Standards

NYS LOTE
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 three modes

Interpersonal: Students will be asking each other questions in french to illicit responses
Interpretive:. Students are interpreting meaning through the use of drawings from given
story and textbook activities
Communities- Students are involved in group activities fostering communication and rapport
Comparisons-. Students will be able to identify how French differs in English in the functions
prepositions of location.
Connections- Students are able to make simple observations of the location of places, people,
and things in the world around them.

Essential Question: To what extent do prepositions influence how we view reality?

Instructional Objectives
Students will be able to identify various prepositions of location
Aurally
Visually
Students will be able to construct sentences using prepositions of location
Students will be able to interpret a drawing and depict the prep of Location.
Students will be able to state the meaning and uses of chez
Students will be able to recognize disjunctive pronouns

Introduction:
I will begin the class by handing out a simple story that I wrote which incorporates
prepositions of location. I will (quite hysterically) be drawing the story as I read it aloud having
the students falling emphasizing the prepositions. To aid in comprehension, I will have printouts
of visual and written depictions of the prepositions, hanging on the board, I will also emphasize
the prepositions in the story.

Lesson Body
 Next, I will transition into the grammar slides powerpoint. During the powerpoint I will first
pause after I go over the prepositions to begin the ESSAYEZ! Act on pg 121. If there is time, I
will cover the disjunctive pronouns. I will model this for them and have them read a few
examples, if necessary. After, I will have the students begin ACT 6 in pairs. I will ask a volunteer
to read the model for this activity. I will allow the students approx 10-15 minutes to complete this
exercise. I intend to set aside time for group and independent practice to help the students.

III. Lesson Essentials

Differentiated Learning Activities:The various activities I chose are designed to help
meet the needs of the diverse students I am working with. My activities target multiple
intelligences such as audio,visual, social, and scientific. The story I present will cover audio,
visual, and interpretive styles of learning. In addition, the story contains some material that is a
little more advanced than the mean student level which is following suit of Krashens i+1
hypothesis.
This lesson is very grammatical in nature and may appeal to those who are bent toward
mathematical and scientific constructs. The group activities allow other more-abled students to
help those achieve what they may not be able to do on their own (Vygotsky's ZPD)

Instructional Resources,Materials and Technology

Projector
Computer
Jean Story
Preposition Powerpoint
Textbook and activities
Preposition Drawings.