MEGE+Lesson+Plan+4b




 * French 2 **
 * Tuesday, November 15 **
 * Imparfait Day 2 **

** 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 ** ||
 * The proper usage of the imparfait ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * When to use the imparfait
 * The endings for the imparfait |||| **What do you want students to be able to __do__?**
 * **Correctly conjugate verbs into the imparfait**
 * **Recognize vocabulary words** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**
 * **The class will be asked to give the imperfect endings.** |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**
 * **Students will use magic boards and write the French translation using the imparfait.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **Imparfait : ais, ais, ait, ions, iez, aient**
 * |||| **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.)**
 * **Quand tu étais plus jeune, qu’est-ce que tu faisais ?** |||| **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**
 * **Magic boards**
 * **Worksheet for students (oral activity)** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Warm up : Quels sports jouais-tu quand tu étais plus jeune? || 3 ||
 * Review imparfait endings : Point out that être is irregular. Point out how to tell the difference aurally between il était and ils étaient. Conjugate “manger” in the imparfait, note how it is a boot verb. || 10 ||
 * Vocabulary powerpoint: Review vocab from yesterday, add in a few more words. || 10 ||
 * Imparfait story: Have students fill in the blanks of how the verb should be conjugated. || 15 ||
 * Oral Activity: Hand out the worksheet (Personne A and Personne B), students must partner up with an opposite letter and ask each other the questions. Questions should be asked in the “tu” form, answered with “je” and then written down as “il/elle”. || 10 ||
 * Closing: Quand tu étais plus jeune, avec quels jouets jouais-tu? || 2 ||