Patrick Meyers French 1B Les Membres de la Famille

(1) Standards:

A. New York State Languages Other Than English Standards:

Standard 1: Students will be able to use a language other than English for
communication.

ACTFL: World Readiness Standards for Learning Languages: Comparisons

Learners use the language to investigate, explain, and reflect on the nature of
language through comparisons of the language studied and their own.

B. ISTE Standards – Knowledge Constructor:

3c: Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

(2) Lesson Objectives:

A. Students will be able to identify the members of the family in French through interacting
with a Pear Deck

B Students will be able to curate information through designing their Family Tree in French
by utilizing Microsoft Paint

(3) Method of Assessment

A. The teacher will use the Pear Deck’s function of compiling data as a formative
assessment. The data could be used informally if the teacher allows students to go back
and edit their responses after the teacher, or could be used as a formal assessment if
the teacher locks the screen after the timer runs out. Students will not be able to edit
their responses prior to the teacher reviewing the correct answer. The Pear Deck shows
the teacher how each of the students answered the question, and can place it into an
excel spread sheet.

B. The teacher will assess use of technology by act of completion. Students will be required
to add shapes that represent their family members, draw lines to connect the family, add
text boxes, color, font changes, etc. Students will be scored on a rubric for technology
usage, accurate spelling, accurate lineage, and quantity of family members provided.
(4) Introduce the Learning Activity

A. The teacher will begin the lesson by introducing the students to the agenda that is
written on the board. The teacher will read the agenda to the students, indicating we will
use a Pear Deck to review members of the family, followed by creating a family tree in
Microsoft Paint.

B. The teacher will begin the lesson by briefly talking to the class about family. The teacher
will explain that the names of family members (mère, père, soeur, frère, fils, fille etc). are
often at the center our conversation skills and are necessary function of learning a
foreign language.

(5) Provide Information

A. The teacher will distribute a Quizlet vocabulary list to the students to assist them during
the activities. The teacher will inform the class that they are allowed to use the list at all
times during the lesson to help them with unfamiliar vocabulary.

(6) Provide Practice

A. During the Pear Deck activity students will be given opportunities to practice the
vocabulary by exercising their kinesthetic skills by drawing one of the family members
listed. Students will also practice the vocabulary by being presented with slides that
require students to fill in the blank, multiple guess, and drag an icon across the screen to
the correct member of the family within a provided image.

During the family tree activity, students will be given opportunities to practice the
vocabulary by using their personal knowledge outside of the classroom in an authentic
activity. Students will be required to draw one side of their family tree, and provide a
minimum of 10 family members. The activity requires students to label their family
members by their appropriate titles in French (mother, father, aunt, cousin, sister,
brother, etc).

(7) Provide Knowledge of Results

A. Students will receive verbal feedback during the Pear Deck. After each slide, the teacher
reviews students’ responses and provides verbal feedback. The teacher will ask probing
questions if common mistakes occur (Why do we say cousin instead of cousine? What is
frère? etc). During the Family Tree activity, the teacher will use proximity to monitor
student progress, and verbally give feedback on student progress.
B. The teacher will provide written feedback on the students’ finalized Family Tree projects.
The teacher will use a rubric to check for spelling, quantity of family members, and
accuracy of the family lineage design. The teacher will write comments on the bottom of
the rubric page providing positive feedback on the project, and suggestions on what the
student can work on to improve (Be sure to add accent marks, be careful with spelling,
etc).

(8) Review

A. At the end of the lesson, the teacher will review teaching family members is a mandatory
part of Checkpoint A of the New York State Common Core Standards. We tend to talk
about our family members a great deal. Family member names are important, especially
during conversation and/or written opinions and thoughts.