Unit 5 Checkpoint A

Le Temps 50 min

Standard 1: COMMUNICATION - Students will be able to use a language other than English to
communicate.
Standard 2: CULTURES - Students will develop cross-cultural skills and understandings.

ACTFL
Communication- Students will be able to communicate using the the three modes
Interpersonal: Students will be asking each other questions in french to illicit responses
Presentational: Students will present sentences about their peers before the class
Interpretive: Students will interpret audio/visual weather broadcast and interpret pictures
to gather meaning.

Communities- Students will be asking rapport building questions with multiple students
Comparisons-. The usage of Faire vs to be will be discussed when talking about weather.
The way dates are written in France vs. America will be discussed. Understandings of
Impersonal verbs in both languages.
Connections- This lesson connects with meteorology/news broadcasting.
Cultures- Students are exposed to various understandings of usage of dates, units of
measurement in France,

Student objectives:
Students will be able to identify weather vocabulary
Students will be able to form sentences using grammatical structures
Students will be able to identify the usage and forms of the impersonal verbs pleuvoir
and neiger.
Students will be able to determine weather conditions via pictures and audio visual
forecast

Essential Question: To what extent does weather influence culture?

Intro:For a hook I will being the class with by describing the weather outside in Plattsburgh. I
will go to the window, and state the weather, Aujourdhui Il fait. . . La temperature fait. . .dgres
(3-5 min)
Lesson body: I will display the 5B contextes photo and describe the weather. I will ask the
students what activities they are doing to help review faire and les loisirs. I will model the
weather sentence structures Il fait. . ., Il pleut/neige.
Using the same Image, I will pose questions to the students such as Pourquoi il y a de quatre
photos? Quest-ce que le significance de quatre? After they guess correctly the seasons I will
say the name of each one in French. Next, I will have them open their books to page 196-197 to
follow along. I will pronounce the vocab and have them repeat after me to help with
pronunciation. I will point out the months and their pronunciation as well. (10-15 min)
Unit 5 Checkpoint A
Le Temps 50 min

The next portion of the lesson will be focusing on practicing new vocabulary with multiple
activities. First, I will have the students work in pairs to complete act. 2 to answer all the
questions. (10 min) Then I will have volunteers share their answers. (3 min) Next, I will
transition into activity 4. This time they will choose a different person to interview and I will have
them choose 4 of the 8 questions to ask their partners (5-10 min) Next, I will have the students
complete an interpretive exercise using a real french weather forecast.I will tell them to write
down all the vocabulary they hear. I will play the activity twice (7-10 min). If I have extra time, I
will complete act 5.

Conclusion: I will wrap-up the class by giving a reminder of H.W. and that I will be available to
help since finals are approaching. I will also tell them to practice the new vocabulary over the
weekend and say Il fait. . . to describe the conditions

Lesson essentials: This lesson is heavy on vocabulary and active practicing. This lesson is
ideal to give peers the opportunity to support one another using scaffolding and MKOs. In
addition this lesson is very visual and it requires interpretation of pictures, video, and real-life
conditions into language. Therefore this lesson helps meet the needs of aural and visual
learners. To help support students who struggle with comprehension I will make sure that I go
slowly and emphasize key phrases, as well as use many cognates.

Materials:
Powerpoint
Computer/Screen
White Board
Markers
Textbook
Video of French broadcast