MEGE+Lesson+Plan+1

** Thursday November 3 ** ** Hours 2 and 4 ** ** 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! **
 * French 1 : ER verbs **


 * ** 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 ** ||
 * **How to conjugate ER verbs in French**
 * **The different subject pronouns**
 * **The first verb is conjugated then is followed by an infinitive** ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **The endings for ER verb conjugations**
 * **“When two verbs go walking the first one does the talking”**
 * **The translation of the ER verbs** |||| **What do you want students to be able to __do__?**
 * **Correctly conjugate ER verbs**
 * **Recognize the different subject pronouns** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**
 * **We will watch a video in French that incorporates many ER verbs. Students will listen and write down the different verbs they hear.** |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**
 * **Walk around and look at each student’s verb list to make sure they are hearing the vocabulary used in the video.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **Parler, préférer, détester, faire, aller, écouter, envoyer…**
 * **Qu’est-ce que tu aimes faire ?** |||| **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 aimes faire?** |||| **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:**
 * **White board**
 * **Worksheet (Révision), 20 questions**
 * **Smart board (video)** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Warm up: Ca va? Quel temps fait-il? || 3 ||
 * Correct yesterday’s homework (20 questions-Review). Have students write their answers on the board, go over it as a class. || 10 ||
 * Review the subject pronouns. Write them on the board and have students say what it means (je, tu, il/elle, nous, vous, ils/elles) || 3 ||
 * Review the ER verb endings. Write the ending next to the subject pronoun (e, es, e/e, ons, ez, ent/ent). Have students repeat the endings. Say it again a few more times but faster. Erase the queues on the board and have the students say it with their partner (say it three times through, try to see who can say it the fastest, backwards, ect). Come together and say it once more as a class.

Review the ER verbs on their vocabulary list using TPR. Lead the students by acting out a verb (hands over the hear for "ecouter", ect.) || 10 ||
 * Review “When two verbs go walking the first one does the talking”. Show them examples on the board (J’aime nager. Je déteste lire.) Compare it to English (I like to swim. I hate to read.) so students understand that the infinitive is also used in English. || 3 ||
 * Watch the video “Qu’est-ce que tu aimes faire?” 1 :56 ([])

The first time through, have the students just listen for the ER verbs or other vocabulary that is used. Watch it again a second time and have students write down the ER verbs they heard.

Have them name off the different verbs/vocabulary they heard and write it on the board. Point out some that they are missing. Did they hear any verbs that were conjugated?

Watch the video a third and final time through. This time, pause the video after an ER verb was said and have the students call out the verb. || 10 ||
 * Worksheet: Passetemps- Conversation (oral conversation with four different partners)

As a class, figure out what the three questions are asking. (Qu’est-ce que tu aimes faire? Avec qui ? Quand ?). Provide them with useful vocabulary on the board (avec mes amis, toute seule, avec ma famille, ect).

Remind them to speak in complete sentences! || 10 ||
 * Closing: Conjugate verbs with a partner. || 2 ||