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Teacher Candidate: Sabattis Twichll

Unit Topic: Bonnes vacances!

Essential Question(s): How do French & American families like to spend their vacations? Why is it important to be able to talk about traveling?_Comment passes-tu les vacances? Quest-ce que tu aimes faire pendant les vacances? Lesson Number: LE Lesson #1: les vacances et les voyages State Standards being Assessed Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Speaking & Listening: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present and future time frames, and express details and nuances by using appropriate modifiers Standard 2: Students will develop crosscultural skills and understandings. Performance Indicators: Draw comparisons between societies 2. Students will be able to compare and contrast cultural differences between French & American families regarding how they spend their vacations (analysis) 2. Cultural Comparisons Writing Activity: Paragraph expressing the similarities & differences in vacation activities between French & American families (formative) Approximate Time: ~1 day (40 min) + 20 hours planning time Acceptable Evidence and Type of Assessment 1. Pre-Assessment: Reading Comprehension Questions Reviewing French and American Vacation Activities (formative)

Objectives (Utilize Blooms Taxonomy and Label) 1. Students will be able to recall and describe vacation activities in French (knowledge, comprehension)

Teacher Candidate: Sabattis Twichell Unit Title: Bonnes vacances! Subject: French II

Date: March 5, 2012 Grade Level: 10th Grade/Checkpoint B

Essential Question(s): How do French & American families like to spend their vacations? Why is it important to be able to talk about traveling?_Comment passes-tu les vacances? Quest-ce que tu aimes faire pendant les vacances? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators LE Lesson #1 : Les vacances et les voyages Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Speaking & Listening: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present and future time frames, and express details and nuances by using appropriate modifiers Standard 2: Students will develop cross-cultural skills and understandings.
Only include what will be assessed.

Lesson Objectives
(Blooms Taxonomy)

Performance Indicators: Draw comparisons between societies 1. Students will be able to recall and describe vacation activities in French (knowledge, comprehension) 2. Students will be able to compare and contrast cultural differences between French & American families regarding how they spend their vacations (analysis) Obj. 1. Pre-Assessment: Reading Comprehension questions reviewing vacation activities (formative) Obj. 2. Cultural Comparisons Writing Activity: Paragraph expressing the similarities & differences in vacation activities between French & American families (formative) Direct Instruction: 1. Introduction: 1. The teacher will have the Bell Ringer ready on the Smartboard or projector, as well as on Bell-Ringer sheets, asking students 5 questions about how they like to spend their time during vacations. The teacher will explain the directions aloud, asking students to answer each question in a complete sentence, and to choose 2 of the 5 sentences and draw accompanying pictures to demonstrate their understanding of the vacation activity (visual) (RBIS-nonlinguistic representation). The teacher will ask 2 students to re-explain the directions (CFUdirections). 2. The students will complete the Bell-Ringer silently at their desks. 2. Development/Teaching (input, modeling, & checking for understanding): 3.The teacher will distribute the new unit vocabulary list as well as the PreAssessment activity for this unit to help students review their knowledge of vacation vocabulary. The teacher will explain the directions aloud, as students follow along with written directions on the assignment sheet and check for understanding by asking what students need to do first, second, and after they have

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer


Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)


Ex. (CFU directions)

finished (CFU-directions). 4. The students will read 5 short profiles of how French families spend their vacations in France, and then answer 10 questions based on their reading comprehension to demonstrate their understanding of vocabulary in context. This pre-assessment will be collected to help the teacher evaluate students understanding of vocabulary in preparation for the unit (CFU-content). 5. When the students have finished answering questions, the teacher will begin the second part of the activity. The teacher will briefly go over new vocabulary terms for words they may not have learned in previous units, using listen and repeat (auditory) and using picture cards (or projected images) to help demonstrate the vacation vocabulary (visual) (RBIS-nonlinguistic representations), as well as motions or actions to help denote each activity (kinesthetic). 6. The students will listen and repeat new vocabulary terms (auditory) while also doing the accompanying action to help denote each term (kinesthetic), as well as viewing the projected image to help with understanding (visual). 3. Guided Practice with Feedback & Correctives: 7. The teacher will then instruct students to walk around the classroom, polling their classmates on where and how they like to spend their vacations using one or all of the newly learned phrases O vas-tu aller pendant les vacances? Combien de temps est-ce que tu vas rester l-bas? O est-ce que tu vas rester ? Est-ce que tu es prt(e) partir? et Quest-ce que tu aimes faire pendant les vacances ? The teacher will have students record the responses they receive on their classroom polling chart. The teacher will model an example with three different students as to what each exchange should include and the appropriate way to answer using complete sentences and verb conjugation agreement (CFUprocedures). 8. The students will walk around the classroom (kinesthetic), polling their classmates on where and how they like to spend their vacations using complete sentences, with each person posing and answering a question to each other (auditory). They will record their answers on the polling sheet by writing names and their classmates responses. 9. The teacher will walk around the room offering corrective feedback when necessary/appropriate, encouraging students to think of all the different activities they like to do on vacation (rather than sticking with 1-2 safe responses), and offering extra one-on-one help with students who may be at a lower ability/readiness level in using vocabulary and making correct verb conjugations (RBIS-setting objectives & providing feedback). The teacher may encourage struggling students to write down possible responses in preparation for the interviews with their classmates (auditory/visual). 4. Closure: 10. When the students have finished, the teacher will instruct everyone to return to their seats. The teacher will ask each person in the class a question about what different student liked to do/where they would go on vacation, and they will answer based on their poll results (auditory). 11. The teacher will then explain the cultural comparisons writing activity aloud as students follow along with the written directions on the projection screen (RBIS-identifyng similarities & differences). The teacher will provide an example of 2 well-written paragraphs on the Smartboard or Overhead and have two students to read them aloud. The Teacher will then ask 3-4 other students some follow-up questions (in English) about the paragraph to check for

understanding (CFU-directions & content). 5. Independent Practice: 12. The students will begin writing 2 short paragraphs in their Exit Journals, answering the questions: Comparez les vacances en France et aux Etats-Unis pour les adultes et pour les jeunes. Quelles sont les diffrences et les similarits ? If they do not finish in class, it will be completed as homework (RBIS-homework & practice). 6. Evaluation & Review: 13. The Exit Journal responses will be used to monitor student progress and at the end of each week, students will have the opportunity to review their entries, make corrections, and respond to the teachers feedback. The students will also complete a self-evaluation & write an entry to the teacher about how they feel they are doing in the unit so far. They will be encouraged to express areas of difficulty or areas they would like to learn more about in a KWLS chart. Assessment/Evaluation 1. Pre-Assessment: Reading Comprehension Questions Reviewing Vacation Activities (formative) The purpose of this formative assessment is for the teacher to review previous Label: formative or summative knowledge of activities vocabulary, as well as introduce some new vocabulary and describe purpose using cognates and content in context. The teacher will look over the preassessment at the end of the day to gain a better understanding of where the class is in terms of reading comprehension and vocabulary readiness. The teacher will be able to tell which students are on target, above target, and below target and then can adjust lessons in this unit to meet specific student needs. The teacher may also discover that the entire class would benefit from vocabulary review, or needs more practice in reading comprehension. 2. Cultural Comparisons Writing Activity: Paragraph expressing the similarities & differences in vacation activities between French & American families (formative) The purpose of this formative assessment is to check for understanding of the days lesson on vacation activities and to re-visit the lesson objectives. The teacher will read and offer corrective feedback on each students Exit Journal entry, and they will receive a formative grade based on the quality of their response (using exit journal writing rubric based on sentence structure, vocabulary usage, content, subject-verb agreement, and grammer). The Exit Journal responses will be used to monitor student progress and at the end of each week, students will have the opportunity to review their entries, make corrections, and respond to the teacher. As closure, the students will write 2 short paragraphs in their Exit Journals, answering the questions: Comparez les vacances en France et aux Etats-Unis pour les adultes et pour les jeunes. Quelles sont les diffrences et les similarits ? If they do not finish in class, it will be completed as homework. These questions revisit the lesson objectives for the day, reviewing activities vocabulary and comparing and contrasting how French & American families spend their vacations. The teacher will check Exit Journals daily (or as assigned) to be used as a formative grade, to check for understanding and student progress. Comments and feedback will be given in each students journal and students may review their entries, make corrections and respond to the teacher at the end of each week. The students will also complete a self-evaluation & write an entry to the teacher about how they feel they are doing in the unit so far. They will be encouraged to express areas of difficulty or areas they would like to learn more

Closure

Accommodations and/or Interactions with Support Staff

about in a KWLS chart. 1. Students with exceptional learning needs may receive extra time to perform tasks, more one-on-one help or attention, be partnered with above average students or a student aid, receive written directions or updates sent home to parents, or any other accommodations as outlined on specific student IEPs. 2. The teacher will offer one-on-one help during the student polling activity for students who may be at a lower ability/readiness level in terms of using vocabulary and making correct verb conjugations in asking/answering questions.

3. Using visual aids such as picture cards, projected images on the Smartboard/overhead, or pictures to denote vocabulary on assignment sheets will cater to those with visual learning styles. Presenting information orally will appeal to auditory learners, as well as conducting interviews and interacting with classmates orally. Getting up out of seats to perform vocabulary actions and walking around the classroom to interview classmates and take polls may be beneficial for kinesthetic learners. Resources/Materials Smartboard or Overhead projector PowerPoint/Smartboard Slideshow with Activities Vocab. Images, Bell-Ringer, Reading Comprehension Profiles, Polling Directions, & Cultural Comparisons Directions Bell Ringer Sheets Reading Comprehension Questions/Profiles Assignment Sheets Student Polling Visual Activities Sheet New Vocabulary Lists Exit Journals Text: McDougal Littell Discovering French Blanc 2 KWLS Charts ~1 day (40 min) + 5 hours planning time Time Required Reflection: This lesson was specifically developed to meet NYS LOTE learning standards 1 (Students will be able to use a language other than English for communication), and 2 (Students will develop cross-cultural skills and understandings). In this lesson, students learn how to describe vacation activities in French, as well as compare and contrast cultural differences between French and American families regarding how they spend their vacations. Within this lesson, current scholarship in the field of French is reflected through cultural knowledge on the similarities and differences between French and American families. It is also demonstrated through the use of upper level vocabulary terms and various grammatical structures such as est-ce que, inversion, and the future simple tense to pose and respond to questions in French. Best classroom practice is demonstrated through the use of research-based instructional strategies, using direct instruction to begin this introductory lesson as part of a larger unit. Students are engaged in vocabulary instruction through nonlinguistic visual representations, and they are given positive reinforcement through corrective feedback, homework and independent practice. The lesson demonstrates knowledge of content, adapting teaching strategies to meet the needs of diverse learners, as well as knowledge of pedagogy, using recursive learning to engage different learning styles and build progressively upon the curriculum. Professional skills are also demonstrated through modeling commitment and caring for students through accommodations and positive reinforcements. This lesson prepares students for life outside of the classroom as they will have a deeper understanding of why it is important to be able to communicate effectively using the French language. Students will also be able to identify cultural similarities and differences and draw connections which relate their lives to those of French families through the vacation activities they enjoy.