi Samedi Dimanche

Matin

Après-Midi

Soir

________________________La semaine________________ ____Le week-end__

Assessment:
To check for understanding of the pronunciation students will be prompted with the
English word to repeat the word in French.

Application Activity: 25 minutes

Prior to this activity students would have learned the verbs aller, avoir, and être. In each
of the squares students will work in pairs to write in an activity that would be completed. If the
students do not know the word for an activity they want to use WordReference will be available
for them to look it up. These activities can be completely made up and are intended for students
to practice writing. A running tally of words looked up will be written on the board to be shared
with the class. Students will be asked to share their examples with the class in French. Ex.
Samedi je vais au cinema. Sentences and examples will be reviewed.

Assessment:
Students must write two sentences with either avoir or être to be graded.

Closure: 5 minutes
Looking at the board of words that students looked up during the activity, what are some
other words or phrases do they think that would need to use regularly?
 Lesson Five: Meals

Standard:
MLI.CU1: The students develop an awareness of perspectives, practices, and the products
of the culture where the target language is spoken. The students:
A. Demonstrate knowledge of the contributions of the target culture(s) to civilization
B. Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations, and
courtesies.

Essential Questions:
 How does culture affect a person’s viewpoint on meals?
 Do different cultures have different traditions involving meals?

Learning Targets:
 Students will know the vocabulary related to meals
 Students will understand French traditions regarding meals
 Students will understand how meal culture in France is different than the US

Key Concepts:
 Vocabulary related to meals
 French meal culture

Link to prior knowledge:

Students will be asked to draw on their own traditions surrounding meals.

Hook: 3 minutes
Think-Pair-Share: Students will be prompted with a picture of food to think about their
habits when it comes to meals. What is the most important meal to them? Are there things that
they always do? Ex. Listen to music, talk to someone, go on social media etc. Students will then
share briefly with a partner.

Direct Instruction: 10- 15 minutes

Pictures will be shown on the board that represent breakfast, lunch, and dinner. The
French terms for these words will also be written on the board. Pictures will also be used to
introduced the ideas of the importance of fresh food/lunch in France. (Pictures included at end of
document) Students will also watch a brief section of this video:
https://www.youtube.com/watch?v=T6gMEG7Vz4E&t=277s
(3:19-5:17)

Assessment:
Thumbs up/ thumbs down to check for understanding
Application Activity: 20 minutes
Students were given the outline for a dialogue earlier in the week for greetings. Working
with a partner they will write a dialogue for a conversation between two family members
planning to go out for lunch. Dialogues must include the following:
 Greetings
 How are you + answers for both people
 Question- would they like to go out to eat
 Plan for a specific day
 Goodbyes
Assessment:
Students will 2-3 sentences in English over what difficulties that had writing the
dialogue/what made it easier

Closure:
Which viewpoint towards meals do you prefer? Do you think that the US could do
something like France in regards to school lunches? Why or why not?
Pictures for Family lesson:

(Father/son/grandfather)

(mother/daughter)

(grandmother)
(brother and sister)

Pictures for meal lesson:

(breakfast)
(Farmer’s marker-Paris, France)
(School lunch in France)