MEGE+Lesson+Plan+2b

** French 2 ** ** Hours 1 and 3 ** ** Monday November 7 ** ** TPA Approved Lesson Plan Template ** ** This lesson Plan Template is a GUIDE. You are not required to use its format as long as you include all the elements here in your plan! **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**
 * COMMUNICATION **


 * Communicate in Languages Other Than English **
 * ** Standard 1.1: ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 * ** Standard 1.2: ** Students understand and interpret written and spoken language on a variety of topics
 * ** Standard 1.3: ** Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
 * CULTURES **


 * Gain Knowledge and Understanding of Other Cultures **
 * ** Standard 2.1: ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 * ** Standard 2.2: ** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
 * CONNECTIONS **


 * Connect with Other Disciplines and Acquire Information **
 * ** Standard 3.1: ** Students reinforce and further their knowledge of other disciplines through the foreign language
 * ** Standard 3.2: ** Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
 * COMPARISONS **


 * Develop Insight into the Nature of Language and Culture **
 * ** Standard 4.1: ** Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 * ** Standard 4.2: ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * COMMUNITIES **


 * Participate in Multilingual Communities at Home & Around the World **
 * ** Standard 5.1: ** Students use the language both within and beyond the school setting
 * ** Standard 5.2: ** Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

(What will you do? What do you expect students to do? Include set induction and closing.) ||  ** Time Allotment ** ** 48 minutes ** || Je me réveille. Je me lève. Je me déshabille. Je me douche. Je me lave avec du shampooing. Je me sèche. Je m’habille. Je me brosse les dents. Je me brosse les cheveux. Je me rase. Je me maquille.
 * **Reflexive verbs**
 * **Possessive adjectives agree with the object, not the person. (her brother = son frère)** ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **How to conjugate reflexive verbs**
 * **Vocabulary for different objects found in the bathroom (toothbrush)**
 * **Possessive adjectives** |||| **What do you want students to be able to __do__?**
 * **Correctly conjugate reflexive verbs**
 * **Recognize and understand the difference between the different possessive adjectives**
 * **Produce vocabulary and spell it correctly** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**
 * **We will do a Gouin Series so I can check the students understanding of the verbs.** |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**
 * **Magic boards show if students have a grasp on the vocabulary and if they are able to spell it correctly.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **Se raser, se déshabiller, se lever, ect.**
 * **Les objets de toilettes**
 * **C’est, ce sont…** |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**
 * **Learning vocabulary will be a highly interactive process. Students will constantly be engaged in language use during the class period to ensure acquisition. It will be taught both visually and aurally.** ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * **Qu’est ce que tu fais le matin?**
 * **How are possessive adjectives in French similar to English? How are they different?** |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Students who are struggling will have more one on one work with me. They will also occasionally be paired with gifted students so that the gifted students are able to teach them.**
 * **Gifted students will occasionally work together and be given more vocabulary to be incorporated in their conversation.** ||
 * **Materials/Resources Required:**
 * **Whiteboard**
 * **SmartBoard**
 * **Quiz**
 * **Magic board**
 * **Props for vocabulary (toothbrush, hairbrush)** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Bell work : Qu’est-ce que tu fais le matin ? (Have students write down a response on their own then ask a partner. Have some students share with the class) || 3 ||
 * Gouin Series with reflexive verbs.

Go through it twice with the students, acting out the verbs. The third time through, only act it out and have the students say the words. Finally, see if some students would like to lead it. || 10 ||
 * Magic boards : Objets de toilettes vocabulaire. Give students visual cues, pulling from the bin. Qu’est-ce que c’est? Pay attention to spelling! || 10 ||
 * Quiz: Reflexive verbs || 15 ||
 * Possessive Adjectives Powerpoint (may have to continue tomorrow) || 15 ||
 * Closing: Qu’est-ce que tu fais le soir? || 2 ||